How do we embed student teachers into communities surrounding the schools where they teach, so they understand and embrace teaching and learning in diverse cultural contexts?
Professional development is a critical way in which teachers who are currently in classrooms learn about changes in mathematics teaching and learning and improve their practice. Little is known about what types of professional development support teachers’ improved practice and student learning. However, federal, state and local governments spend resources on helping teachers improve their teaching practice and students’ learning.
Teachers need a common language to learn from each other in our rapidly growing global economy. How do we effectively share best practices in a culturally appropriate manner with fellow educators in developing countries, and what can we learn from them?
How can Mary Lou Fulton Teachers College help close the achievement gap for students who are English Language Learners — students whose primary language is not English?
The population of Uganda is more than 75 percent children and youth. Among them, vulnerable youth — particularly adolescent girls and young women, children with disabilities, orphans and those living in extreme poverty — are at high risk of economic insecurity, gender-based violence, early pregnancy and HIV infection. These vulnerabilities threaten their ability to succeed and progress in their education; stay safe from HIV and violence; and acquire the skills and assets needed to lead resilient, healthy and productive lives.
Incarcerated youth have the poorest post-secondary outcomes of any adolescent learners. They are unemployed or underemployed, and experience poverty and homelessness at rates substantially higher than other youth. Previously incarcerated youth also need individualized support during reentry to successfully engage in work and offset high rates of reoffending and recidivism.