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Purpose: As educators across the globe are tasked with taking teaching online, this paper shares a culture-centered approach to transitioning to education at a distance. Specifically, in this essay, a focus is placed on how one school preserved their collaborative culture among administrators, teachers and staff. The purpose of this paper is to provide guidance to school leadership during this public health crisis. Design/methodology/approach: To ensure trustworthiness in this naturalistic inquiry, a triangulation was made of contributing authors' perspectives to present theory-informed insights. Findings: This school's transition to online education was guided by a shared goal to not only move content online but also a rich participatory culture among staff. Critical forms of participation and community practices are presented that were pivotal in supporting teachers through the transition. Insights equip school leaders and administrators potentially remaining online, at least in part, through the next school year. Practical implications: Schools undergoing the shift to teaching online should attend to cultural shifts and create conditions in which staff members can collaborate at higher levels. Originality/value: New administrator-level insights are contributed regarding the organizational shift to teaching elementary school online, a minimally researched topic.

The article highlights how a class of toddlers spread their message about composting and repacking food. This curriculum emerged out of the students' interests, and it connected students' classroom experiences to their homes and communities, fostering a sense of power and agency in some of our youngest neighbors.

Play is part of childhood. Play is also part of development. Theoretical frameworks serve to provide scientific research-based support for grounded educational design and practice of play spaces is both educationally sound and developmentally appropriate. This project piloted a matrix tool in a case study to assess play spaces at an early childhood laboratory school. Results analyze the integration of theory and developmental knowledge in the design of an early childhood lab school's play spaces. This study serves to encourage continued, careful analysis and construction of play spaces which facilitate developmentally and educationally appropriate practices. Through the employment of the play space matrix, educators can assess theoretical goals associated with play and learning spaces and determine if these are being accomplished.

The authors investigated benefits of digital technology compared with traditional manipulatives in relation to preschoolers' development and learning of computational skills. The sample consisted of twenty four 4-and 5-year old children who attended a half-day prekindergarten program five times a week in a university laboratory school in the Midwestern United States. Children participated in small group instruction targeting computational skills. In one class, the teacher provided traditional manipulatives. In the other class, the same teacher provided digital manipulatives in the form of touch tablets with software apps. Both groups of children demonstrated significant increases in correct responses to computation questions on the Test of Early Mathematics Ability-- Third Edition (TEMA3). This practitioner study contributes to current research by using performance based assessment to compare the impact of digital versus traditional manipulatives on young children's computational concepts and skills.

This paper reports on the implementation of a model that infuses service-learning into a four-year foundation phase teacher education programme. We argue for an integrated curriculum design utilising specifically the teaching (laboratory) school of the faculty, not only for clinical experience or work-integrated learning, but also for service-learning. In this way, the relation of the teacher education programme to the teaching school and its location within Soweto, an area within Johannesburg, optimises the affordances of learning from and through experience for students. The service-learning activities were designed to inform and draw on students' practical and situational learning (learning in and about context) and address the notions of integrated and applied knowledge in the 'Minimum Requirements for Teacher Education Qualifications' (RSA DHET 2011). We argue in this paper that the incremental inclusion of service-learning over a four-year period and the varied nature of the service-learning projects within the programme extend students' learning from practice, provide opportunities for students to see people outside of formal education as 'experts' who have something to contribute to their education, and maximize the potential civic and academic outcomes for students.

In this article, the authors reflect on Myrna's Children's Village, their university laboratory school located in southern New Mexico in the USA. The Village serves children from the age of six weeks to five years through an array of early childhood programs. This diversity provides a unique context, while also posing issues and concerns, such as lack of collaboration across programs, and also how the authors' critically framed teacher education program is in many ways disconnected from the developmental philosophies that guide most of the Village's programs. Based on their discussions as faculty of early childhood who work with the Children's Village, the authors offer their thoughts and insights about how the Village came to be, its purposes, and who they are as faculty in relation to the Village. The authors then offer possible new directions for the Children's Village in which greater collaboration across programs is fostered along with stronger faculty engagement. The purpose of sharing these reflections is to encourage a shift in how, as a field, university laboratory schools are conceptualized and how collaboration might be enhanced within dynamic early childhood contexts.

Students' self-assessment of language features in their oral explanations of a mathematics task was supported by language learning progressions. Learning progressions map a continuum of knowledge or skills development as they increase in sophistication over time. Learning progressions can be a framework to support formative assessment by both teachers and students. Fifty-eight predominantly English-speaking US elementary students used language learning progressions to complete their self-assessment of either discourse stamina or vocabulary usage in the elicited oral explanations. Students were guided through a four-step, highly scaffolded self-assessment protocol that was analyzed for (1) concordance with researcher placements of their explanations on the progressions, and (2) student commentary on their own placements. Overall, 50% of the students self-assessed in accordance with researchers' independent placement of their explanations on the progressions. However, significant grade-level and gender differences in concordance were found. Results were consistent with prior research findings that upper-elementary students' self-assessments are more aligned with external measures than are younger students' self-assessments (e.g., Butler & Lee, 2006). However, even the youngest students in the current study were able to complete the self-assessment activity, if not always with the same degree of concordance. Successful participation may be attributable to the format, scaffolding, and contextualization of the self-assessment activity with its use of language learning progressions. Also consistent with prior research, girls were more likely to agree with researchers' placements than boys. Student self-assessment differed by the two language features. Most students found the self-assessment activity to be a useful learning experience. Implications for research and practice are discussed.

Schools are faced with increasing pressures from declining test scores and outcry from the public to improve the educational system. Efforts to reform the system have varied widely and produced inconsistent results. One school took a different approach by embracing the reform efforts through a systematic change process, led by a transformational leader and guided by a "journey map" to navigate their progress. This study described the steps taken by a Title I elementary lab school as they moved from a failing status to highly successful. Comparisons against state data, aligned with codes emergent from interviews, revealed eight themes essential to effective school change.

Hashemite University, a pioneering higher education institution in Jordan, has established the first academic nursery for children in Jordan. The nursery has a dual purpose, as it offers quality childhood education and care services and provides practical field training opportunities for students specializing in early childhood education.

Yoga for young children has become a growing area of interest in early childhood settings across the United States. Evidence suggests that yoga has the ability to improve young children's physical development, executive functioning, self-regulation, and can aid in decreasing stress and anxiety. While the scope of research on yoga for young children has primarily focused on the experiences and outcomes of the children who participate, far less is known about the experiences and perceptions of teachers who have engaged in such programs with their students. This study utilized a qualitative case study to investigate teachers' perceptions of yoga in a school setting. It took place at a laboratory preschool in North Mississippi over the course of 6 months from January to June 2017. A variety of qualitative research methods were employed to garner data including semi-structured interviews, classroom visits, and observations of weekly yoga classes. Findings from the study revealed teachers perceive the benefits of yoga to be increased physical development, self-regulation, and socioemotional skills, along with behavioral and cognitive benefits in the classroom. In addition, teacher buy-in was found to be critical to program success, as the teachers who perceived yoga positively were more willing to incorporate it into their classroom, thus extending its benefits. Of particular interest were reports by preschool teachers of students who continued to use yoga in their daily lives and retain many of the skills learned in yoga even months after they had taken yoga classes.

STEM Education is sweeping the United States, prompted primarily by the recent adoption of the Next Generation Science Standards. The surge in interest in STEM Education is beneficial for local schools and communities, and promises to positively impact students, teachers, school leaders, community members, and the future workforce. Unfortunately, inequitable hegemonic structures and practices limit urban students' access to knowledge, resources, and a comprehensive and fair educational experience. This article explores the STEM activities in place at the Center for Innovation in STEM Education (CISE), at a local university in greater Los Angeles. From a historical context, CISE data show that an approach to STEM education that focuses on serving underrepresented populations by creating a pipeline, can serve as an example for K-12 schools, universities, and educational leaders seeking equitable practices in the field of STEM education. We identify implications for leadership development for school leaders, teacher leaders, and districts.

Reflecting growing emphasis on data analysis and statistical thinking in the information age, mathematics curriculum standards in the U.S. have recently increased expectations for student learning in the domain of statistics and probability. More than 180 teachers in 36 public school districts in Florida applied for a two-week summer institute designed to increase teachers' content and pedagogical content knowledge in statistics and probability. Individual teachers were assigned at random to a treatment or business-as-usual comparison group. The two-week institute increased teachers' knowledge of statistics. Data analyses identified an interaction between years of teaching experience and treatment, indicating that the teachers with more than 10 years of experience had larger knowledge gains than their less-experienced peers. These results underscore the need for professional development for teachers so that they may implement policies emphasizing this branch of the mathematical sciences in the secondary mathematics curriculum. Given the observed lower baseline knowledge scores for teachers with more years of teaching experience, we posit these implications are particularly applicable to teachers who completed their own formal education more than 10 years ago.

This article explores how a laboratory middle school (LMS) serving students from low-performing elementary schools and students with academic or social-emotional challenges is developing as a trauma-responsive school. The authors explore the literature, school/community context, student cases, and the ways in which classroom and school-wide practices are trauma-informed. Trauma-informed practices focus on individual students as well as whole classroom and school-wide initiatives, potentially benefiting all, not only those students experiencing trauma. At LMS, a community of care system, evaluation committee, tribe and village meetings, the democratic classroom approach, project-based learning, as well as focused enrichment and remediation are all initiatives that have demonstrated some success. Documentation of such successes merits exploration in other middle schools. The LMS team seeks to understand and implement highest leverage practice as students are challenged academically, their socioemotional needs are supported, and resiliency is built not only in the classroom but also in the lives of the young adolescents themselves.

Most of the research on argumentation in science education has documented the myriad flaws in students' argumentation, and the difficulties teachers have organising productive arguments in the classroom. We apply a sociocultural framework to argue that productive argumentation emerges from a classroom culture in which its practice meaningfully serves classroom goals. We present a case study using interaction analysis to contrast two elementary teachers' efforts to organise productive scientific argumentation in their classrooms. One teacher used discourse moves to orient students to each other's contributions in ways the other did not, reflecting differences in underlying aims for collective versus individual sense-making. This analysis shows that connecting discourse practices specifically to a goal of collective sense-making promotes productive argumentation.

Accomplished arts educator Linda F. Nathan profiles Conservatory Lab Charter School in Boston, a PreK-8 school that specializes in music education. In addition to academic coursework, Conservatory Lab students--many of whom are from low-income, minority families--learn musical instruments, play in ensembles, and compose and conduct music. Nathan says this training helps the students develop "studio habits of mind," including learning a craft, persistence, envisioning and expressing new possibilities, and stretching beyond assumed limitations. "Significantly, these habits not only help them grow as musicians; they also encompass many of the skills that young people need to thrive in today's complex world." The school provides an example for school leaders, she says, of the power of arts in "helping students from diverse gain rich and empowering educational experiences."

This article examines young children's role-play in an effort to develop methods with which teachers can enhance children's interpersonal and intrapersonal intelligences. Examining how MI practice is applied in different cultural and social contexts is important because it can provide new insights on enriching and enhancing curricula and instructional methods to early childhood educators and practitioners all over the world. This research was conducted in South Korea at a university laboratory school where a curriculum based on the Multiple Intelligences theory was employed. In order to examine how role-playing was implemented and what aspects of social and emotional competences were promoted, this research using a qualitative research method focused on a pod class designed to enhance personal intelligences. The pod class was composed of nine, three to five year-old children who were identified as having strengths in interpersonal and intrapersonal intelligences. Close examination of teacher-child and child-child interactions during role-playing enabled the researchers to identify the structure of the role-plays and specific content areas of personal intelligences addressed. Importance of using role-plays to enhance children's personal intelligences and strategies to guide children in improving their personal intelligences are discussed.

University early childhood programs attempt to balance a traditional tri-part mission: service to children and families; professional development of caregivers/teachers, clinicians, and researchers; and research on child development, learning, and/or education. Increasingly, infants receive care and education on university campuses, yet little is known about serving this population effectively within large institutions. Three infant programs at major research universities were chosen for this descriptive/comparative analysis of campus programs that have prioritized mission values differently. An adaptation of Bronfenbrenner's Bioecological Systems Theory was used to frame this qualitative study. Analysis uncovered three areas of distinction that provide a means to describe differences and similarities among these programs: (1) who holds the power in influencing the mission values and priorities, (2) the implementation of sensitively responsive care with infants, and (3) family-centered practices. (Contains 4 tables, 6 figures, and 1 note.)

An abundance of research confirms preservice teachers are unprepared to work with diverse populations. This article describes an education program's efforts to support diversity initiatives and provide information and hands-on training to prepare teacher candidates for future work with the diversity they will encounter. Explanations of programs, coursework, professional development, and current and supportive literature are included.

Morningside Academy is a third-level scientifically driven service organization (Johnston, 1996) consisting of a laboratory school and outreach to schools and agencies throughout the United States and Canada through its partnership with Morningside Teachers' Academy. The approach blends together a number of empirically validated practices to assist students in achieving academic performance gains. This article describes the three phases--instruction, practice, and application--that make up Morningside's educational programs, outlines the coaching protocol used to prepare teachers to effectively deliver the programs, presents evidence of effectiveness, and calls on our colleagues in basic human research and experimentally controlled applied research organizations to partner with us to answer important theoretical and procedural questions related to our current technologies. (Contains 2 tables, 2 footnotes, and 15 figures.)

This article responds to Poutiatine's (2009) "What is Transformational?: Nine Principles Toward an Understanding Transformational Process for Transformational Leadership" by relating home schooling environments as lab schools for developing transformational leaders. Although many families select home schooling for improved academic progress or structured moral development, this article poses a new motivation: the development of leadership within children. Examples of all Poutiatine's (2009) nine principles from previously published research demonstrate that leadership development occurs in the home education setting.

The purpose of this study was to investigate environmental health knowledge, attitudes and practices of children enrolled in grades four through eight at a university laboratory school in southeast Louisiana, U.S.A. Quantitative and qualitative questions were completed through an online survey. The children's written responses to the survey questions revealed varying degrees of knowledge, attitudes and practices concerning various environmental health issues. Significant differences were found by students' gender and grade level. The qualitative analyses were consistent with and provided support for the quantitative findings. Suggestions for future research are provided. (Contains 7 tables.)

The purpose of this study is to examine instructional leadership and school culture in CLS and to determine whether instructional leadership explains the culture of the school. This is a quantitative investigation and the instruments named "Instructional Leadership Inventory" and "Inventory of School Culture" was used for this study. The inventories were applied to 157 urban elementary schools where teachers worked the six Curriculum Laboratory Schools (CLS) in Izmir. The overall statistical findings indicated that teachers tend to perceive the instructional leadership style of their principals (M.=3.39-3.64) and the culture of their schools (M.=3.63.-4.00) positively. There is no significant difference among groups as teachers' age and length of service. There is a positive and high level relationship between the principals instructional leadership style and school culture. The results indicate that instructional leadership statistically has a significant influence upon all factors of school culture. As a factor of school culture, school leadership was most significantly influenced by instructional leadership.

This article presents an interview with Rena Subotnik. Dr. Subotnik brings a unique and wonderful perspective to the field of gifted education: as a gifted student, classroom teacher, writer, professor, consultant, and internationally known researcher. She has inspired thousands of people through her teaching and writing, and through her guidance in designing and directing the Center for Gifted Education Policy at the American Psychological Association. Dr. Subotnik was professor of education at Hunter College and research/curriculum consultant to Hunter's laboratory schools for gifted children from 1986-2001. She has been awarded research and training grants from the National Science Foundation, the Camille and Henry Dreyfus Foundation, the Institute of Education Sciences, the Jack Kent Cooke Foundation, the McDonnell Foundation, the Javits Grant Program of the U.S. Department of Education, and the Spencer Foundation. She was hired in 2001 to design and develop the Center for Gifted Education Policy (CGEP). In 2002, she was appointed by the American Psychological Association to serve as Director of the Center for Psychology in Schools and Education and CGEP was integrated into this important component of the APA Education Directorate. Dr. Subotnik continues to provide creative leadership for CGEP at APA and in public forums in collaboration with Ashley Edmiston, who helps coordinate the day-to-day management of CGEP. In this interview, Dr. Subotnik describes her experiences that led her to the field of gifted education and shares her perspective on the field.

In fall 2001, the University of Pennsylvania opened a public elementary school a few blocks away from its West Philadelphia campus. With the opening of this school, Penn joined the list of colleges and universities that have recently gone into the business of operating elementary or secondary schools. In each situation, the university role differs somewhat--for example, Penn is working in partnership with the teachers union and school district, while the University of Chicago and several other universities actually run their own charter schools--but in every case the university is assuming a responsibility that has traditionally been outside of its sphere. Indeed, the founding of many of these schools was at least partly informed by a larger development in higher education: the emergence of a heightened commitment to civic and community engagement on the part of major research universities. In this article, the author uses primary and secondary source material to explore the history of these schools, examine the role they have played in the larger educational arena, and attempt to draw some connections between historical versions and their more recent incarnations. She argues that the latest round of university-operated schools, with their goal of serving low-income, urban communities, represents something of a new direction for this endeavor. She further argues, however, that an examination of the history of university-run schools has much to offer in terms of understanding the particular challenges such schools face. (Contains 11 endnotes.)

Online discourse from a class of 22 students (11 boys and 11 girls) was analysed to assess advances in conceptual understanding and literacy. The students worked over a two-year period (Grades 3-4), during which they contributed notes to an online Knowledge Building environment--Knowledge Forum[R]. Contributions revealed that both boys and girls produced a substantial amount of text and graphics, and that their written texts incorporated an increasing proportion of less-frequent, advanced words, including academic vocabulary and domain-specific words from grade levels higher than their own. Brief accounts of classroom discourse indicate how deep understanding and vocabulary growth mutually support each other in online and offline exchanges. The gender differences that were observed show boys doing slightly better than girls, suggesting that Knowledge Building has the potential to help boys overcome weaknesses in literacy. (Contains 6 figures, 2 tables and 2 footnotes.)

Three classrooms of Grade 4 students from different schools and diverse backgrounds collaborated in early algebra research to solve a series of linear and quadratic generalizing problems. Results revealed that high- and low-achieving students were able to solve problems of recognized difficulty. We discuss Knowledge Building principles and practices that fostered deep understanding and broad participation. Students used the online Knowledge Building environment Knowledge Forum[R] to conduct their work and we illustrate how Knowledge Forum supported a Knowledge Building culture for mathematical learning and problem solving. Analyses of participation patterns and note content revealed practices consistent with Knowledge Building principles, specifically "democratization of knowledge," with students at all achievement levels participating, and "epistemic agency," with students providing evidence and justification for conjectures and generating multiple solutions to challenging problems. (Contains 2 figures and 11 footnotes.)

When "technology" is used in reference to education today, the term is most often thought of as being synonymous with computers. In the past, however, the term "educational technology" also included other apparatus, either to disseminate information in a classroom, e.g., the overhead projector, or to transmit information some distance, such as with radio or television (Benenson, 2000; Saettler, 1990). While the importance of computers both in education and in everyday life is indisputable, computers were not the first, nor are they likely to be the last technology that promises to alter educational practice. One example of how the promise of an earlier distance learning technology changed at least an aspect of education is found in Alberta teacher education of the 1960s. (Contains 5 figures.)

This article presents findings from a 4-month qualitative intrinsic case study that examined 25 preschool children's early multiliteracy experiences and technology uses within the context of their homes and classroom. First, to find out about the different forms of technology and literacy practices the children participated in within their homes and classroom, we surveyed 13 parents and the two classroom teachers. Next, we conducted regular in-class observations, interviewed seven children about their digital experiences, and analyzed digital artifacts created on the iPads. Vygotsky's sociocultural theory of learning grounded our interpretation of the classroom events and artifacts regarding multiliteracy practices. We gave special attention to the role of adult and peer scaffolding. This article briefly outlines the process of teacher scaffolding and discusses in detail the instances of peer scaffolding that emerged. Of importance were two video series that demonstrated a more capable peer using various strategies and approaches to scaffold her peers in creating digital literacy texts. Based on the data, we argue that more capable peers can be important sources for scaffolding young children's multiliteracy experiences in preschool classroom contexts. The findings from this study offer teachers and educational researchers insights into how young children may be engaged in and scaffolded by both teachers and peers in their multiliteracy practices prior to formal schooling.

Since the late 1800s, laboratory schools are dedicated to research and furthering innovation in education. They are also an excellent place for various disciplines to come together in search of best practices.

This article provides the transcript of Dr. Rupert Higham (University College London, Institute of Education) in conversation with Dr. James Biddulph (Headteacher of the University of Cambridge Primary School). Among the topics discussed are: What the University of Cambridge Primary School (UCPS) motto, "Releasing the Imagination: Celebrating the art of the possible," means to Biddulph; how space impacts the pedagogy and culture of a school; how ideas from John Dewey's "Democracy and Education" have influenced Biddulph's thinking, if at all; the impact of research on UCPS; and if the UCPS approach to Primary Education is counter cultural in the current climate.

Technology companies are investing billions of dollars in educational technology, but also creating their own alternative schools. This article traces the emergence of four prototypical 'silicon startup schools' as exemplars of a technocratic mode of corporatized education reform: IBM's P-TECH, part of its Smarter Cities program; AltSchool, a chain of schools based on 'makerspaces' established by a former Google executive; Kahn Lab School, a new 'experimental' school launched by the founder of the online Kahn Academy; and XQ Super School Project, a 'crowdsourcing' project to redesign American high schools funded philanthropically by the wife of Steve Jobs of Apple. Startup schools are analysed as prototype educational institutions that originate in the culture, discourse and ideals of Silicon Valley venture capital and startup culture, and that are intended to relocate its practices to the whole social, technical, political and economic infrastructure of schooling. These new schools are being designed as scalable technical platforms; funded by commercial 'venture philanthropy' sources; and staffed and managed by executives and engineers from some of Silicon Valley's most successful startups and web companies. Together, they constitute a powerful shared 'algorithmic imaginary' that seeks to 'disrupt' public schooling through the technocratic expertise of Silicon Valley venture philanthropists.

Physically active video games (i.e., exergames), which are a prevalent and popular childhood activity, may have benefits to executive-functioning (EF) skills, as they incorporate both cognitive engagement and physical activity. Acute EF change in 147 7- to 12-year-olds was assessed after participation in a 20-min activity. The between-subjects design had 4 conditions: exergame, sedentary video game, exercise, and nonplaying control. The varied level of physical and cognitive engagement examined whether the nature of the activity, such as physical movement or cognitive engagement in an enjoyable activity, differentially related to changes in different aspects of EF. Participants in the cognitively engaging conditions (i.e., the 2 video game conditions) improved their accuracy on the most complex EF test and their reaction time on the standard EF test more than participants in the other conditions. These findings suggest that the kind of cognitive engagement involved in video game play is the mechanism of acute effects on EF.

Learning styles have a big contribution to the academic performance of a student. Awareness of one's learning styles will help a person maximize his potential in accumulating learning to the best of his ability with the use of his preferred learning styles. The teacher's awareness of the student's learning styles will help him/her select teaching strategies that would maximize the student's learning potential. This descriptive research analyzed the learning styles of the sophomore students of PUP Laboratory High School. Specifically, the researchers sought answers to the following sub-problems: 1. What is the description of the respondents in terms of selected personal variables? 2. What is the academic performance of the respondents? 3. Is there a significant difference in the academic performance of the respondents when grouped according to the selected personal variables? Findings show that there are more female students than males; that most of the respondents came from families having PHP5001-10,000 monthly family income; and, that although they use varied learning styles, the most dominant is the auditory learning style. Academically, students are average learners. Their academic performances significantly differ when grouped according to gender, socio-economic status, and learning styles. With these findings, the researchers recommend that the PUP-LHS should maintain academic and non-academic programs which addresses the strengths and weaknesses of students of both genders; that the school should be involved more with the community programs to know clearly the socio-economic status of students; that there should be intensive trainings which will enhance the auditory skills of both the teachers and the students; and, that the students should also be responsive to the PUP-LHS' commitment in giving the best educational services for them to improve their academic performance. Follow-up studies are also being recommended.

Integrative curriculum design promises much for middle level teachers who wish to develop classroom programmes that will encourage early adolescents to actively engage in their learning (Beane 1990, 1997). Beane's model is highly responsive to the educational and developmental needs of young people. In contrast, multidisciplinary curriculum design (Jacobs 1989) may result in significant but largely unrecognised drawbacks when it is implemented in the middle grades. This paper critically examines the theory of the integrative and the multidisciplinary models of curriculum integration with respect to middle level curriculum reform in Australian schools. It draws its data from a doctoral study (Dowden 2007) that traced a century of development of curriculum integration in the USA: from Dewey's Laboratory School a century ago through to contemporary middle schooling.

Any secondary education technology livelihood and entrepreneurship program should be based on the new Basic Education Curriculum in Technology and Livelihood Education (TLE) based on the standard curriculum designed by the Philippine Department of Education. This paper is a discussion on the technology livelihood and entrepreneurship as part of the basic education curriculum for secondary school students. Part of this paper discusses the component and the importance of the TLE program in general, and the experiences in terms of implementation of the Polytechnic University of the Philippines Laboratory High School (PUPLHS). To answer the needs of the times along this aspect, PUPLHS designed a revitalized TLE program focusing on livelihood and entrepreneurial development program through its Mini-Center for Livelihood and Entrepreneurial Development. Activities lined up for this purpose are also explained in the paper.