Principals in British Columbia, Alberta, Ontario, Quebec, New Brunswick and Newfoundland say they need professional development and professional relationships to better support the needs of all students in inclusive schools, writes Steve Sider, associate professor at Wilfrid Laurier University.

Some experts say that blockchain could be a game-changer for K-12 schools and in higher education, but it appears that few schools are using the technology. Tom Ryan, chief information and strategy officer for Santa Fe Public Schools, says the district is exploring blockchain to help protect students' data and improve acquisitions.

Increased burnout among teachers has sparked a rise in mindfulness and resilience training for educators that includes yoga and other strategies. Some say more efforts should go toward fixing the system causing the burnout, but others argue that teachers, who are frustrated and exhausted, need mechanisms now for managing the stress.

How great teachers inspire class participation, student engagement, and learning.

School textbooks from Germany deal with Europe in much greater detail and with more of a positive angle than those published in England.

Shining new light on the untapped potential of individualized "success plans" — running records of each student's strengths, interests, and needs.

I det här första avsnittet av vår podcast i tre delar på temat bedömning och betyg träffar vi Sara Bruun och Christian Lundahl. Sara är lärare i engelska och Christian är professor i pedagogik. De diskuterar de olika syften som finns med bedömningar av elevers kunskaper. (webb-radio)

Genom att blanda återvunnet material med leksaker har leken på förskolan Wadköpingsgatan blivit mer kreativ.

Teachers drop out of the profession because they find the workload is “worse than expected”, according to new research from UCL Institute of Education (IOE) in London. The study finds teachers knew about the workload before entering profession and thought they’d cope – "but the reality was different".

Nu har den tredje gruppen nyanlända lärare och förskollärare fullföljt utbildningen Snabbspåret vid Umeå universitet. Utbildningen har innehållit både studier och praktik och har bedrivits både på svenska och arabiska.

Skal inklusionen lykkes? Så drop møderne, og lad lærere og resursepersoner med specialpædagogisk faglighed være sammen om undervisningen, lyder anbefalingen fra inklusionsforsker.