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The mission of the Consortium for Applied Studies in Jewish Education (CASJE) is to stimulate and support the work of researchers, practitioners, and funders who believe that evidence should drive decision-making in Jewish education. To that end, CASJE is inviting applications for research that can make a difference in how Jewish education is practiced. Two grants of up to $30,000 will be awarded in support of time-concentrated research connected to the consortium's areas of focus, which include Jewish educational leadership, Jewish early-childhood education, Hebrew language education, Israel education, and the career trajectories of Jewish educators. Only empirical research will be funded; conceptual inquiries or literature reviews are not eligible for funding.

The NIH Research Education Program (R25) supports research education activities in the mission areas of the NIH. The overarching goal of this R25 program is to support educational activities that complement and/or enhance the training of a workforce to meet the nation's biomedical, behavioral and clinical research needs. To accomplish the stated over-arching goal, this FOA will support creative educational activities with a primary focus on: The NIH Research Education Program (R25) supports research education activities in the mission areas of the NIH. The overarching goal of this NIDCD R25 program is to support educational activities that complement and/or enhance the training of a workforce to meet the nation's biomedical research needs, and to encourage individuals from diverse backgrounds, including those from groups underrepresented in the biomedical and behavioral sciences, to pursue further studies or careers in auditory and vestibular research.

The Office of English Language Programs of the Bureau of Educational and Cultural Affairs announces an open competition for proposals to advance the Bureau's objectives through support of academic exchanges that will result in the improvement of English teaching capacity around the world and the enhancement of mutual understanding between the people of the United States and the people of other countries through exchanges of U.S. English language educators to all regions of the world. The EL Fellow and Specialist Program builds bridges of mutual understanding between the people of the United States and the people of other countries through exchanges of U.S. English language educators. The EL Fellow and Specialist Program sends talented, highly qualified U.S. citizens in the area of Teaching English to Speakers of Other Languages (TESOL) or a closely related field on approximately ten month Fellow exchanges or short-term (two-weeks or more) Specialist assignments at educational institutions in all regions of the world. Through U.S. embassy-designated projects, EL Fellows and Specialists share their expertise, build English teaching capacity abroad, hone their skills, and gain international experience. Upon returning to the United States, they share their experiences and acquired knowledge with their communities and professional colleagues. Projects are carried out with host country ministries of education, universities, teacher-training institutions, NGOs, binational centers, and other English language teaching institutions.

The National Academy of Education advances high-quality education research and its use in policy formation and practice. Founded in 1965, the academy comprises United States members and foreign associates who are elected on the basis of outstanding scholarship related to education. Since its establishment, NAEd has undertaken research studies that address pressing issues in education typically conducted by members and other scholars with relevant expertise.

The Course Hero-Woodrow Wilson Fellowship for Excellence in Teaching will support rising stars in the academy who love teaching, demonstrate excellence as educators, and are making their mark as exceptional researchers, poised to shape their fields. Designed for young scholars working towards tenure, the Course Hero-WW Fellowship is a "genius grant" that will emphasize the balance between scholarly excellence and commitment to teaching practice that draws on new approaches to pedagogy, creating a new level of engagement for students in and beyond the classroom. In short, Fellows will be emerging heroes in their fields, on a clear trajectory to become great college educators. In its inaugural year, the Course Hero-WW Fellowship will identify five outstanding junior faculty members. Fellows will receive a one-year grant of $40,000-approximately $30,000 to support the engagement of a student assistant and the balance to be used for research and travel support. Exceptional candidates teach in ways that build student confidence and mastery of a subject; encourage critical thinking; explore foundational concepts through the lens of broader themes and global events; promote the power of learning communities beyond the classroom; leverage technology to complement the classroom experience; consider and serve different learning styles; prepare students for lifelong learning; and can serve as replicable teaching models for other educators. Selection takes place in June 2018. The five Fellows will be invited to attend the Course Hero Education Summit in July 2018, where their Fellowships will be announced.

The Study of the U.S. Branch, Office of Academic Exchange Programs, Bureau of Educational and Cultural Affairs (ECA), invites proposal submissions for the design and implementation of five different Study of the U.S. Institutes for Scholars and Secondary Educators to take place over the course of five to six weeks at U.S. academic institutions beginning in June 2016, pending the availability of FY 2016 funds. These Institutes should provide multinational groups of experienced foreign university educators, scholars, teachers, and other professionals with a deeper understanding of U.S. society, culture, values, and institutions. Four of these Institutes will be for groups of 18 foreign university level faculty, focusing on the themes of Journalism and Media, U.S. Culture and Society, U.S. Foreign Policy, and U.S. National Security Policymaking, each with a total duration of six weeks.

A program of the U.S. Department of State, Bureau of Educational and Cultural Affairs, the Critical Language Scholarship (CLS) Program offers intensive summer language institutes in thirteen critical foreign languages. The selection process is administered by American Councils for International Education with awards approved by the U.S. Department of State, Bureau of Educational and Cultural Affairs.

The U.S. Embassy Baku Public Affairs Section (PAS) is pleased to announce that funding is available through its Annual Program Statement. U.S. Embassy Baku's Annual Program Statement solicits proposals for projects that further the U.S. Mission's public diplomacy goals of expanding and strengthening people-to-people ties between Azerbaijan and the United States, engaging with local media, and building and strengthening local partners through the specific objectives listed. Public diplomacy programming includes cultural programming, educational exchanges, workshops and training for entrepreneurs, English-language programming, innovation in and improvement of education systems, promoting science, technology, engineering and math (STEM) education, and promoting professional journalism. All programs must include a connection with American culture, expert(s), organization(s), or institution(s) in a specific field that will promote increased understanding of U.S. policies and perspectives.

Advancing Basic Education in the Philippines (ABEP) project seeks to improve basic life skills for children in the early grades in the Philippines (early childhood education through Grade 3). This includes the ability to do math, read and write in Filipino, English and selected mother tongues, as appropriate.

The International Literacy Association sponsors the Constance McCullough Award as a way to encourage international professional development activities. The $4,000 grant is awarded annually to assist an ILA member in the investigation of reading-related problems and to encourage international professional development activities that are carried out in countries outside of North America. The award represents a specific means for working toward as many as three articulated goals of the association, including advocacy, professional development, and emerging global issues. 1) Advocacy: Through the award, the association seeks to promote universal access to literacy and provide leadership in support of adequate funding for literacy programs on an international basis. 2) Professional Development: The association seeks to enhance and improve the professional development of literacy educators on an international basis that supports programs and processes in response to expressed needs and that responds quickly to identified professional needs. 3) Emerging Global Issues: The association seeks to identify and provide leadership on such emerging globally significant issues as access to primary education for all, access to current materials, and assessment of literacy levels. Any ILA member is eligible to submit a proposal, remembering that the Constance M. McCullough bequest to ILA is designated for use in international professional development activities undertaken in countries outside North America. See the International Literacy Association website for complete program guidelines, information about past grant recipients, and application instructions.

The U.S. Consulate Fukuoka Public Affairs Section (PAS) of the U.S. Department of State is pleased to announce that funding is available through its Public Diplomacy Small Grants Program. This annual notice of funding opportunities outlines our funding priorities and areas of interest, as well as procedures for submitting requests for funding. Please note that this notice supplements specific notices of funding opportunities that may be posted both here and on other relevant sites throughout the year. Any organization or individual interested in applying for funding should carefully follow all instructions. The U.S. Consulate Fukuoka is accepting applications for small grants to individuals or organizations to lead an English education program with American cultural content at the Fukuoka American Center, American Shelf partner institutions and/or a public space. The U.S. Consulate Fukuoka will award a grant of $500-$1,000 to fund a series of events to promote English language education, introduce American culture, and/or to encourage future travel to and study in the United States. To promote English language, we ask that at least one native-level English speaker is involved in the proposed activities. Proposed activities might follow the past English learning programs hosted by Fukuoka American Center (please contact the Fukuoka Grants Management to receive the sample session descriptions for English Club and Kids English Learning Program) or propose an alternative model. Sessions can be held monthly, bi-monthly, or quarterly on or after November 15, 2018 for one year. Sessions must be open to the public and cannot be commercial, trade or charitable activities. No for-profit organizations can receive funding through these awards. If awarded, the Grantee will be responsible for coordinating the schedule with the Fukuoka American Center and/or American Shelf partner institutions.

The primary goal of the funding opportunity is to engage English teachers in training programs that will strengthen English teaching quality and capacity in the Dominican Republic. The target population for this training program will be public school teachers, teachers from the Ministry of Higher Education's English Immersion Program and teachers from the binational centers (Instituto Cultural Dominico-Americano and Centro Cultural Dominico-Americano). Institutions should include a description of the interview and selection procedures and assessment methods for the proposed training program(s). Participants and Audiences: a. License at least five teachers or teacher trainers as TESOL Trainers Target audience: Teachers or Supervisors/Teacher Trainers from the Instituto Cultural Dominico-Americano's Teacher Training Center and/or English School b. Train at least 80 English pre-service teachers and/or in-service teachers in the communicative approach in support of the new English curriculum implemented by the Ministry of Education of the Dominican Republic in the northern, eastern, southern and/or capital region. Target audience: Pre-service teachers attending local universities, including UASD and ISFODOSU, and/or in-service teachers from the Ministry of Education c. Train 40 teachers and/or supervisors from the Ministry of Higher Education's English Immersion Program, the Instituto Cultural Dominico-Americano and the Centro Cultural Dominico-Americano in evaluation and assessment and/or communicative approach. Target Audience: 40 teachers and/or supervisors from the Ministry of Higher Education's English Immersion Program, the Instituto Cultural Dominico-Americano and the Centro Cultural Dominico-Americano

The Administration for Children and Families, Administration for Native Americans announces the availability of Fiscal Year 2018 funds for the Native American Language Preservation and Maintenance - Esther Martinez Immersion (EMI) program. EMI provides funding for community-based projects that ensure continuing vitality of Native languages through immersion-based instruction. Programs funded under the EMI funding opportunity announcement must meet the requirements for either a Native American Language Nest, or a Native American Survival School. As defined by Esther Martinez Native American Languages Preservation Act (42 U.S.C. 2991b-3(b)(7). Pub. L. 109-394), Language Nests are "site-based educational programs that provide child care and instruction in a Native American language for at least 10 children under the age of seven for an average of at least 500 hours per child," and Native American Survival Schools are "site based educational programs for school-aged students that provide at least 500 hours per year per student of Native American language instruction to at least 15 students".

Proposals must have a multicultural focus. Multicultural is defined to include issues dealing with race, ethnicity, language, gender or gender identity, age, sexual orientation, socioeconomic status, and ability. There is particular interest in, but not limited to, proposals that respond to ASHA's Envisioned Future: 2025 and ASHA's Strategic Pathway to Excellence; advance Interprofessional Education/Interprofessional Practice (IPE/IPP); and/or result in a tangible product, program, resource, etc.. Projects must: be compatible with ASHA's mission and vision. have a clear, high-quality plan for meeting its objectives. be completed, including evaluation, within 15 months of initiation of the project; and describe the future of the project after ASHA funding has ended.

Proposals must have a multicultural focus. Multicultural is defined to include issues dealing with race, ethnicity, language, gender or gender identity, age, sexual orientation, socioeconomic status, and ability. There is particular interest in, but not limited to, proposals that respond to ASHA's Envisioned Future: 2025 and ASHA's Strategic Pathway to Excellence; advance Interprofessional Education/Interprofessional Practice (IPE/IPP); and/or result in a tangible product, program, resource, etc.. Projects must: be compatible with ASHA's mission and vision. have a clear, high-quality plan for meeting its objectives. be completed, including evaluation, within 15 months of initiation of the project; and describe the future of the project after ASHA funding has ended.

Grants support the development and implementation of an integrated set of courses and student engagement activities focusing on significant humanities content. A common topic, theme, or compelling issue or question must link the courses and activities. The linked courses (a minimum of three) may fulfill general education or core curriculum requirements but could also be designed primarily for students in a particular major or course of study. The Humanities Connections program gives special encouragement to projects that foster collaboration between humanities faculty and their counterparts in the social and natural sciences and pre-service or professional programs in business, engineering, health sciences, law, computer science, and other non-humanities fields.

Boren Scholarships provide up to $20,000 to U.S. undergraduate students to study abroad in areas of the world that are critical to U.S. interests and underrepresented in study abroad, including Africa, Asia, Central and Eastern Europe, Eurasia, Latin America, and the Middle East. The countries of Western Europe, Canada, Australia, and New Zealand are excluded. (Deadline: February 5, 2014) Boren Fellowships provide up to $30,000 to U.S. graduate students to add an important international and language component to their graduate education through specialization in area study, language study, or increased language proficiency. Boren Fellowships support study and research in areas of the world that are critical to U.S. interests, including Africa, Asia, Central and Eastern Europe, Eurasia, Latin America, and the Middle East. The countries of Western Europe, Canada, Australia, and New Zealand are excluded. (Deadline: January 28, 2014) In exchange for funding, recipients commit to working in the federal government for a minimum of one year.

The Embassy of the United States in London invites eligible organizations to submit proposals to develop and implement a 10-day group exchange program to the United States for up to 10 UK youth educators to explore innovative approaches and best practices at teaching media literacy skills.

Purpose of Program: The Language Resource Centers (LRC) Program provides grants to institutions of higher education (IHEs) or consortia of IHEs for establishing, strengthening, and operating centers that serve as resources for improving the Nation's capacity for teaching and learning foreign languages through teacher training, research, materials development, assessment, and dissemination projects.

For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 12, 2018 (83 FR 6003) and available at www.gpo.gov/fdsys/pkg/FR-2018-02-12/pdf/2018-02558.pdf.

The Administration for Children and Families (ACF), Administration for Native Americans (ANA) announces the availability of Fiscal Year (FY) 2018 funds for the Native American Language Preservation and Maintenance program. The Native Language Preservation and Maintenance program provides funding for projects to support assessments of the status of the native languages in an established community, as well as the planning, designing, restoration, and implementing of native language curriculum and education projects to support a community's language preservation goals. Native American communities include American Indian tribes (federally-recognized and non-federally recognized), Native Hawaiians, Alaskan Natives, and Native American Pacific Islanders.