At this event, AIR research experts and superintendents discussed findings from AIR's research briefs and the implications for practice and policy in a post-COVID era.
Recent research suggests that intensive, content-focused professional development improves teachers’ knowledge and some aspects of their practice, but not student achievement. Kirk Walters sat down with Mike Garet, who led the research, and three other experts to get their reactions to these findings. ...
Steven Leinwand, a mathematics expert with the American Institutes for Research (AIR), has been awarded the prestigious Ross Taylor/Glenn Gilbert National Leadership Award by the National Council of Supervisors of Mathematics for his outstanding contributions to mathematics education.
Better schools help make better communities and improve students’ chances of success. AIR experts use research-based strategies to help schools and districts build systems that improve outcomes and sustain improvements over time.
In this blog post, David Osher, AIR vice president and international expert on school climate, social emotional learning, and student support, shares an interesting perspective about making a difference through school climate.
On February 23, 2022 the AIR Equity Initiative at AIR hosted the second in a series of equity-focused roundtable discussions. A panel of experts explored approaches to reducing bias and promoting diversity and inclusion within organizations and in the grant- and policy-making processes.
The international Campbell Collaboration (C2) and the American Institutes for Research (AIR), both nonprofit organizations, are joining forces in a relationship designed to expand the depth of reliable research knowledge available to experts and the public.
An online video is now available for a forum sponsored jointly by the American Institutes for Research (AIR) and Education Week entitled “Searching for Solutions: An Evidence-Based Dialogue on Teacher Quality.”
This research and policy brief was developed to help states consider options for assessing student learning growth for the majority of teachers who teach content not assessed through standardized tests. It provides information about options for states to explore as well as factors to consider when identifying and implementing measures. ...
For struggling schools, partnerships with external experts can seem like a critical lifeline. The reality of school turnaround partnerships, however, does not always resemble the ideal. What qualities of an external partnership indicate a greater likelihood for success? What actions by school administrators may make these relationships more effective? ...