Duke University professor recognized for launching mentoring programs that drive student success
Grant and Award Announcement
Updates every hour. Last Updated: 7-May-2026 05:16 ET (7-May-2026 09:16 GMT/UTC)
A Shanghai randomized trial shows that a collaborative, classroom-based teacher development model (KIRM-TCI) significantly improves the quality of emotional and instructional support, offering a scalable approach to enhancing early childhood teaching quality.
A qualitative study based on student interviews highlights how international service-learning programs contribute to students' interpersonal, personal, civic, and academic development. The research also identifies factors that lead to these outcomes, such as community interaction, teamwork, reflection, and meaningful service, offering practical insights for improving program design in higher education.
Congratulations to Prof. Dafna Kariv, Head of the Entrepreneurship–Business Administration track at the Adelson School of Entrepreneurship at Reichman University, on being awarded the Inspiration Award in the ETF New Learning Award 2026 competition, presented by the European Training Foundation (ETF), an agency of the European Commission, to groundbreaking initiatives in teaching and learning.
University of Phoenix College of Doctoral Studies has published a new white paper, “Silent Witnesses: Trauma-Informed Bystander Intervention Practices in School-Based Settings,” authored by Jar’Mel D. Taylor, Ed.D., and released through the College’s Center for Organizational Wellness, Engagement and Belonging (CO-WEB). “Silent Witnesses” focuses on the “bystander moment” in schools — the point at which an educator witnesses distress, conflict or harm and must decide how to respond. The paper connects trauma-informed practice, educator autonomy and workforce development to propose a schoolwide approach for moving from awareness to action.