Project Updates
How to Facilitate Deep Ownership of Instructional Reforms
Since 2014, researchers at the Consortium for Policy Research in Education (University of Pennsylvania) and Research for Action (RFA) have researched the implementation of an ambitious instructional reform at Philadelphia schools, the Ongoing Assessment Project (OGAP), that has demonstrated positive impacts on teacher knowledge and student learning in math.
Engaging in Distributed Leadership
School leadership is broadly acknowledged to be vital to improving outcomes for schools and students. Yet, amongst the countless demands that educational leaders face, making wise choices to pressing issues have become increasingly more complex.
A new CPRE report reveals strategies to help leaders tackle their toughest issues.
Authors Identify Three Major Forms of Support Provided by Teacher Leadership Programs
In new scan of U.S. teacher leadership programs, authors map the landscape of teacher leadership programs across the U.S. and identify commonalities and distinctions amongst the range of programs. Using a variety of search approaches to capture publicly-available information, the authors documented 285 state, local, university, and foundation-sponsored programs that use a variety of techniques to support teachers as leaders.
A Growing Renaissance in Early Childhood Data Use
Stakeholders Discuss ECDataWorks journey at SXSW EDU
CPRE's ECDataWorks project (University of Pennsylvania) was listed among the best initiatives at this year's SXSW EDU dedicated to the investment of early childhood learning.
The Future of Brazil’s “Common Core”
ECDataWorks announces Cohort 3 States: Connecticult, Mighigan, Nebraska, and North Carolina
The ECDataWorks team is excited to announce partnerships with four new states, which will make up Cohort 3 of the project. Connecticut, Michigan, Nebraska, and North Carolina will join Minnesota and Utah (Cohort 1), and Georgia and Texas (Cohort 2).
