Due to the COVID-19 global pandemic, educators and school administrators need to understand the available distance learning models and programs that may assist students who attend school from a remote location. To meet this need, this rapid evidence review sought to identify and report on what works in distance learning educational programming. After an extensive search and screening process, the What Works Clearinghouse (WWC) reviewed 36 studies spanning kindergarten through postsecondary education. Fifteen studies met the WWC Group Design Standards; of those, four met the Every Student Succeeds Act (ESSA) Tier 1 requirements. An analysis of where research has been conducted revealed that several distance learning programs for K–8 students met WWC Group Design Standards but only one study of distance learning program for high school students met WWC Group Design Standards. In addition, a meta-analysis of studies with similar design characteristics (nine in total) found that, on average, students in the distance learning programs improved in the English language arts (ELA) outcome domain but not in the mathematics domain. Although the results are promising, continued research using rigorous, randomized designs should be a priority. (Institute of Education Sciences)
Webinar recordings and shared resources from Forward Together are now available online at 60by25.org/2021-conference. Plenary and breakout sessions equipped attendees on how to navigate through uncertain times while advancing equity as we work to achieve our shared goal of 60% postsecondary attainment by 2025.
The Fulbright Distinguished Awards in Teaching Research Program provides an opportunity for K–12 educators from the United States to conduct research and engage in other professional learning experiences abroad for three to six months. Participants work on individual inquiry projects on a topic relevant to education in the United States and the host country, take courses at a host university, and collaborate with colleagues on educational practices to improve student learning.
Voices from the Classroom 2021 is a nationally representative survey by teachers that captures the views and opinions of educators across the country on a wide variety of education issues. As decision-makers at all levels determine how to recover from this education disruption and return to the classroom, they need to hear from those who are taking on the challenge every day — educators.
Developmentally Appropriate Practice: What Do Professional Development Providers Need to Know? (On-Demand)
Listen as early childhood education experts Sue Bredekamp, Ph.D, Marie Masterson, Ph.D. and Iheoma Iruka, Ph.D. reflect on NAEYC’s newly revised Developmentally Appropriate Practice (DAP) position statement. Get insights on the core considerations, principles of child development, and guidelines for DAP in action.