American Association for the Advancement of Science President Alice S. Huang plans to dedicate part of her keynote address to open the conference tonight on ways to encourage K-12 students to get and stay interested in science, technology, engineering and math fields.
A pair of studies of the brain activity and hand movements of children with Attention Deficit Hyperactivity Disorder may point to more accurate ways to measure the cause and severity of their problems.
K-12 education research faces an uncertain budget picture, even as President Obama calls for greater investment in the field in the fiscal year 2012 budget proposal.
The Institute of Education Sciences, the Education Department's research agency, expects this spring to release its first in-depth report on the schools implementing turnaround under the School Improvement Fund, but participating schools should no longer expect "real-time" feedback on their strategies.
As hundreds of districts work to turnaround low-performing schools via federal school improvement grants, administrators' strategies for supporting the schools can sometimes hinder their progress, warns a new report by the Center for American Progress and the Broad Foundation.
A research partnership led by the Carnegie Foundation for the Advancement of Teaching is using short, intense, micro-trials in real classrooms to tackle one of the thorniest problems in urban schooling: the recruitment and retention of great teachers.
Douglas Lynch, the vice dean at the University of Pennsylvania Graduate School of Education and co-creator of the school's education business plan competition, who argued for a more "improvisational" approach to federal innovation research.
A new report by the Government Accountability Office suggests the Education Department's new system for studying program effectiveness could be a model for other federal agencies.
The Institute of Education Sciences has engineered a temporary reprieve for the nation's regional education laboratories after a technical glitch threatened to eliminate their funding.
A long-awaited national study calls for a more comprehensive approach to identifying English-language learners when awarding federal grants.