For the first time, the OECD Future of Education and Skills 2030 project conducted comprehensive curriculum analyses through the co-creation of new knowledge with a wide range of stakeholders including policy makers, academic experts, school leaders, teachers, NGOs, social partners and, most importantly, students. This report is one of six in a series presenting the first-ever comparative data on curriculum at the content level. It summarises existing literature, explores trends in curriculum adaptation, addresses challenges and strategies for effective implementation and offers policy insights drawn from real-world experiences of curriculum reforms. This report explores curriculum flexibility and autonomy in global education systems, assessing how curricula adapt to diverse educational needs and contexts. It maps the stakeholders who influence decision-making on curriculum flexibility and discusses dilemmas faced by policymakers and practitioners between curriculum prescription and autonomy. Drawing on international examples, it illustrates how flexible curricula can enhance teaching effectiveness and inclusivity. It emphasises key strategies such as enhanced teacher training and collaborative policymaking, necessary for flexible curricula to meet educational needs. It also identifies critical factors, such as clear goals, accountability mechanisms, and societal support, which are crucial for successful curriculum implementation.

The authors draw upon scientific studies, theories, site visits, nd their own extensive experiences to describe approaches to social and emotional learning for all levels.

Teacher autonomy can lead to either exciting or vacuous learning experiences for students. Therefore, it is of critical import that school leaders understand the complexities associated with teacher autonomy. In this book, Dr. Clay LaCoe examines how teachers view autonomy and whether or not the accountability associated with high stakes testing influences teachers' perceptions of autonomy. Researchers have tended to view teacher autonomy as a unitary concept. This book will expand the knowledge base by decomposing autonomy and deepening our understanding of how high stakes accountability affects teachers' perceptions of their own autonomy. First, a model is proposed in which autonomy is decomposed into six distinct sub-components: autonomy over curriculum, pedagogy, assessment, professional development, student discipline, and classroom environment. Second, the research examines the effects of external accountability on teacher autonomy by quantitatively and qualitatively comparing the perceptions of possessed and desired autonomy of teachers who are direct targets of external accountability to those same perceptions held by teachers who are not direct targets of external accountability. The results show that the six sub-component model of teacher autonomy provides a solid framework to understand the complex nature of teacher autonomy. The findings further indicate that, both quantitatively and qualitatively, there are no fundamental differences in how the teachers who are differentially targets of external accountability perceive their levels of possessed or desired autonomy. Although external accountability may affect the amount of autonomy teachers perceive they have or desire, this effect is not dependent on the level of external accountability faced by teachers. The results also show that teachers generally desire more autonomy than they perceive they already possess. The results inform school leaders about the complex nature of teacher autonomy and how leaders can leverage the power of teacher autonomy to make schools better places for children to learn and grow. Teacher Autonomy is an important book for collections in education.

This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.

Higher education institutions grapple with a pressing challenge: the well-being of their students. Amidst the transition to university life, students face a myriad of stressors, from academic pressures to managing finances and social connections. Yet, there continues to be a lack of robust evidence and focused literature addressing this critical issue. Factors Impacting Student Well-Being and Coping Tactics presents a comprehensive analysis of the factors influencing mental, emotional, and social health in higher education settings. This book explores the intrinsic and extrinsic elements shaping student well-being through meticulously curated chapters, from risk factors to protective mechanisms. By offering evidence-based strategies and practical recommendations, the book empowers academics, administrators, and counselors to proactively address students' challenges and foster a supportive environment conducive to personal and scholarly growth.

Creating an inclusive classroom means understanding federal legislation as well as national and state standards, but the practical and streamlined seventh edition of Creating Inclusive Classrooms: Effective and Reflective Practices recognizes that it means more than that. This text goes beyond the typical inclusion text, translating theory and research into practices you can use in your inclusive classroom by illustrating the principles of effective inclusion through classroom scenarios, online footage, and successful strategies. The text has the most current vision of today's inclusive classroom, which truly helps you create a successful educational experience for all students. New to This Edition: *NEW UDL and You features throughout the text guide you in understanding and implementing the principles of universal design to help all learners access the general education curriculum and succeed in inclusive classrooms.