Resource Library

This case study details the implementation and impact of the Learning Differences program at Manning Elementary School (MES) in Roanoke Rapids, North Carolina. Section one provides an overview of the Learning Differences program. Section two describes how the Learning Differences program was implemented at MES and how data were collected. Section three draws on qualitative and quantitative data to illustrate the program’s impact on MES teachers and students. Section four discusses the seven key lessons learned from the implementation process. The authors intend for this case study to be a practical resource that schools and districts can reference as they implement their own learning differences initiatives.

This case study details the implementation and impact of the Learning Differences program at Centennial Campus Magnet Middle School (CCMMS) in Raleigh, North Carolina. Section one provides an overview of the Learning Differences program. Section two describes how the Learning Differences program was implemented at CCMMS and how data were collected. Section three draws on qualitative and quantitative data to illustrate nine key lessons learned from the implementation process as well as the program’s impact on students. The authors intend for this case study to be a practical resource that schools and districts can reference as they implement their own learning differences initiatives.

The 1:1 Administrator Survey is a survey tool that collects teacher perceptions of the behaviors and characteristics of a principal leading a digital learning initiative. It is a tool that can help in the process of identifying areas for leadership improvement and professional development.

The 1:1 Classroom Teacher Survey is a survey tool that collects teacher reflections on digital teaching and learning in their school. More specifically, regarding digital teaching and learning it asks teachers about their: perceptions of professional development, infrastructure, and administrative support; frequencies of their own teaching behaviors; beliefs about digital teaching and learning; and several open-ended reflection prompts.

The 1:1 Student Survey is a survey tool that collects student reflections on digital teaching and learning in their school. More specifically, regarding digital teaching and learning it asks students about their: frequencies of activities and device use; perceptions of the level of support at their school; beliefs and perceptions about digital teaching and learning generally; comfort with variety of digital technology skills; and several open-ended reflections.

The School Connectivity Initiative launched in earnest with the publication of the Developing Regional Education Networks report in May 2006. In the ten years since the inception of the SCI program, NC public schools have procured nearly $800,000,000 in network services and infrastructure with State appropriations totaling $184,000,000 leveraged against over $600,000,000 in federal communications commission (FCC) E-rate discount funding. During the ten-year stretch, the telecommunications and computing markets have shifted dramatically, the regulatory environment has been in near constant flux, and the NC legislature has called for and invested in a digital transition in public schools. Perhaps most impressively, NC public schools Internet usage has grown from about 1000 Megabits per second (Mbps) in 2009 to over 98,000 Megabits per second at the writing of this report – with a similar growth forecast for the foreseeable future.

Community Focused Partnerships: Harnessing Intercultural Competency

While many organizations and individuals purport and support the benefits of the use of technology to learn mathematics, many teachers are unsure about how to use technology in ways that promote students' conceptual learning (e.g., Ertmer, 2005). Evidence suggests a model that integrates pedagogy, content, and technology is more effective for preparing teachers to use technology in classrooms (Lee & Hollebrands, 2008; Niess, 2005; Suharwoto, 2006) and this is the approach we have taken in the development of the Preparing to Teach Mathematics With Technology (PTMT) materials. This paper elaborates on our Technological Pedagogical Mathematical Knowledge (TPMK) framework, how we used it to guide the development of materials, and how we embody each of its components in our curriculum.

In their first publication, A Leg Up, the student authors at CORRAL Riding Academy explore their stories in their first published book. Use these guides for readers and educators as you read A Leg Up.

Following the push to improve science literacy and implement science education programs in the 1970s, organizations such as the National Science Foundation (NSF) and American Association for the Advancement of Science (AAAS) have worked fervently to develop programs aimed at reforming science education and increasing science literacy among America’s students. The emergence of teacher-scientist partnerships in K-12 classrooms has proven influential in broadening teachers’ content knowledge, understanding of scientific inquiry, and increasing teachers’ confidence in their abilities to teach science. Unfortunately, research exploring how these partnerships impact teachers’ identities, in general, and teachers’ self-efficacy, pedagogical practices, and identities as scientists, more specifically, has remained limited.

A case study of inquiry-based learning at a small rural school in Indiana and students' integration of social justice and global literacy with their project.

The Friday Institute for Educational Innovation at NC State University’s College of Education conducted site visits at four schools (Ed Tech High School, Washington High School, P.S. Jones Middle School, and John Small Elementary School) in Beaufort County, North Carolina. Beaufort County Schools (BCS) is a rural school district located in the southeastern part of the state with 14 schools and 6,673 students. Our team interviewed teachers, students, and administrators in Beaufort to learn how BCS are providing equitable learning opportunities for all students.

What does it mean for youth to take action in our communities? In this webinar entitled, "Activating Youth Voices: Promoting Activism and Advocacy in Teens and…

With the transition to remote learning, we must be vigilant in addressing students who need additional supports in order to be successful. In this session,…

With the transition to remote learning, we must be vigilant in addressing students who need additional supports in order to be successful. In this session,…

In a moment in history where we are all isolated, it has never been more important for us to feel connected to our students and…

In order to better understand the current state of the Arlington Public Schools' 1:1 program transition, the district partnered with the Friday Institute Research and Evaluation (FIRE) team at North Carolina State University to conduct a small-scale study. The purpose of the study was to identify implementation successes and challenges and to signal opportunities for program growth moving forward.

Arlington Public Schools (APS) partnered with the Friday Institute Research and Evaluation (FIRE) team at North Carolina State University to evaluate the progress of their 1:1 project, which aims to ensure that every student from grade 2 through 12 has a personal digital learning device (1:1) to support instruction.

The lack of students who choose to major in science, technology, engineering, or mathematics (STEM) fields is a growing concern in the United States and across the world. Because an individual’s attitudes and understandings of STEM are likely shaped by “an individual’s direct, personal experiences, needs, expectations, and culture” it is important to address the issue from a systems perspective. Family Influence: Family culture plays a vital role in developing STEM interests. Parents have been shown to be important in encouraging the STEM interests of youth. Parents who discuss the value and importance of STEM tend to have children with a higher level of self-efficacy and STEM outcome expectancies. Youths’ interest in STEM careers is related to their families’ science capital and science habitus. However, most programs aimed at increasing youth interest and career aspirations focus on the youth and little is known about programs that seek to approach the problem from a systems perspective. Of particular importance is increasing the tools parents have to support the STEM interests and career aspirations of their children.

This report tells the story of the development of the Aligning Educational Efforts initiative, which was created to help Alexander, Burke, and Catawba Counties better connect and coordinate education and workforce goals across their region. The John M. Belk Endowment commissioned this report to capture lessons learned from that experience and to provide guidance for other North Carolina communities that want to develop similar plans for their regions. While some of the strategies and lessons learned highlighted in this report are specific to conditions in the region for which the plan was developed, we believe that many of them will be useful in a wide array of community contexts.

The Friday Institute for Educational Innovation (FI) is providing professional learning opportunities for district leaders, principals and teachers in rural districts, recognizing that rural educators need professional learning opportunities that may differ from their suburban and urban counterparts.The FI’s work in Wyoming and Tennessee highlights how the creation of a professional learning cohort, professional learning networks (PLNs) and coaching can help rural schools and districts support principals and teachers to positively impact teaching and learning.

Since the turn of the 21st century, international academic mobility (IAM) has greatly increased on the part of Chinese students, with many students choosing to study in colleges and universities abroad.

In March 2018, staff from the Friday Institute presented on the North Carolina Digital Learning Initiative at the Consortium for School Networking annual conference in Washington, DC.

Globalization, migration, transnational movements, and new economies have led educational leaders worldwide to view schools as key venues to develop global competence in working and learning with people from different cultures.