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The purpose of this APS is to solicit innovative concept papers from international and local organizations that can propose the best approach for blind and deaf inclusive education in Mali. This will be done through a two steps application process consisting of: (a) the submission of an initial concept paper and then, (b) the submission of a full application, as detailed in Section II. This APS will be open for a period of one year, with up to three (03) rounds, depending on funds availability. Under this APS, USAID intends to award multiple grants and cooperative agreements ranging from $20,000 to $300,000 for a maximum period of performance of two years each. At time of releasing this APS, the total amount available for funding the grants/cooperative agreements is $882,000 over a period of two years, of which $400,000 is available to cover the year 1. There will be a pre-application meeting with all interested local organizations on the date specified above to review the application requirements. All interested organizations are required to send an email at least seven working days before the meeting with the name of the organization and names of the attendees and their contact information. The solicitation will be amended to provide answers to all questions raised (in writing and at the meeting) for the general consideration of all interested parties.

The purpose of this APS is to solicit innovative concept papers from international and local organizations that can propose the best approach for blind and deaf inclusive education in Mali. This will be done through a two steps application process consisting of: (a) the submission of an initial concept paper and then, (b) the submission of a full application, as detailed in Section II. This APS will be open for a period of one year, with up to three (03) rounds, depending on funds availability. Under this APS, USAID intends to award multiple grants and cooperative agreements ranging from $20,000 to $300,000 for a maximum period of performance of two years each. At time of releasing this APS, the total amount available for funding the grants/cooperative agreements is $882,000 over a period of two years, of which $400,000 is available to cover the year 1. There will be a pre-application meeting with all interested local organizations on the date specified above to review the application requirements. All interested organizations are required to send an email at least seven working days before the meeting with the name of the organization and names of the attendees and their contact information. The solicitation will be amended to provide answers to all questions raised (in writing and at the meeting) for the general consideration of all interested parties.

All projects are welcome; the only condition is that they must contribute to transforming education. Your proposal can address, for instance, one or more of the following: Learning contents Devices, tools and connectivity Learning assessment and analytics School management and organisation Learning communities. We accept applications from all over the world and not only those from the European Union. All selected startup teams must commit full time to the incubation process. All selected startups will be required to have registered or register within the EU.

NIFA/USDA requests applications for the Virtual Lab School (aka Virtual Laboratory School) (VLS) program for fiscal year (FY) 2016 to provide all maintenance and support necessary to maintain the Virtual Lab School, a virtual learning platform which houses all statutorily mandated training for Department of Defense (DoD) child development program staff.

NIFA/USDA requests applications for the Virtual Lab School (aka Virtual Laboratory School) (VLS) program for fiscal year (FY) 2016 to provide all maintenance and support necessary to maintain the Virtual Lab School, a virtual learning platform which houses all statutorily mandated training for Department of Defense (DoD) child development program staff.

The purpose of this funding opportunity announcement (FOA) is to award one cooperative agreement to develop a state-of-the-art foster/adoptive parent training program to include intensive preparation and development components that reflect the capacities required of successful foster/adoptive parents. This is intended to be a product that could be utilized by all states, tribes, and territories and consistently applied wherever implemented. Development of this program would include research on the common characteristics of individuals and their foster/adoptive families that have succeeded in terms of well-being and stability. Common characteristics of families that are more likely to foster and/or adopt harder to place children/youth and are successful and remain committed to the relationship will be identified and integrated into the program. The program would be inclusive of development, training, and capacity needs of individuals/families that are interested in becoming foster parents, as well as those who are interested in fostering with the intention to eventually adopt; therefore many concepts would be in common for foster and adoptive parents. There would be particular focus for foster parents on working on reunification efforts with birth parents and for adoption there would be particular focus on the common adoption issues pertinent to all types of adoption, i.e., child welfare, private domestic, and international. The initial year would entail an extensive review of all current training and preparation programs and include new intervention strategies that foster/adoptive parents should be skilled in as they develop as foster and adoptive parents. The initial year would also involve the basic development of the new intensive training modules.

This program aims to provide all U.S. students the opportunity to participate in computer science (CS) and computational thinking (CT) education in their schools at the K-12 levels. With this solicitation, the National Science Foundation (NSF) focuses on researcher-practitioner partnerships (RPPs) that foster the research and development needed to bring CS/CT to all schools. Specifically, this solicitation aims to provide high school teachers with the preparation, professional development (PD) and ongoing support that they need to teach rigorous computer science courses, and K-8 teachers with the instructional materials and preparation they need to integrate CS/CT into their teaching.

"Reading for All" activity is to improve reading outcomes for children with disabilities (CwDs) in grades 1 - 3 in USAID-supported Early Grade Reading Program (EGRP) districts. The three main objectives of the Reading for All activity are to improve data quality on CwDs; enhance institutional and technical capacity at various levels to deliver quality reading instruction and support to CwDs; and test inclusive instructional models that can be scaled for specific groups of CwDs.

The Institute's purpose in awarding these grants is to provide national leadership in expanding fundamental knowledge and understanding of developmental and school readiness outcomes for infants and toddlers with or at risk for disability, and of education outcomes for all students from early childhood education through postsecondary and adult education. Purpose of Program: The central purpose of the Institute's research grant programs is to provide parents, educators, students, researchers, policymakers, and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all students. In carrying out its grant programs, the Institute provides support for programs of research in areas of demonstrated national need. The Institute's National Center for Education Research (NCER) will hold five competitions: One competition for education research, one competition for education research training, one competition for education research and development centers, one competition for statistical and research methodology in education, and one competition for partnerships and collaborations focused on problems of practice or policy. The Institute's National Center for Special Education Research (NCSER) will not hold competitions in FY 2014.

The Research on Education and Learning (REAL) program represents the substantive foci of three previous EHR programs: Research and Evaluation on Education in Science and Engineering (REESE), Research in Disabilities Education (RDE), and Research on Gender in Science and Engineering (GSE). What is distinctive about the new REAL program is the emphasis placed on the accumulation of robust evidence to inform efforts to (a) understand, (b) build theory to explain, and (c) suggest interventions (and innovations) to address persistent challenges in STEM interest, education, learning, and participation. The program supports advances in research on STEM (science, technology, engineering, and mathematics) learning and education by fostering efforts to explore all aspects of education research from foundational knowledge to improvements in STEM learning and learning contexts, both formal and informal, from childhood through adulthood, for all groups, and from the earliest developmental stages of life through participation in the workforce, resulting in increased public understanding of science and engineering. The REAL program will fund research on, human learning in STEM; learning in STEM learning environments, and broadening participation research.

In September, Miami received notice from the government that our new F&A rates are: 44.5% for On Campus Organized Research 44.0% On Campus Sponsored Instruction 39.0% On Campus Other Sponsored Activities 26.0% Off Campus All Programs These rates are effective beginning September 1, 2014. Awards received beginning in September and all proposal submissions going forward will be required to use the new rates.

Calling all innovative educators and educational institutions: Steelcase Education seeks partners in active learning who are ready to use their physical classroom space to advance learning in new and important ways.  We have a passion for understanding how learning takes place and how smarter, active learning spaces can help. That's why we're launching a new grant program that will fund and research up to 15 Active Learning Centers each year. Each Active Learning Center grant will cover the furniture, integrated technology, design, installation and post-occupancy evaluation for one of three classroom types designed for 28 - 32 students. Eligible classrooms must be in the United States and Canada, serving grades 6 - 12 or within a college or university. Grants are valued between $35,000 and $50,000, plus all of the innovation and inspiration born of active learning. Interested in sparking new learning in your classroom by leveraging the power of place? Apply for an Active Learning Center grant using our grant proposal template and guide starting December 8, 2014. Submissions must be received by February 27, 2015 and grant recipients will be contacted by April 15, 2015. Full details on the grant and submission process are available in the grant proposal guidelines. If you have questions related to our grant guidelines or submitting a grant proposal, please email us at steelcase@activelearningcentergrant.com. 

The EHR Core Research program (ECR) invites proposals for fundamental research (basic research or use-inspired basic research) that advances knowledge in one or more of the three Research Tracks: Research on STEM Learning and Learning Environments, Research on Broadening Participation in STEM fields, and Research on STEM Workforce Development. The ECR program places emphasis on the rigorous development of theory and accumulation of knowledge to inform efforts to address challenges in STEM interest, learning, and participation, for all groups and all ages in formal and informal settings. This emphasis includes research on advancing evaluative methodologies to support research efforts funded through ECR.

The National Academy of Education works to advance high-quality education research and its use in policy formation and practice. Founded in 1965, the academy comprises members in the United States 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 conducted by its members and other scholars with relevant expertise. As part of that mission, the NAEd/Spencer Postdoctoral Fellowship Program supports early-career scholars working in critical areas of education research. The non-residential postdoctoral fellowship funds proposals with the potential to make significant scholarly contributions to the field of education. The program also aims to develop the careers of its recipients through professional development activities involving National Academy of Education members. Fellows receive $70,000 for one academic year of research, or $35,000 for each of two contiguous years working half-time, and are included in professional development retreats with other fellows and NAEd members. The program is open to all eligible applicants regardless of race, national origin, religion, gender, age, disability, or sexual orientation. Applicants must have received their PhD, EdD, or equivalent research degree between January 1, 2012, and December 31, 2016. In addition, all applicants should have a demonstrated record of research experience in education.

Guided by the belief that all lives have equal value, and that all students-especially Black, Latino, and low-income students-must have equal access to a great public education that prepares them for adulthood, the Bill & Melinda Gates Foundation is excited to announce this Request for Proposal (RFP) to fund Networks for School Improvement (NSI). An NSI is a group of secondary schools working in partnership with an Intermediary organization to use a continuous improvement process to significantly increase the number of Black, Latino, and low-income students who earn a high school diploma, enroll in a postsecondary institution, and are on track in their first year to earn a credential with labor-market value. Secondary school teams work collaboratively to identify, test, and refine solutions that target a problem and reach an aim common across the network. An NSI's aim is to improve outcomes that are predictive of high school graduation and postsecondary success.

Purpose of Program: In awarding these grants, the Institute of Education Sciences (Institute) intends to provide national leadership in expanding fundamental knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, (2) education outcomes for all students from early childhood education through postsecondary and adult education, and (3) employment and wage outcomes when relevant (such as for students who engaged in career and technical, postsecondary, or adult education). The Institute's research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all students. These interested individuals include parents, educators, students, researchers, and policymakers. In carrying out its grant programs, the Institute provides support for programs of research in areas of demonstrated national need.

Purpose of Program: In awarding these grants, the Institute of Education Sciences (Institute) intends to provide national leadership in expanding fundamental knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, (2) education outcomes for all students from early childhood education through postsecondary and adult education, and (3) employment and wage outcomes when relevant (such as for students who engaged in career and technical, postsecondary, or adult education). The Institute's research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all students. These interested individuals include parents, educators, students, researchers, and policymakers. In carrying out its grant programs, the Institute provides support for programs of research in areas of demonstrated national need.

The National Committee of Teachers of Mathematics's Principles to Actions: Ensuring Mathematical Success for All suggests that teachers must identify what counts as evidence of student progress toward mathematics learning goals and reflect on evidence to inform the planning of future instruction. In addition, teachers should work collaboratively with colleagues, families, and community members to ensure that all students have the support they need to maximize success in the mathematics classroom. To that end, the NCTM is accepting applications for classroom-based research in pre-college mathematics education in collaboration with college or university mathematics educators. Grants of up to $6,000 each will be awarded to mathematics educators or classroom teachers currently teaching mathematics at the grade 7-12 level. The research must be a collaborative effort involving a college or university mathematics educator (a mathematics education researcher or a teacher of mathematics learning, teaching, or curriculum) and one or more grade 7-12 classroom teachers (individuals who spend half or more of their work time teaching in the classroom).

Under the call, grants of up to $50,000 over up to three years will be awarded in support of education research projects that contribute to an understanding of the rapid shifts in education in this time of crisis and change. The foundation is especially interested in studies focused on understanding and disrupting the reproduction and deepening of educational inequality caused by the crisis, as well as research projects that are working to reimagine educational opportunities in these times. The foundation is interested in proposals at all levels and in all settings of learning, including early childhood, higher education, and in schools, families, and communities, as well as studies that seek to understand the situated experiences of non-dominant groups, including English-language learners, immigrants, minoritized communities, Indigenous communities, students with disabilities, highly mobile and institutionalized youth (e.g., foster youth or those in youth prisons), and rural communities. The program will support proposals from multiple disciplinary and methodological perspectives, both domestically and internationally, as well as from scholars at various stages in their careers.

Purpose of Program: The Institute's purpose in awarding these grants is to provide national leadership in expanding fundamental knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, and (2) education outcomes for all students from early childhood education through postsecondary and adult education. The Institute's research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all students. These interested individuals include parents, educators, students, researchers, and policymakers. In carrying out its grant programs, the Institute provides support for programs of research in areas of demonstrated national need.

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.

Purpose of Program: The Institute's purpose in awarding these grants is to provide national leadership in expanding fundamental knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, and (2) education outcomes for all students from early childhood education through postsecondary and adult education. The Institute's research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all students. These interested individuals include parents, educators, students, researchers, and policymakers. In carrying out its grant programs, the Institute provides support for programs of research in areas of demonstrated national need. Competitions in This Notice: The Institute will conduct 10 research competitions in FY 2018 through two of its centers: The Institute's National Center for Education Research (NCER) will hold five competitions: One competition for education research; one competition for education research and development centers; one competition for partnerships and collaborations focused on problems of practice or policy; and two competitions for low-cost, short-duration evaluation of education interventions. The Institute's National Center for Special Education Research (NCSER) will hold five competitions: One competition for special education research; one competition for research training programs in special education; two competitions for low-cost, short-duration evaluation of special education interventions; and one competition for research networks focused on critical problems of policy and practice in special education.