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Out-of-school time educators benefit directly from effective professional development that advances their knowledge and skills. This publication looks at five approaches to professional development, so educators and programs can make informed decisions about which is best for their needs.

"The Impact of Identity in K-12 Mathematics: Rethinking Equity-Based Practices" is a compelling expanded edition of the groundbreaking work focused on grades K-8. Here, the authors delve deeper into the intricate relationship between mathematics education and student identity, extending the conversation to the high school context. This revised and expanded volume explores how teaching practices influence students' perceptions of themselves as mathematics learners, emphasizing the need for teachers to engage in critical reflection and embrace equity-based practices. It addresses the challenges and inequities in the current education system, exacerbated by political and social turmoil and calls for a transformative approach to mathematics teaching. "The Impact of Identity in K-12 Mathematics" acknowledges the role of mathematics as both a gatekeeper and a gateway in society and urges teachers to develop an asset-based approach that values every child's unique brilliance and creativity. Comprising 12 chapters, discussion questions, and a reflective epilogue, this book is an essential resource for teachers committed to fostering a more humanizing, liberatory mathematics education and supporting students as whole human beings.

This edited book explores different international practices in reforming science teacher education programs for STEM education. Incorporating case studies in Asia, the Middle East, Africa, Europe, North America and South America, the contributors emphasise the large variety in STEM teacher preparation. Including science-centric versions of STEM programs as well as more integrated models of STEM, this contextual diversity will help readers learn about the design, opportunities, and challenges of STEM teacher preparation in a variety of circumstances, in order to innovate and improve STEM education more broadly.

This volume provides an overview of the state of the art of research on the politics of higher education policy in Canada, the US, and Western Europe. Each thematic chapter combines an extensive literature review with original empirical work that further advances our understanding of policymaking dynamics in higher education. The book covers five key aspects of policymaking, namely the politics of governance as well as funding reforms, the role of interest groups, policy diffusion, and policy framing. These aspects are explored using a unique comparative design that combines comparisons within as well as between regions, and among the five key aspects of policymaking. The conceptual framework is anchored in approaches from institutional theory, namely sociological and historical institutionalism.

In "Navigating Social Justice," Martin Scanlan introduces a comprehensive social justice schema that melds organizational learning with leading for equity. Scanlan distills wisdom gleaned from the experiences of a variety of educational professionals as well as from his own more than three decades of work in equity-focused partnership with elementary schools. Scanlan's schema brings together five dimensions--inclusivity, communities of practice, critical formation, social ecosystems, and practical wisdom--that work together holistically to eradicate inequitable practices and policies and promote robust teaching and inclusive learning. For each dimension, the book features real-life vignettes that focus the conversation, exercises that encourage reflection, and suggested opportunities for the application of its central ideas. Each chapter also gives access to online tools, extending its utility. The practical guidance offered in this book not only will enable educational institutions to best meet the needs of families and community members but will also help leaders cultivate the moral and intellectual judgment needed to address social justice issues in schools. This clarifying equity framework will be invaluable to established and aspiring school leaders, building administrators, district leaders, system administrators, and others in both the public and private education sectors as they engage in ongoing social justice work. [Foreword by Michelle Young. Afterword by Vonzell Agosto.]

TIMSS (Trends in International Mathematics and Science Study) is a long-standing international assessment of mathematics and science at the fourth and eighth grades that has been collecting trend data every four years since 1995. About 70 countries use TIMSS trend data for monitoring the effectiveness of their education systems in a global context, and more countries join TIMSS with each subsequent assessment cycle. Because it marks the successful transition to its first fully digital assessment cycle, TIMSS 2023 is a watershed cycle in the 28 year history of TIMSS. Half the TIMSS countries pioneered the transition to digital assessment in TIMSS 2019 paving the way for an "all digital" turning point in TIMSS 2023. Capitalizing on the benefits of technological advances is necessary for TIMSS to remain in sync with global realities, and TIMSS 2023 will set the wheels in motion to improve the quality of TIMSS data, increase efficiency in data collection, and make the data more useful. To provide deeper insights into how students approach mathematics and science assessment tasks, solve problems, and communicate their responses, TIMSS 2023 will include more complex and innovative item types that capture both responses and process indicators. A digital item designer and translation system will support TIMSS 2023 item development, enabling interactive opportunities and provision of various digital tools for students to use in developing and providing their responses. The idea of Problem Solving and Inquiry (PSI) Tasks introduced in TIMSS 2019 (ED596167) will be further developed. PSI tasks are based on attractive, interactive scenarios that allow students to follow a series of steps toward a solution or goal. A variety of PSI tasks will be integrated into the mathematics and science assessments. Finally, a concerted effort will be made to increase the degree of automated scoring to improve scoring accuracy and comparability across countries, including research into using machine learning to evaluate graphical and short written responses.

Never before has technology played such a central role in education. In 2020, seemingly over night, technology took centre stage in the delivery of not just some education, but all education and the metaphors to describe this time leaned heavily on catastrophic terms of revolution, tsunami, and disruption. But why do apocalyptic metaphors abound in the field of ed tech and what purpose do they serve? As author Martin Weller explores, there is significant potential for the use of metaphor in ed tech. He demonstrates that metaphors can enable educators to move beyond pragmatic concerns into more imaginative and playful uses of technology while he cautions against many of the existing metaphors that play into the adoption of technology that damages and limits the learner experience. Metaphors of Ed Tech is essential reading for anyone involved in education, but particularly those still determining the impact and potential of the unprecedented pivot to online learning in 2020.

This book presents a state-of-the-art, robust, and adaptable process, the Theory of Being, that offers strategies for working across Difference, and for embarking on constructive dialogue around the issues that drive us apart, both individually and collectively. Whether around racial, gender, and/or social class inequity, core beliefs, uses of power or other points of cultural conflict, this book offers a research-validated approach, developed and refined over twenty years, to engage in difficult dialogues. "The Theory of Being" includes personal, relational, and community practices that support individuals and communities to better work through the difficult dialogues necessary to transform systems of structural inequity. It describes and offers applications of Being to help the reader understand and apply principles and practices that invite openness to controversy through facilitating deep reflection and shifting the focus of conflict from individuals to centering the issue of contention as a Third Thing about which participants can more safely express experiences and emotions. Via cases and narratives, the editors and contributors demonstrate how, through productively situating feelings of vulnerability and anger, individuals, organizations, and communities can work together to continuously evolve responsive, inclusive, and equitable practices that value social and cultural differences. This book focuses on strategies for the "how" we interact, demonstrating an orientation to process rather than prioritizing outcomes. A process-orientation can increase the quality of interaction between individuals, and the likelihood of traversing problems associated with controversial social difference in ways that result in sustainable strategies to disrupt systems of oppression. A range of applications exemplify this approach throughout the text. The primary audience is higher education leaders and leaders-in-training including student affairs professional staff, campus administrators, higher education and student affairs faculty, and undergraduate and graduate students. However, the approach has broad implications for any persons who want to productively engage across Difference in their personal and/or professional lives. [Foreword written by Parker J. Palmer.]

Conducted every five years, Progress in International Reading Literacy Study (PIRLS) assesses international trends in the reading comprehension of young students in their fourth year of schooling--an important transition point in children's development as readers. PIRLS was designed to complement the International Association for the Evaluation of Educational Achievement's TIMSS assessments of mathematics and science at the fourth grade. The first two chapters of the PIRLS 2021 Assessment Frameworks contain the PIRLS 2021 Reading Framework and PIRLS 2021 Context Questionnaire Framework, respectively. The reading framework provides guidelines for assessing reading comprehension at the fourth grade according to a matrix of two reading purposes--literary and informational--by four comprehension strategies (retrieval, inferencing, integrating, and evaluation). The context questionnaire framework describes the topics to be covered by the PIRLS 2021 questionnaires. The third chapter describes the assessment design for PIRLS 2021. Across the past 20 years, linking the PIRLS assessments of reading achievement to the rich array of PIRLS questionnaire data about the contexts in which students learn to read has provided researchers an important source of policy relevant information about how to improve reading education around the world. [For "PIRLS 2016 Assessment Framework. 2nd Edition," see ED545242.]

"Methods and Procedures in PIRLS 2016" documents the development of the Progress in International Reading Literacy Study (PIRLS) assessments and questionnaires and describes the methods used in sampling, translation verification, data collection, database construction, and the construction of the achievement and context questionnaire scales. In particular, "Methods and Procedures" documents the numerous quality assurance steps and procedures implemented by all those involved in the PIRLS 2016 assessments, including the TIMSS & PIRLS International Study Center, IEA Amsterdam and IEA Hamburg, Statistics Canada, and the National Research Coordinators and their teams in the participating countries and benchmarking entities. This report contains four sections and fourteen chapters. Section 1, Instrument Development, contains the following chapters: (1) Developing the PIRLS 2016 Achievement Items (Ina V. S. Mullis and Caroline O. Prendergast); and (2) Developing the PIRLS 2016 Context Questionnaires (Martin Hooper and Bethany Fishbein). Section 2, Sampling, contains the following chapters: (3) Sample Design in PIRLS 2016 (Sylvie LaRoche, Marc Joncas, and Pierre Foy); (4) Estimating Standard Errors in the PIRLS 2016 Results (Pierre Foy and Sylvie LaRoche); and (5) Sample Implementation in PIRLS 2016 (Sylvie LaRoche and Pierre Foy). Section 3, Data Collection Procedures, contains: (6) Survey Operations Procedures in PIRLS 2016 (Ieva Johansone); (7) Translation and Layout Verification for PIRLS 2016 (David Ebbs and Erin Wry); (8) Quality Assurance Program for PIRLS 2016 (Ieva Johansone and Erin Wry); and (9) Creating the PIRLS 2016 International Database (Sebastian Meyer, Mark Cockle, and Milena Taneva). Section 4, Reporting, contains: (10) Reviewing the PIRLS 2016 Achievement Item Statistics (Pierre Foy, Michael O. Martin, Ina V. S. Mullis, and Liqun Yin); (11) PIRLS 2016 Achievement Scaling Methodology; (12) Scaling the PIRLS 2016 Achievement Data (Pierre Foy and Liqun Yin); (13) Using Scale Anchoring to Interpret the PIRLS and ePIRLS 2016 Achievement Scales (Ina V. S. Mullis and Caroline O. Prendergast); and (14) Creating and Interpreting the PIRLS 2016 Context Questionnaire Scales (Michael O. Martin, Ina V. S. Mullis, Martin Hooper, Liqun Yin, Pierre Foy, Bethany Fishbein, and Jenny Liu). [Individual chapters contain references.]

Many assume that a person's right to education terminates with high school, and that higher education is a luxury addition. The conversation about education changes in palpable ways once we focus on higher education rather than the education we ordinarily think that citizens are due when they are children and teenagers. We see more talk about competition for university places, standardized testing, and elite admissions. We parse out the differences between the benefits of education for the individual and the burdens of public financial support for such an education. The move from educational provision for children to educational provision for adults marks a troubling transformation in this public conversation: from one about how it can improve the lives of all individuals, to one preoccupied with fairness, competition, merit, personal responsibility, and the sharing of benefits and burdens. Problems of status, stratification, and selectivity capture as much, if not more, of our attention than the question of what higher education institutions should aim to achieve. But why should it be so different, when it is no less essential? Obtaining a higher education degree can change the course of a person's life, providing them with vast opportunities that they could not access otherwise--in fact for many it is a prerequisite for fulfilling their personal and professional goals, or even being able to just make a living. Yet it is almost always framed as privilege, not a right--and a privilege many spend years or even decades paying for after their studies have ended. Our higher education systems are built on the presumption that this is all as it should be: that pursuing higher education is a choice some people make, but not something to which all of us are entitled. Christopher Martin turns this view on its head by arguing that higher education is in fact an unconditional, absolute right of all citizens in a free and open society. As he argues, a closer look at the value of education in a free and open society reveals that many of the challenges we see in higher education today can be attributed to the failure to recognize higher education as an individual right. Using concepts and ideas from liberal political philosophy, Martin shows that access to educational goods play a key role in helping citizens realize their self-determined goals. Higher education should be understood as a basic social institution responsible for ensuring that all citizens can access these goods. The necessary corrective, Martin argues, is simple: we need to stop allocating higher education to some, and allocate it to all who choose to pursue it. A readiness and willingness to learn should be the only qualification. Higher education should offer opportunities that benefit citizens with different interests and goals in life. Its foundational moral purpose should be to help citizens of all backgrounds to live better, freer lives.

Coaching between educators is one of the best ways to improve outcomes for all learners--but coaches rarely get formal preparation for mastering this important role. Give coaches the expert support they need with this essential new resource, a comprehensive guide to "what effective coaching looks like across the PreK-12 grade span and how to conduct powerful coaching cycles with teachers and teams." With a focus on improved practice for coaches and big-picture systems change, the authors combine "relevant research with hands-on guidance and resources" for planning, conducting, and reflecting on the quality of coaching when working with individual teachers or leadership teams. Readers will start with foundational information on coaching goals, activities, and challenges; a synthesis of research on coaching practices that work with teachers and teams; and guidance on applying systems-level change principles to the coaching process. Then they'll get strategies and resources to help them implement the key features of an effective coaching framework. Vivid examples show what successful coaching looks like at different grade levels, and "30 downloadable tools" help coaches take confident action, reflect on their practices, and continuously improve. A must-have professional reference for coaches, educator teams, and administrators, this book is the key to conducting powerful coaching sessions that lead to better outcomes for every student. Implement an effective coaching framework through: (1) Alliance building: Take an intentional approach to developing an equitable, mutually beneficial partnership with a shared purpose; (2) Observing: Watch the teacher or team in action, gather simple data, and use the data to construct feedback and encourage reflection; (3) Modeling: Demonstrate to coachees how to use a specific teaching or teaming practice; and (4) Providing performance feedback: Share your feedback so that coachees have concrete, actionable data that helps them reflect on their practices and advance their goals.