Showing results 81-90 of 131 for Science
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The AccessATE project goal is to support the ATE community and provide grantees with the tools and knowledge to increase the accessibility and usability of their resources and activities. CAST will be providing technical assistance on accessibility and Universal Design for Learning to ATE Centers and ATE research grants.
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CAST's work is made possible by the generous financial support of foundations, corporations, government agencies, and individuals. We regularly partner with other research organizations, K-12 and postsecondary educators, government agencies and foundations to investigate solutions to challenging questions.
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CAST has partnered with Arizona State University to develop and evaluate the impact of a professional learning ecosystem to support 7th and 8th-grade teachers in providing more effective writing instruction to students with high-incidence disabilities.
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Project COOL will apply evidence-based practices and high-leverage practices—that is, essential, research-proven teaching techniques—to support the implementation of robust and engaging learning opportunities for all students to boost academic, functional, developmental, and behavioral outcomes.
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The Anne Meyer & David Rose Founders' Fund for Innovation celebrates the CAST founders' 33-year commitment to transforming education with the goal of stimulating original and creative work.
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CAST translates new discoveries into practices that make learning possible for more people in more places. Learn more about our professional learning work.
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This study will investigate the contributions of youth's (grades 7-12) participation in (or aversion to) outdoor recreation on their developing STEM identities and considerations of careers in STEM.
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An important part of learning is unlearning habits and ways of thinking when trying to make substantive changes. Learn more about the Unlearning Cycle and how it affects educators when incorporating UDL into their practice.
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Article
D. H. Rose, J. W. Gravel & Y. M. Domings, 2010
This article examines the question of whether technology is central to the foundations of UDL or whether UDL is useful as a pedagogical framework that goes beyond technology. The authors use the UDL guidelines as a structural framework through which to examine these questions.
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PreK–12: Self-Directed Course
Monday, January 1 – Wednesday, January 1, 2025
You can take this course at any time. Upon enrolling in the course, you will have access for 3 months. After that time, your account will be closed and you will no longer have access. Course extensions are not permitted, except in the case of illness (A doctor’s note is required).