This article suggests that one intervention that can address chronic absenteeism in schools is to proactively share information about attendance with families.

This article highlights the Student Alliance for Flourishing (SAFF) program, which focuses on improving the well-being and addressing the psychological needs of both students and educators.

This article reports how educators' who received technology training during the COVID-19 pandemic enhanced their teaching practices by using a 24/7 learning environment and personalization.

This article describes the close partnership between Ball State University, a local school district, and non-profit organizations to improve student learning in math, literacy, and science through ongoing support for teachers.

This article shares study results that found teachers in Virginia who completed an alternative teacher certification program did not feel prepared for a teaching role and perceived that their program did not properly prepare them for core academic instruction, lesson planning, and more.

The article summarizes the findings of a case study examining how literacy instruction in K-3 classrooms was impacted by the COVID-19 pandemic.

This article uses findings from a qualitative study to demonstrate how teachers can envision themselves as key stakeholders in continual educational improvement through critical reflection in collaborative professional communities.

This journal article shares findings from a randomized pilot of an online tutoring program that measured the program's effect on student achievement.

This journal article looks at how different environmental contexts during the pandemic, including socioeconomic status and children's schooling modality, predict experiences of psychological distress for parents.

This paper summarizes survey findings that illuminate how school districts in Minnesota responded to students' and families' emerging technology needs when schools shifted to hybrid and distance learning models during the pandemic.