North Carolina Department of Public Instruction’s Post

Put research into practice this school year with evidence-based solutions to help all students reach their full potential: https://lnkd.in/exKtiB8s

A time-efficient and cost-effective way to get 1000s more eyes on your key science Transform key educational highlights from your symposia and other scientific meetings into a cost-effective enduring activity that boosts learner engagement. Learn how: https://lnkd.in/e_vJXXDa *Based on online learner engagements for touchMEETING HIGHLIGHTS and touchSYMPOSIUM HIGHLIGHTS learning activities at the 12 week reporting period.

Today's take home message from the EACCME – UEMS Conference on CME-CPD: To preserve the integrity of science in CME, we must constantly be aware of and avoid bias. It's more than just disclosing the faculty's conflict of interest. So how do we go about it? By implementing diverse and inclusive selection of topics and faculty members. It's also essential to seek feedback from both the learners and the faculty (although it's not always easy to get that feedback - nobody loves filling out surveys).

Excited to share the latest insights from EEF's new primary science recommendations! 🚀 Emphasizing the crucial role of metacognition, vocabulary development, and assessment in effective teaching. Let's elevate science education together! 🌐📚 #Education #Science #EEF #TeachingStrategies #metacognition

Description In ACUE's module Reducing Microaggressions, faculty, staff, and leaders consider the impact of microaggressions on students and colleagues, learn to recognize and effectively respond to microaggressions, and gain practices to mitigate the impact of microaggressions. In addition, the module includes practices to empower others to recognize and respond to microaggressions. Criteria Individuals who earned this badge (a) implemented technique(s) for Reducing Microaggressions and (b) received full credit on a written reflection in which they described their implementation, successes and challenges encountered including student and peer responses, and outlined their plan for continued refinement and use of the practices in this module.

I now shift to share some knowledge about what systems and educators are doing across the world in response to the pandemic. In May, 2020, as the Editor of ISEA, I produced a call for papers that described educational responses to the pandemic. The papers could be conceptual, empirical, or country reports and, from more than 150 submissions, 59 papers have been published across four issues: volume 48, issues 1-3, and volume 49, issue 1. All are available open-access through the website of the Commonwealth Council for Educational Administration and Management (www.cceam.net) and through individual authors placing their papers on sites such as Academia. Across the four issues, there are 29 countries represented, with papers focused on all levels of education, and especially on the school and university sectors.

💡 How can we make sure evidence meets the needs of schools, early years settings, and colleges?  🔍 Bridging evidence and practice can be challenging. For evidence to inform positive changes to teaching and learning in real life settings, it must meet practitioners’ needs.  This is why we need to constantly engage with experts of practice.   As a starter, we gather insights from practitioners by:  - Checking the temperature in settings through termly reference groups,  - Refining resources according to their feedback, and   - Identifying areas of teaching that could be better supported by evidence-informed resources. 📖 We also conduct interviews and focus groups to understand, empathise with and learn from practitioners.  This helps us to answer questions such as the most appropriate language for describing teaching and learning approaches, and what format evidence is best communicated through. 🤔 One area in which we’ve learned a lot from practitioners has been in their access and use of evidence-informed resources. Some people told us about how they struggle to differentiate sources according to their reliability.  In response we:   - Published a guide to using research evidence.   - Plan to conduct a funding round that will investigate how to best support school leaders in accessing and using research evidence.  💬 We’re always looking to hear from practitioners across England! Keep an eye out for our annual sector survey that will go out in about two weeks’ time.  Or express your interest via an email to SEG@eefoundation.org.uk. 

We are thrilled to share our highly anticipated cross-state research on personalized, competency-based learning! This extensive analysis provides valuable insights for educators, policymakers and stakeholders. The paper explores five key themes to offer a comprehensive understanding of how these strategies are transforming education. Learn more about the real-world applications and effective interventions shaping the future of learning. https://ow.ly/LefL50SmMKV

"Urgency to act is critical, yet it is also necessary to stop and ask, 'Where are we, and what paradigm shifts do we need to make to pivot into a future that is undeniably different from the past?'." In the current issue of WIHE: Donna M. Buchanan, Ed.D.(she/her), president of Crucial Shift Consulting for Higher Education Change Management, explores five common hindrances to navigating disruption in higher education and takes a closer look at the institutional environment that contributes to them. This article is available through Wiley Online Library, a digital platform of academic journals and research resources. Ask your institution's librarian for options for on- and off-campus access. https://lnkd.in/gfpuBvBs

Access the latest report ‘Improving primary science’ from Evidence for Learning. This guidance offers primary school science teachers and leaders six practical, evidence-informed recommendations that can support high-quality science provision in primary school settings❕ Each recommendation includes models, worked examples and suggested strategies to support teachers in translating the evidence into practice in primary school classrooms. Download here 🔎 https://zurl.co/lblu