Voltz, Deborah, Sims, Michele and Nelson, Betty (2010). Supporting the Classroom with Materials for Instruction. ASCD.

This is a chapter from a book called Connecting Teachers, Students, and Standards. The chapter offers multiple methods to maintain similar learning gains in diverse student populations. It starts with an explanation of a Universal Design for Learning and models many different techniques, including but not limited to auditory, visual, cultural, and technological methods.

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Victorian Institute of Teaching. (N.D.) The Effect of the Physical Learning Environment on Teaching and Learning.

Research has shown that the physical environment of students learning environment does effect achievement. Significant improvements in the learning environment attributed to better attitudes for teaching and learning.

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Lippman, P. (2010) Can the Physical Environment have an Impact on the Learning Environment? OECD.

This report challenges traditional architectural designs for learning environments.  A  responsive design approach moves away from teacher centered learning and creates learning spaces that are conducive to social interaction and use of 21st century technology.

 

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Horn, M. B. & Staker, H. (2011). The Rise of K-12 Blended Learning. Innosight Institute.

Most of the growth is in online learning is occurring in blended-learning environments, in which students learn online in an adult-supervised environment at least part of the time. As this happens, online learning has the potential to transform America’s education system by serving as the backbone of a system that offers more personalized learning approaches for all students. Tips and strategies to incorporate blended learning into the school environment are included in this report.

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Kennedy, S. (2012). Learning More about Support Staff in Schools: Results from Surveys of Principals and Support Staff Members. New Zealand Ministry of Education.

Based on survey data, this report provides suggestions for steps that schools and others could consider when seeking to address identified issues or concerns, and when wishing to capitalize more effectively on the potential of support staff members to help schools improve learning outcomes for students.

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Special Education Coordinator. (2005). Teachers and Support Staff Working Together. Price Edward Island Department of Education.

This document provides administrators, teachers, support staff, and other school personnel with standards and guidelines for working together harmoniously in addressing the special educational needs of students. The document explains that in order to provide an inclusive school and classroom environment there is a need for a wide range of versatile, multi-skilled educators, service-related professionals, and support staff who have developed successful working relationships.

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New Zealand Education Workforce. (2012). School Support Staff: Collectively Making Resources Count. New Zealand Ministry of Education.

School systems and practices need to enable leaders, teachers and support staff to “collectively make resources count” to optimize student learning outcomes. This report provides suggestions on how to offer guidance to support staff and build a team vision.  The appendices provide resources for principals to learn and improve the allocation of responsibilities at their schools.

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Barakos, L., Lujan, V. & Strang, C. (2012). Science, Technology, Engineering, Mathematics (STEM) Catalyzing Change Amid the Confusion. Center on Instruction.

This document offers an overview of the role of STEM in current educational improvement efforts and provides a brief history of STEM initiatives and publications.  The document captures important trends, clarifies the goals and approaches of STEM initiatives, and presents several important considerations for state and district educators in developing STEM programs that serve the needs of their students.