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The mission of INTIME is to help educators improve student learning at all levels (PK thru University work) and in all content areas. We work with PK thru 12th grade teachers and university faculty to accomplish this mission. We use contemporary technology, high quality conceptual models, online streaming videos, case studies and probing questions analysis to help educators learn the skills necessary for improving student learning. Our conceptual models include the latest research on the use of standards to improve learning as well as the most contemporary strategies available from cognitive psychology and learning research. Additional models are used to show educators how to support learning, including democracy in the classroom, information processing and in-depth analysis of teacher knowledge and behavior. Our mission is not to divide the work of the educator into small parts but rather to functionally view the complex system that promotes quality learning.

The mission of SEDL is to solve significant problems facing educational systems and communities to ensure a quality education for all learners. SEDL is committed to long-term, systematic, research- and experience-based solutions derived from research, development, evaluation, information provision, technical assistance, and professional development. SEDL's primary efforts are in five program areas: improving school performance, strengthening teaching and learning in content areas, integrating technology into teaching and learning, involving family and community in student learning, and connecting disability research to practice. Work in these areas concentrates on K-16 education and on underserved students, particularly those living in poverty. SEDL is a private, nonprofit corporation dedicated to fulfilling its mission with clients and other education stakeholders on a national, regional, state, and local basis through diverse and interrelated funding, partnerships, and projects.

The Knowledge Loom is a place for educators worldwide to do the following: -Review research that identifies promising practices related to various themes -View stories about the practices in real schools/districts -Learn to replicate the success of these practices in your own organization -Add your own stories and knowledge to the collections -Discover supporting organizations and resources, including annotated Web links More importantly, using the Knowledge Loom makes you part of an active online teaching and learning community.

"When teachers say they are color blind, they are usually saying that they do not discriminate and that they treat all their students equally. Of course, being fair and treating each student with respect are essential to effective teaching. However, race and ethnicity often play important roles in children's identities and contribute to their culture, their behavior, and their beliefs. When race and ethnicity are ignored, teachers miss opportunities to help students connect with what is being taught. Recognizing that a student's race and ethnicity influences their learning allows teachers to be responsive to individual differences. In some cases, ignoring a student's race and ethnicity may undermine a teacher's ability to understand student behavior and student confidence in doing well in a school culture where expectations and communication are unfamiliar. An individual's race and ethnicity are central to her or his sense of self but they are not the whole of personal identity. Moreover, how important an individual's race and ethnicity is to her or his identity will vary and teachers need to take that into account as they seek to learn more about their students."

This publication of the James R. Squire Office of Policy Research offers updates on research with implications for policy decisions that affect teaching and learning. Each issue addresses a different topic. This issue addresses English Language Learners.

Incorporated in 1966, Teachers of English to Speakers of Other Languages, Inc. (TESOL), is a global association for English language teaching professionals headquartered in Alexandria, Virginia, USA. TESOL encompasses a network of approximately 52,000 educators worldwide, consisting of more than 12,000 individual members and an additional 40,000 educators within the 100 plus TESOL affiliate associations. Representing a multifaceted academic discipline and profession, TESOL offers members serial publications, books, and electronic resources on current issues, ideas, and opportunities in the field of English language teaching. TESOL also conducts a variety of workshops and symposia, including an annual convention, regarded as the foremost professional development opportunity for English language educators worldwide. TESOL's mission is to develop and maintain professional expertise in English language teaching and learning for speakers of other languages worldwide.

The effort to provide an equitable education to all students has led to extensive research on the effects of racial and ethnic differences, and of gender, on access, learning, and achievement. It has also led to great debate about which student population has been most shortchanged, with the argument about gender inequities perhaps most fierce. The impact of ethnicity on gender differences had been only minimally considered by researchers, however, until the Educational Testing Service (ETS) began looking at the topic several years ago, first with a study on test taking (Willingham & Cole, 1997) and now with a report on a variety of education and employment measures (Coley, 2001). The ETS publications, while demonstrating generally that there are "more similarities than variations in gender differences among racial/ethnic groups" (Coley, 2001, p. 3) present statistics showing some interesting twists in the way the differences are manifested. They also raise some questions about educational equity that transcend the issue of gender fairness. Thus, as part of an ERIC Clearinghouse on Urban Education series consisting of facts about specific student groups, this digest presents highlights from the education findings in Richard Coley's Differences in the Gender Gap: Comparisons Across Racial/Ethnic Groups in Education and Work.

This MentorMob learning playlist is designed to provide viewers with an opportunity to explore culturally relevant pedagogy.

This MentorMob learning playlist is designed to provide information and resources related to promoting parent/family/community involvement in schools.

Bring dozens of Peace Corps Volunteer stories, letters, and folk tales with standards-based lessons to your class. Also discover ways to involve students in service learning.

Includes Asian American, Enslaved, Mexican American, and Native American Voices along with teaching materials, active learning, multimedia and much more.

This web site is designed to provide information, including links to related web sites, on the history and current thinking about American Indian and Indigenous education. It includes information on how Indigenous students were taught English and on bilingual/bicultural education. In addition, there is material on teaching reading, math/science, curriculum development, and American Indian dropouts. Links are also provided to information on community-controlled schools, gifted and talented education, learning styles, and Indian children's books. This web site is maintained by Jon Reyhner.

The Department of Education provides research-based, quality curriculum resources for educators to use in the classroom. These resources can be used as models and revised, as needed, for each educator's particular needs. Curriculum and assessment alignment forms are available for schools and online learning providers for use in aligning local curriculum and assessment with the standards. Use the sample forms to help you get started. Specialty curricula, such as Indian Education, are included to give educators engaging lessons on a particular topic area.

Despite remarkable progress along many indicators of equitable access, participation, and outcomes of schooling, there are still persistent, pervasive issues that must be addresses, including continued disparities in access to athletics and academic programs, sexual harassment, hate crimes, and discriminatory treatment of girls and women. This What Matters brief includes strategies for: * Achieving gender equity in access and opportunities to learn * Achieving a gender-balanced curriculum * Achieving gender-equity in interpersonal relations with/between students * Achieving gender-equity in discipline patterns

GLSEN, the Gay, Lesbian & Straight Education Network, is the leading national education organization focused on ensuring safe schools for all students. Established in 1990, GLSEN envisions a world in which every child learns to respect and accept all people, regardless of sexual orientation or gender identity/expression. GLSEN seeks to develop school climates where difference is valued for the positive contribution it makes to creating a more vibrant and diverse community.

This article provides the following guidelines for creating culturally responsive, inclusive classrooms: use a range of culturally sensitive methods and materials, create a classroom atmosphere that respects individuals and their cultures, foster an interactive classroom learning environment, employ ongoing and culturally aware assessments, and collaborate with other professionals and families.

Discusses the negative consequences of gender stereotyping in the mathematics classroom, especially for girls. Addresses possible challenges associated with creating a safe learning environment and combating gender stereotypes. Describes difficulties in various settings in the mathematics classroom and explores challenges associated with traditional gender roles, role models, and sexist language.

Discusses the negative consequences of gender stereotyping in the mathematics classroom, especially for girls. Addresses possible challenges associated with creating a safe learning environment and combating gender stereotypes. Describes difficulties in various settings in the mathematics classroom and explores challenges associated with traditional gender roles, role models, and sexist language.

Gender stereotyping primarily of junior high female math students is a relatively recent awareness. I liked the three points they made on combating this issue, i.e., (1.) reinforcing the fact that math should be nonsexist, (2.) including the contributions that female mathematicians have made to society, (3.) teaching nonsexist language by example. Also, several good ideas on countering domineering students so that all students feel free to participate. I plan to implement the idea of limited and revolving discussion groups

As state-defined standards of learning and standardized tests become more and more closely identified as measures of achievement, not only for students, but also for teachers, administrators, schools and school districts, teachers are feeling less empowered to employ creative means for make their curricula more inclusive and accessible to all students. Even as the Internet and other new educational media broaden classroom access to a virtually endless stream of new resources, perspectives, and interactive capabilities, most curricula are necessarily built around textbooks and standardized tests. These and other contextual factors highlight some of the formidable challenges to any process of curriculum transformation. An additional set of challenges emerges when one attempts to develop a process for curriculum transformation within a multicultural education paradigm. One such challenge is a set of critiques regarding multicultural education, usually coming from educational conservatives. (These critiques and responses to them are listed here.) A second challenge is a lack of training or preparation on the part of teachers for developing inclusive multicultural curricula, and a lack of training or preparation on the part of administrators to support teachers in such efforts. This section of the Multicultural Pavilion will serve as a starting point for teachers who, despite these challenges, are determined to create a more inclusive, multicultural curriculum for their students.

Rethinking Schools began as a local effort to address problems such as basal readers, standardized testing, and textbook-dominated curriculum. Since its founding, it has grown into a nationally prominent publisher of educational materials, with subscribers in all 50 states, all 10 Canadian provinces, and many other countries. While the scope and influence of Rethinking Schools has changed, its basic orientation has not. Most importantly, it remains firmly committed to equity and to the vision that public education is central to the creation of a humane, caring, multiracial democracy. While writing for a broad audience, Rethinking Schools emphasizes problems facing urban schools, particularly issues of race. Throughout its history, Rethinking Schools has tried to balance classroom practice and educational theory. It is an activist publication, with articles written by and for teachers, parents, and students. Yet it also addresses key policy issues, such as vouchers and marketplace-oriented reforms, funding equity, and school-to-work. Brazilian educator Paulo Freire wrote that teachers should attempt to "live part of their dreams within their educational space." Rethinking Schools believes that classrooms can be places of hope, where students and teachers gain glimpses of the kind of society we could live in and where students learn the academic and critical skills needed to make that vision a reality. Rethinking Schools attempts to be both visionary and practical: visionary because we need to be inspired by each other's vision of schooling; practical because for too long, teachers and parents have been preached at by theoreticians, far-removed from classrooms, who are long on jargon and short on specific examples.