We know that a number of other countries have gotten a lot better than us, accelerating educational improvement in a short time and on a large scale. What exactly has enabled them to raise their game and become global high performers? And are there lessons for U.S. schools?


Climate change, population growth, pandemic diseases, and pollution. Green technologies, new mobility systems, and advances in biotechnology. The science classroom is a powerful place for students to explore local implications of global problems and opportunities.


As a language educator, my primary concern is that students are offered a high-quality, enriching, and yes, exciting, language learning experience. Quite frankly, I don't care if it's Hindi, Arabic, Swahili, or Dutch.


Keep in mind these three important goals as we consider digital learning.


Margaret Reed Millar from the Council of Chief State School Officers continues her exploratory essay on ways the Common Core State Standards dovetails with global competence.


The adoption of the Common Core State Standards (CCSS) for ELA and mathematics in 45 states and the District of Columbia offers educators an unprecedented opportunity to marry the skill development and acquisition of core content needed to develop globally competent citizens with the rigorous skills and core content needed to prepare all students for college and careers.


Digital learning holds great promise, but there is also the peril of a new digital divide. Learn more about best practices from one country that seems to be implementing e-learning equitably.


Classrooms today are very different from those ten years ago; a master teacher offers four points of advice for the new teacher.


Delegations comprised of education ministers, leaders of national teachers' organizations, and other teacher leaders from countries and regions with high-performing and rapidly improving education systems will gather in New York City in March.


Why Quality Count's 2012 "Global Challenge" is really an opportunity.


The opinions expressed in Global Learning are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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