• Read more about Quality First Coaching Academy - Year 3

• Read more about Radical Policy Borrowing: An intensive inquiry into the Higher Diploma Program, a radical reform of instruction and assessment methods in Ethiopia

• Read more about Raising the Bar

• Read more about Reimagining the Education Workforce for the 21st Century: Preparing teachers through personalized learning modules and diversified clinical experiences

• Read more about Productive Management of Uncertainty: Supporting science teachers to raise, maintain and reduce uncertainty toward student conceptual development in argumentation

• Read more about Professional Development of Educators

• Read more about Professional Learning Library and CEEDAR Learning Resource Provider

• Read more about Project Coordinate

Interventions on behalf of students with learning disabilities are frequently applied and practiced apart from a student's classroom environment. A specialist in reading disabilities and challenges may see the student during a “pullout” period in their day, away from the student's classroom and primary teacher, to teach strategies for coping with the disability. A lack of coordination between the specialist and the classroom teacher in encouraging the student to apply the strategies within the classroom can result in less-than-optimal benefits for any interventions.

• Read more about Project ENHANCE: Research Networks Focused on Critical Problems of Policy and Practice in Special Education

• Read more about Project RISE: Re-Entry Intervention and Support for Engagement

How do we create a replicable model to successfully transition youth with disabilities from juvenile justice facilities to the community?

Youth with disabilities are over-represented in the juvenile justice system. Research shows that as many as 60 percent of incarcerated youth have disabilities and require special education services, compared to only 10 to 12 percent of youth in public schools.