This case study documented the process of designing, implementing, and accessing a low-cost, school-based staff development project. The principal objective of the study was to help a group of elementary school teachers serving African-American students seek alternative means of instructing those students not reached through traditional channels. In addition, it sought to expand teaching repertories; build stronger ties between the regular classroom and Chapter I programs; incorporate the tenets of action research in conjunction with sound staff development procedures; and to keep restructuring to a minimum. To facilitate and achieve these aims, the Chapter I curriculum was redesigned and linked to the regular classroom program. This case study also demonstrated a comprehensive collection of school improvement activities. The Chapter I staff, in concert with the classroom teachers, designed, implemented, and evaluated student activity modules. The modules focused on building positive self-image, cultural diversity, congruence, cultural heritage, and cooperative learning. Lessons learned from the activity modules promoted teacher interaction and feedback. In addition, the modules provided the Chapter I staff and teacher participants an avenue for connecting two disparate entities through planned staff development. The project succeeded as a result of the support garnered from administrators, the building principal, auxiliary staff, and community volunteers. Sound staff development processes permitted (1) the involvement of those persons most directly affected by the restructuring, (2) teachers to expand their repertoire of teaching strategies, (3) an increase in the level of optimism and resolve among teachers, administrators, and Chapter I staff, (4) time for teachers to explore new concepts and curriculum, (5) flexibility within the parameters of the project, (6) the undertaking of activities that permitted the linkage of the Chapter I curriculum to the regular classroom program, (7) opportunities for teachers/staff to plan collaboratively, and (8) teachers to grow professionally.

<p>The purpose of this psychoeducational curriculum is for Latino caregivers to enhance their awareness in the Mental Health field, as advocate for their family members. Educating caregivers on how to access services, and overcome stigma, language barriers, and cultural insensitivity also to enhance quality services. The curriculum specifically addresses outreach. The curriculum will expand caregivers? understanding the symptoms of mental illness including diagnosis, and the importance of self-care to prevent burnout. It will include activities that will promote group discussions, and concepts for learning enhancement. Additionally, handouts will be provided with resources for support services for caregivers. A facilitators? guide is also included to assist with the implementation of the curriculum.

<p> This quasi-experimental study compared academic learning in project-centered instruction with group projects, project-centered instruction with individual projects, and teacher-led instruction. A repeated measures pre and posttest design was used to measure the change in Social Studies content learning in sixth grade students for three different instructional units taught with each of the three teaching approaches. ANOVA was used to compare pre and posttest scores. All three teaching approaches were compared, and the two project-centered conditions were compared to identify possible learning differences related to cooperative learning. Students in the group project condition demonstrated the greatest gains in content learning. Students in the individual project condition demonstrated the smallest gains from pre to posttest. The results of this study suggest that for most students the opportunity to engage in discourse about content through group work, or via teacher talk and class discussion enhances academic learning to a greater degree than individual study and research for middle school students.</p><p>

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From April to June 2016 a new and exclusively virtual teaching format – the international STEM1 Summer School – was provided at the University of Mining and Technology in Freiberg. The paper presents the approach, didactical design, and results of evaluation. The international STEM Summer School was developed and tested within the project „Holistic International STEMs - Learning with case studies and real-life industry experiences“. The aim was to better prepare STEM students for challenges in the current professional world that are characterized by in-ternationalization and digitalization. The project offers some ideas on how to teach the currently re-quired skills and competencies by industry in higher education. The conceptualization of the project was made possible with funding from the Donors\' Association for the Promotion of Humanities and Sciences in Germany2. The exclusively virtual collaboration is due to the different geographical distances and locations of the participating students, which generates specific challenges. On the one hand, technical conditions at the particular places of residence have an impact on virtual collaboration. On the other hand, cultural, lingual, and occupational differences, as well as the differing media literacy, play an important role. In addition, the setting of objectives and provision of incentives is decisive for the shared virtual work. The results of the first round of the international STEM Summer School indicate possible solution strategies based on the three areas of media use, interaction, and task orientation. During the Summer School, students from ten different countries solved real-life job case studies in small interdisciplinary teams. The exchange took place with the help of various e-learning tools like the virtual classroom, wiki, forum and e-portfolio. The participants were mentored by national and international industry partners, STEM professors, and e-tutors. After nine weeks work in intercultural teams they presented their results and learning outcomes during a web conference. The following article focusses on the evaluation results as well as selected insights and challenges.

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