The conference will bring together the following:
Practice professionals from child- and family-serving systems in the United States and other countries,
Community partners to share and advance more effective family supports and systems of care for children and families in the 21st century.
How much STEM is there in afterschool programs? What does it look like? Does it help? And how do we know? Join the U.S. Department of Education and learn about the latest research in regarding STEM in out of school settings. This event will be sponsored by the U.S. Department of Education.
Presenters will include the following:
Patti Curtis, Noyce/Lettvin STEM Education Fellow, U.S. Dept.
How can the arts support STEM teaching and learning? Where are policy makers on this new wave? Is STEAM a fad or a more inclusive way to broaden participation in STEM? What are states doing and how can we support STEAM and achieve desired STEM outcomes? Join the U.S. Department of Education and learn from leading experts in the STEAM education arena. This event was sponsored by the U.S.
OJJDP's National Training and Technical Assistance Center (NTTAC), in conjunction with the Family and Youth Services Bureau (FYSB) of the U.S. Department of Health and Human Services, the Office of Special Needs Assistance Programs at the U.S.
A group of D.C. area colleges and universities are joining together to research ways to reduce gun violence. This coalition of schools, called the 120 Initiative, will explore topics such as social economic issues, impacts of technology, and interactions between law and society.
This is the nation’s premier convening of institution executive leaders, faculty, students, and supporters. It is implemented under the leadership of the Initiative, in close consultation with the Executive Office of the President and U.S. Department of Education.
Introducing social-emotional learning to all aspects of curriculum was critical to school culture transformation efforts aimed to address dropping enrollment numbers, increasing suspension rates and overwhelming student dissatisfaction at Langley Elementary in Washington, D.C., Principal Vanessa Drumm-Canepa writes.
When this principal accepted the position at Langley Elementary in Washington, D.C., they had two objectives in mind: one, to empower teachers who truly care about supporting the whole child, and two, to inspire a schoolwide culture shift.
The role of the superintendent is central to accomplishing social justice in public schools (Björk, Browne-Ferrigno, & Potterton, 2019). Although leading for educational justice and equity has always come with challenges, such work has become increasingly precarious in the current context of coordinated socio-political attempts to derail it.