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The Challenge of Shadow Education

June 14, 2011

Across Europe, parents are paying privately to provide their children with enhanced “ shadow” education opportunities outside of the state-provided education. Parallel to public education systems in the European Union (EU) are shadow education systems of private supplementary tutoring. These have grown Read More…

 

 

Graduate Research Grant 2011 RFP

May 2, 2011

The Wing Institute is launching a new initiative to provide funding for graduate students who are interested in doing research in the area of evidence-based education.

The purpose of the initiative is to

  1. promote new research in areas of evidence-based education,
  2. promote new research across disciplines,
  3. encourage graduate students to focus their future professional work in this subject area
  4. disseminate research findings for application in “real world” settings, further bridging the gap between research and practice.

FUNDING

Grants vary in size; the maximum grant is $5,000 per annum. These funds will be available to recipients as they achieve agreed upon “benchmarks” in the research process.

Applications available: Immediately
Application deadline: June 15, 2011
Funding decisions: July 1, 2011

ELIGIBILITY:

Applicants must be enrolled full-time and be in good standing in a masters or doctoral at a regionally accredited university or college located in the United States or Canada.

Download the application

 

 

Supreme Court Declines to Hear NCLB Challenge

February 28, 2011

The Supreme Court declined to hear the state of Connecticut’s challenge to the federal No Child Left Behind Act. The state of Connecticut’s lawsuit alleged the federal government could not require states to spend money on No Child Left Read More…

 

 

NCTQ and U.S. News and World Report Announce Joint Teacher Education Review

January 28, 2011

The publisher of the famous and much-debated college ratings, announced on January 18, 2011 a project to review and rate teacher education in all the nation’s 1,400 schools of education. The schools will be reviewed against 19 standards but actually graded on 17 of the standards. Alternative teacher credential programs associated with institutions of higher education will be reviewed.  Credential programs such as Teach For America or district created programs that operate independently of educational schools will not be included in the evaluation.

 

http://www.nctq.org/edschoolreports/national/

http://blogs.edweek.org/edweek/teacherbeat/2011/01/nctq_us_news_announce_joint_te.html

 

 

What Works Clearinghouse Standards of RDD

October 27, 2010

Version 1.0

In June 2010 the What Works Clearinghouse (WWC) expanded its definition of  “gold standard” to include regression-discontinuity research designs. This comes within days of WWC adding Single-Subject Design to the US Department of Education’s list of acceptable methods for establishing the efficacy of educational practices.

Regression discontinuity (RD) designs are increasingly used as an effective method to obtain unbiased estimates of the effects of education-related interventions. The method is used as an alternative random assignment to form comparison groups that uses a cutoff point to assign the intervention to study units (for example, school districts, schools, or students). The report provides criteria under which these designs Meet WWC Evidence Standards.

go to What Works Clearinghouse document library

 

 

Court Curbs US Rule on Alternative Certification

October 27, 2010

Abstract:
The federal 9th Circuit appeals court struck down a federal regulation that permits California teachers who have not completed teacher credential certification, but are working towards certification to be considered “highly qualified” under the No Child Left Behind Act.

The ruling highlighted the fact that a significant percent of teachers who are in alternative training programs end up teaching in low-income communities that are also some of the poorest performing schools in the state. This decision has the potential to have a major impact on programs such as Teach For America, that rely on interns who are working on obtaining credentials through alternative credentialing routes.

Authors: Mark Walsh

Published by: Education Week http://blogs.edweek.org/edweek/school_law/2010/09/federal_highly_qualified_teach.html

Date: September 27, 2010