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The framework of Developmental Assets is grounded in extensive research on what kids need to succeed. Since 1989, Search Institute has been studying the assets in the lives of young people. To date, about three million young people have been surveyed in thousands of communities across North America. Read more about the research behind this framework.

"KidsClick! is a web search site designed for kids by librarians - with kid-friendly results!" From Kent State University

"Teaching Channel - high quality videos on Math, ELA and much more! I just re-discovered the Teaching Channel, which has about 650 videos on a variety of topics, including 150 on Common Core. Search by subject, grade or topic (including CC but also Planning, Behavior, Engagement, Class Culture, How To's, other professional development...) and get a list of excellent videos with some innovative and effective teaching practices. The videos are usually 2 to 15 minutes long"

We have over 28,000 tutorials. Search for one, or navigate the menu below.

"Below is a list of webinars on a variety of AT and access topics. Click on the webinar title to read more and register. You can also browse over 30 archived ATC webinars or search all archived webinars by topic, age range, technology, etc."

As full implementation of Common Core State Standards nears, educators are searching for answers to three questions: 1) What are the CC State Standards? 2) How will they change what I do? and 3) Why are they here? Some of the details are frustratingly elusive as various groups -- publishers, school districts, states, and universities -- jockey for positions in the first post-NCLB initiative. Here's

by Pattan and Gail Van Tatenhove - online PD

"Search SWIFT Shelf to find research articles, issue briefs, papers, reports, assessment tools, and more about current issues in equity-based inclusive education."

Good stuff in their Teaching and Learning folder. Also search Common Core State Standards Collaborative INitiative for a lot of good grade level and subject area resources

"Each authentic learning experience in PBLE is anchored at to a grade-band, integrated with standards, and connected to relevant activities and web resources. With the ability to search problems by grade-band or subject area, add web resources to saved problems within the app, and locate real-world connections, implementing problem based learning has never been easier."

"Are you searching for resources to implement the Common Core State Standards? Here you will find current, relevant, evidence-based tools and professional development to smooth your transition into a new era of teaching and learning."

"Serendip-o-matic connects your sources to digital materials located in libraries, museums, and archives around the world. By first examining your research interests, and then identifying related content in locations such as the Digital Public Library of America (DPLA), Europeana, and Flickr Commons, our serendipity engine helps you discover photographs, documents, maps and other primary sources. Whether you begin with text from an article, a Wikipedia page, or a full Zotero collection, Serendip-o-matic's special algorithm extracts key terms and returns a surprising reflection of your interests. Because the tool is designed mostly for inspiration, search results aren't meant to be exhaustive, but rather suggestive, pointing you to materials you might not have discovered. At the very least, the magical input-output process helps you step back and look at your work from a new perspective. Give it a whirl. Your sources may surprise you."

Free preview online ""Who am I?" This is the question that many adolescents ask during the turbulent middle and high school years. In Worth Writing About: Exploring Memoir with Adolescents, Jake Wizner addresses how searching for the answer to this question leads his students to reflection, to reading, and ultimately to deeper, more meaningful writing."

"Effective instructional leaders don't just focus on student learning. They relentlessly search out and interrogate evidence of that learning."

The Consortium on Chicago School Research (CCSR) at the University of Chicago conducts research of high technical quality that can inform and assess policy and practice in the Chicago Public Schools. We seek to expand communication among researchers, policy makers, and practitioners as we support the search for solutions to the problems of school reform. CCSR encourages the use of research in policy action and improvement of practice, but does not argue for particular policies or programs. Rather, we help to build capacity for school reform by identifying what matters for student success and school improvement, creating critical indicators to chart progress, and conducting theory-driven evaluation to identify how programs and policies are working

"When you have a Google Document open, open the Add-ons menu and search for "tag cloud generator." The Tag Cloud Generator Add-on will create a word cloud in the right-hand margin of any of your Google Documents that contain more than one hundred words."

"All your team communication in one place, instantly searchable, available wherever you go. That's Slack. - Real time messaging, file sharing, supporting one-to-one and group conversations - Powerful search and archiving, meaning no one is ever left out of the loop - Dozens of integrations with tools including: Dropbox, Asana, Google+ Hangouts, Twitter, Zendesk - New integrations and features added frequently - Inline images and video, with rich link summaries giving context without leaving the app - Instantly synced across all devices - Configurable notifications for desktop, mobile push and email - Scientifically proven (or at least rumored) to make your working life simpler, more pleasant, and more productive"

In this new paper, the first of two, he addresses the question of what this search for more impact means, and he does two things powerfully. The first is to make the case that the minimum goal of education, when rightly expressed, should be for all students to make at least one year's progress for one year's input, no matter where they start. The second is to argue that at the level of public policy there are many ideas, many of them popular and plausible, which do not pass the 0.4 test.