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Once you make gains in school improvement, how do you sustain them and keep going?
Discover what's new in a statewide curriculum on the Native American experience in Oregon.
This classic brief reviews research on the relationship between teachers' classroom questioning behaviors and a variety of student outcomes, including achievement, retention and participation.
This classic brief looks at the research on activities pursued by teachers to keep track of student learning for purposes of making instructional decisions and providing student feedback.
Placing students into small groups can be a powerful approach to stimulate learning. This resource serves educators looking to improve classroom instruction through small-group student learning.
This classic 1989 brief from researchers Kathleen Cotton and Karen Reed Wikelund remains widely cited and circulated more than 20 years after original publication.
Understanding how to integrate different approaches can go a long way toward helping students of color build a sense of belonging at school.
Earning college credit while still in high school can benefit students in many ways. What can states, districts and schools do to help their dual-credit programs become successful?
Our conversation with Dana Kelly and Carson Howell from the Idaho State Board of Education on Idaho’s approach and success in creating dual-credit programs.
A study found disparities in advanced course enrollment among students from different language groups. What can schools do to increase advanced course enrollment and success for English learners?
Incorporating youth voice into academic settings requires educators and other adults to be mindful and think critically about when they need to step up (and step out) to best support youth.
With ESSA placing states and districts in the driver’s seat when it comes to school improvement, what lessons can be learned from the School Improvement Grant (SIG) program?
Partners from CCSSO, AIR and Education Northwest adapted two widely used teacher evaluation and support systems into new resources for teachers with English learners in their classrooms.
Guest Blogger Jason Younker writes on the challenges colleges face in identifying their American Indian and Alaska Native students and the solution that U of O developed to better serve the community.
Mandy Smoker Broaddus writes on how Montana is creating language-immersion elementary classrooms as one strategy to restore and revitalize Native languages.
This resource examines the issue of trust within the context of school improvement, looking specifically at teacher-teacher and teacher-principal relationships.
English Language Learner (ELL) students bring substantial assets such as bilingualism and biculturalism to communities and classrooms, yet their educational achievement is often lower than that of their non-ELL peers. To address this, Beaverton School District partnered with Education Northwest to
“The health of my community, and of Indian Country in general, depends on policymakers with personal experience.”
"For me, learning about my own culture is a lifelong process, but I definitely believe we should be telling our own story whenever possible.”
With a growing body of research showing the positive impact of diverse teachers on students outcomes, what does the research say on strategies for hiring more teachers of color?

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