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The International Journal of Mentoring and Coaching in Education (IJMCE) publishes cutting edge research and substantial in-process reports and theoretical accounts of mentoring and coaching in educational contexts, including schools, colleges and universities. IJMCE provides overviews of how mentoring and coaching are evolving as well as circulating critical engagement with theoretical and practical issues. It enables insights into variations in mentoring and coaching on a global platform, evidencing their situated nature and generic characteristics as well as reporting on emerging issues in mentoring and coaching theory and practice. This unique journal highlights what is recognised as effective practice in specific contexts, as well as evidencing why this is so and discussing possible transferability to other contexts.  IJMCE regularly features informed reviews of mentoring and coaching publications and provides conference reports from events that have global significance.

Practice investing in the real stock market with a $1,000,000 practice portfolio. Compete with friends and other investors.Test strategies. Earn real money.

Powerful Learning Practice offers a unique opportunity for educators to participate in a long-term, job-embedded professional development program that immerses them in 21st Century learning environments. The PLP model is currently enabling hundreds of educators around the country to experience the transformative potential of social Web tools to build global learning communities and re-envision their own personal learning practice.

"Intuitive, interactive, and fun way for students to practice, learn, and master math. Builds confidence. Drives success."

TeachersFirst is a rich collection of lessons, units, and web resources designed to save teachers time by delivering just what they need in a practical, user-friendly, and ad-free format. We offer our own professional and classroom-ready content along with thousands of reviewed web resources, including practical ideas for classroom use and safe classroom use of Web 2.0. Busy teachers, parents, and students can find resources using our subject/grade level search, keyword search, or extensive menus.

"Professional Development is the most vital element and the key to success of any 1:1 program. Learning and teaching practices don't automatically change because computers arrive in a classroom, or students are equipped with them. Most teachers and administrators have not learned in a 1:1 environment, and have little to fall back on with regard to strategies and activities to use in their classrooms or, the necessary support for continuous reflection upon and incorporation of effective changes in instructional practice. "

""Adults vote with their feet," a favorite adage of adult educators, is frequently used to describe a characteristic of adult learners. In most circumstances, adults are not captive learners and, if the learning situation does not suit their needs and interests, they will simply stop coming. In discussing adult education, Knowles (1980, 1984) distinguished between teacher-centered and learner-centered instruction. He promoted the latter because it viewed learners as mutual partners in the learning endeavor (Merriam and Caffarella 1991). Known as the andragogical model, the use of learner-centered instruction--which supports addressing the needs and interests of learners--is regularly championed in the literature as the most effective way to teach adults. However, Merriam and Caffarella (ibid.) assert that "adult learning in formal settings, for the most part, is still instructor designed and directed" (p. 26). Given the wide support for learner involvement, the discrepancy between adult education theory and practice is perplexing. How can instructors of adults become more learner centered in their practice? This ERIC Digest suggests guidelines and strategies that can be used in formal settings by instructors of adults to involve learners more effectively. "

The Inclusive Schools Network (ISN) is a web-based resource for families, schools and communities that promotes inclusive educational practices. This resource has grown out of Inclusive Schools Week™, an internationally-recognized annual event sponsored by Education Development Center, Inc. (EDC). ISN's mission is "to encourage, embolden and empower people to design and implement effective inclusive schools, by sharing insights and best practices and by providing opportunities for connection." ISN provides year-round opportunities for families and educators around the world to network and build their knowledge of inclusive education.

So where do you start learning how to integrate technology into your classroom as well as how to use it for your ongoing professional development? And how do you stay current with the almost daily changes in the technology landscape? To find answers both general and specific, I talked to three strong advocates for incorporating technology into the learning process: Darren Draper, director of technology services for the Canyons School District, in Cottonwood Heights, Utah; Louise Maine, a science teacher at Punxsutawney Area High School, in Punxsutawney, Pennsylvania; and Sheryl Nussbaum-Beach, a digital-learning consultant and a cofounder of Powerful Learning Practice, a professional-development company that aids educators in adopting 21st-century teaching and learning practices.

Wouldn't it be just awesome if all teachers had a "Magic Eight Ball" that we could turn to every time we had a question about instructional practice, technology or learning theory? It would provide resources, anecdotal experiences, practical application, and much more. Through the connective and collaborative power of online technologies we have access to a vast and vibrant network of educators that are infinitely more qualified than a Magic Eight Ball to provide ongoing, timely support and encouragement. Learn to Power Up your professional learning network with customized and interactive Web 2.0 applications.

The concept of developmentally appropriate practices refers to providing an environment and offering content, materials, activities, and methodologies that are coordinated with a child's level of development and for which the individual child is ready. Three dimensions of appropriateness must be considered: age appropriateness, individual appropriateness, and appropriateness for the cultural and social context of the child.

I must admit I have a bit of an aversion to drill-type activities, but I realize there are times that students need to practice and memorize certain concepts in order to succeed. Certainly we all know that studying makes for more successful learners. Abraham Lincoln clearly knew the value of studying when he said, "I will study and get ready, and perhaps my chance will come." I doubt that Abraham could have imagined the neat Web 2.0 flashcard-type applications that our students can now use to help them with their studies.

Digital Learning Day, February 6, 2013, is a national celebration of teachers that shines a spotlight on successful instructional technology practice in classrooms across the country. Add your voice and expertise to tens of thousands of educators representing nearly 2 million students in ongoing activities, idea sharing, and collaboration leading up to the big event. Mark your calendar for February 6, 2013 and join the wave of innovation sweeping through our nation's schools. Participation is free and easy

ePortfolios are still a key component to getting into the schools you want and getting hired for the jobs you desire. In fact, it's safe to say that they matter just as much now as they ever did, if not more. The reason we've stopped seeing as many articles about ePortfolios is because they've approached standard practice in the education and employment fields. It's taken for granted that today's students will know how to create one by the time they complete their college degrees and seek new employment opportunities, if they didn't already create one as they prepared to apply to colleges.

n this article, she explores the role of classroom management in technology integration: Should teachers simply fit technology into their current instruction, or use it as a way to make learning differentiated and more child-centered? How can teachers manage the practical aspects of using technology integration so that it's a tool to enhance learning and not just a gimmick?

We often hear about tech-savvy educators and administrators who have an array of best practices and whose love for technology is evident. But as anyone who's ever been part of a school or district knows, not all teachers and administrators are as comfortable or familiar with technology.In a recent "Question of the Week," we asked our tech-savvy readers: "How do you get tech-reluctant teachers and administrators to use technology effectively?" Here are our readers' top answers (edited for brevity).

The 4th Annual Elementary Technology Conference is designed especially for K-6 classroom teachers. Come join your colleagues as they share ways to engage your students with technology-rich lessons and ideas. Choose from over 16 sessions on instructional best practices to new Web 2.0 tools and more!

Help your students build the skills they need for the future-such as problem solving, critical thinking, collaboration, and creativity-with Partners in Learning. You'll meet other innovative teachers for collaboration opportunities, get access to free teacher resources, and learn about great ways to improve your personal teaching practice using technology.

Guided by research, educators at Cochrane Collegiate have homed in on ten top teaching methods, and teachers receive weekly PD to help them implement the practices

Have you ever wondered what it really means to transform your district, school, or classroom to a 1:1 environment? It is a term we hear a lot about, but not all can see it or experience it. With the takeoff of the iPad and its successor, the iPad 2, the education world is abuzz with the idea of moving towards a 1:1 environment. But is it practical? For some, it is a dream, a wish; for others, it is slowly becoming a reality. So what does a 1:1 environment look like? How will the students and teachers react? Is it the right direction to go?