The following outline is provided as an overview of and topical guide to education:
A teaching method is a set of principles and methods used by teachers to enable student learning. These strategies are determined partly on subject matter to be taught and partly by the nature of the learner. For a particular teaching method to be appropriate and efficient it has take into account the learner, the nature of the subject matter, and the type of learning it is supposed to bring about.
Pedagogy, from Ancient Greek παιδαγωγία (paidagōgía), most commonly understood as the approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political, and psychological development of learners. Pedagogy, taken as an academic discipline, is the study of how knowledge and skills are imparted in an educational context, and it considers the interactions that take place during learning. Both the theory and practice of pedagogy vary greatly as they reflect different social, political, and cultural contexts.
Education policy consists of the principles and policy decisions that influence the field of education, as well as the collection of laws and rules that govern the operation of education systems. Education governance may be shared between the local, state, and federal government at varying levels. Some analysts see education policy in terms of social engineering.
Culturally relevant teaching or responsive teaching is a pedagogy grounded in teachers' practice of cultural competence, or skill at teaching in a cross-cultural or multicultural setting. Teachers using this method encourage each student to relate course content to their cultural context.
Linda Darling-Hammond is an American academic who is the Charles E. Ducommun Professor of Education Emeritus at the Stanford Graduate School of Education. She was also the President and CEO of the Learning Policy Institute. She is author or editor of more than 25 books and more than 500 articles on education policy and practice. Her work focuses on school restructuring, teacher education, and educational equity. She was education advisor to Barack Obama's 2008 presidential campaign and was reportedly among candidates for United States Secretary of Education in the Obama administration.
Educational leadership is the process of enlisting and guiding the talents and energies of teachers, students, and parents toward achieving common educational aims. This term is often used synonymously with school leadership in the United States and has supplanted educational management in the United Kingdom. Several universities in the United States offer graduate degrees in educational leadership.
Kathryn Patricia Cross was an American scholar of educational research. Throughout her career, she explored adult education and higher learning, discussing methodology and pedagogy in terms of remediation and advancement in the university system.
Marc S. Tucker was the president and CEO of the National Center on Education and the Economy from 1988 until January 1, 2019.
The National Board for Professional Teaching Standards (NBPTS) is a nonpartisan, nonprofit organization in the United States. Founded in 1987, NBPTS develops and maintains advanced standards for educators and offers a national, voluntary assessment, National Board Certification, based on the NBPTS Standards. As of December 2017, more than 118,000 educators have become National Board Certified Teachers in the United States. Its headquarters is located in Arlington County, Virginia
A professional learning community (PLC) is a method to foster collaborative learning among colleagues within a particular work environment or field. It is often used in schools as a way to organize teachers into working groups of practice-based professional learning.
The Joan Ganz Cooney Center is an independent, non-profit, non-partisan research and innovation group founded by Sesame Workshop to advance children's literacy skills and foster innovation in children's learning through digital media.
Teacher quality assessment commonly includes reviews of qualifications, tests of teacher knowledge, observations of practice, and measurements of student learning gains. Assessments of teacher quality are currently used for policymaking, employment and tenure decisions, teacher evaluations, merit pay awards, and as data to inform the professional growth of teachers.
Open educational practices (OEP) are part of the broader open education landscape, including the openness movement in general. It is a term with multiple layers and dimensions and is often used interchangeably with open pedagogy or open practices. OEP represent teaching and learning techniques that draw upon open and participatory technologies and high-quality open educational resources (OER) in order to facilitate collaborative and flexible learning. Because OEP emerged from the study of OER, there is a strong connection between the two concepts. OEP, for example, often, but not always, involve the application of OER to the teaching and learning process. Open educational practices aim to take the focus beyond building further access to OER and consider how in practice, such resources support education and promote quality and innovation in teaching and learning. The focus in OEP is on reproduction/understanding, connecting information, application, competence, and responsibility rather than the availability of good resources. OEP is a broad concept which can be characterised by a range of collaborative pedagogical practices that include the use, reuse, and creation of OER and that often employ social and participatory technologies for interaction, peer-learning, knowledge creation and sharing, empowerment of learners, and open sharing of teaching practices.
Feminist pedagogy is a pedagogical framework grounded in feminist theory. It embraces a set of epistemological theories, teaching strategies, approaches to content, classroom practices, and teacher-student relationships. Feminist pedagogy, along with other kinds of progressive and critical pedagogy, considers knowledge to be socially constructed.
Wisconsin Center for Education Research (WCER), located in Madison, Wisconsin, is an education research center founded in 1964 as a branch of the School of Education at the University of Wisconsin–Madison. WCER currently has extramural funding of approximately $40 million, and is home to over 500 faculty, staff, graduate and undergraduate students who are engaged in more than 100 research projects that investigate a variety of topics in education.
Barnett Berry is a research professor at the University of South Carolina, where he is the founding director of Accelerating for Learning and Leadership for South Carolina (ALL4SC) — an initiative launched in 2019, to marshal the resources of an entire R1 institution of higher education in service of high need school communities. Barnett's career includes serving as a high school teacher, a social scientist at the RAND Corporation, a professor at UofSC, a senior state education agency leader, and senior consultant with the National Commission on Teaching and America's Future, leading its state partnership network. From 1999 to 2018, Barnett led Center for Teaching Quality website, a non-profit he founded to conduct research and ignite teacher leadership to transform the teaching profession and public education for more equitable outcomes for students. Barnett has authored a wide array of over 120 policy and research reports, journal articles, and commissioned papers. His two books, TEACHING 2030 and Teacherpreneurs: Innovative Teachers Who Lead But Don't Leave, frame a bold vision for the profession's future. He is the 2021 recipient of the James A. Kelly Award for Advancing Accomplished Teaching from the National Board for Professional Teaching Standards and is a policy advisor for the Learning Policy Institute.
Educator effectiveness is a United States K-12 school system education policy initiative that measures the quality of an educator performance in terms of improving student learning. It describes a variety of methods, such as observations, student assessments, student work samples and examples of teacher work, that education leaders use to determine the effectiveness of a K-12 educator.
Christopher 'Chris' Dede, is an educational researcher and the Timothy E. Wirth Professor in Learning Technologies at the Harvard Graduate School of Education. His expertise includes emerging technologies, policy and leadership in education. He has been noted as one of the main contributors to the emergence of educational technology in the 2000s and 2010s and has received awards for his research from the American Educational Research Association, the Association for Teacher Educators, and the Association for Educational Communications and Technology.
Viviane Marcelle Joan Robinson is an emeritus distinguished professor at the University of Auckland, specialising in organisational and educational psychology.
