Grants are available from the Department of Education in 18 educational subject areas, including but not limited to, Reading and Writing, Mathematics and Science Education, Teacher Quality, Ed Leadership (and other administrative educational areas), and more!
Check out This Document to find out about the subject specific areas of the program.
The Office of Citizen Exchanges, Youth Programs Division, of the Bureau of Educational and Cultural Affairs announces an open competition for the American Youth Leadership Program. Public and private non-profit organizations meeting the provisions described in Internal Revenue Code section 26 USC 501(c)(3) may submit proposals to implement a short-term exchange program for American high school students and educators that will enable the participants to gain firsthand knowledge of foreign cultures and to collaborate on solving global issues. Applicant organizations will recruit and select youth and adult participants from the United States and provide them with a three- to four-week exchange program abroad focused on dialogue and debate, leadership development, and community service. Upon returning home, the students will apply what they have learned to serve their schools and communities.
The project is designed to provide support to the T-STEM Academies by designing innovative science, engineering, and math curricula; delivering teacher professional development; and creating strategic partnerships among business, higher education entities, and school districts to support the effective implementation of the T-STEM Initiative. The T-STEM Centers will ensure national best practices are used in Texas and will identify and document best practices at a local and state level.
The purpose of the research program on Cognition and Student Learning in Special Education (Cognition) is to improve developmental outcomes for infants and toddlers with disabilities or at risk for disabilities and learning for students with disabilities or at risk for disabilities by bringing recent advances in cognitive science to (1) explore malleable factors1 (e.g., instructional practices, children’s skills) that are associated with better child outcomes for children with disabilities or children at risk for disabilities, as well as mediators or moderators of the relations between these factors and child outcomes, for the purpose of identifying potential targets of intervention; (2) develop innovative interventions; (3) establish the efficacy of existing interventions for improving child outcomes with efficacy or replication trials; and (4) develop measurement tools that can be used to assess developmental outcomes for infants and toddlers with disabilities or at risk for disabilities and student learning and achievement for children with disabilities or at risk for disabilities.
The purpose of the Institute’s research program on Professional Development for Teachers and Related Services Providers (Professional Development) is to identify effective strategies for improving the performance of current teachers, other instructional personnel, and related services providers in ways that increase reading, writing, language, mathematics, science, social, behavioral, or secondary transitional outcomes, as well as functional skills that improve the educational outcomes of students with disabilities or at risk for disabilities from kindergarten through Grade 12
The purpose of the research program on Transition Outcomes for Special Education Secondary Students (Transition) is to contribute to the improvement of transition outcomes of secondary students with disabilities. Transition outcomes include the behavioral, social, communicative, functional, occupational, and academic skills that enable young adults with disabilities to obtain and hold meaningful employment, live independently, and obtain further training and education (e.g., postsecondary education, vocational education programs).
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