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Student engagement, and in particular intellectual engagement, has been identified as a key factor in learning at the high school level. While this type of engagement has an impact on student learning in fields related to science, technology, engineering and mathematics (STEM), it also has a positive impact on the learning of other disciplines such as English, Fine Arts, and Social Sciences. This report describes a set of projects co-designed by teachers and education specialists aimed at engaging students intellectually in each major high school subject area. Student use of mobile technologies, in this case the iPad2, features prominently in each of these projects. Interviews with teachers and students were conducted in order to identify evidence of intellectual engagement, as well as studentsâ?? interactions with the mobile device. Data from a survey was also used to identify the level of engagement of students involved in these projects.

The Georgia Department of Transportation (GDOT) investigated possible high permeability in asphalt mixes statewide in response to reports of prolonged wetness on pavements around the state after rainfall. In these locations, high permeability manifested itself as wet areas on pavement surfaces where wetness remained after natural conditions should have removed all moisture from the surfaces. Sixteen project sites were inspected for problem areas statewide, and core specimens were taken from six of the sites. Specimens were taken from areas considered representative of the problem areas in each project. The specimens were tested to determine the permeability, bulk specific gravity, maximum theoretical specific gravity, percentage of air voids, percentage of asphalt cement, and gradation of the mix. According to the findings of this investigation, some Superpaver; mixes that were designed in accordance with GDOT specifications exhibited undesirable permeability. The investigation determined that both mix design and construction contribute to permeable mixes; hence, permeability problems are to be corrected by a balanced adjustment to these processes, according to the following recommendations: ( a) for each Superpave mix type used in Georgia, develop mix-specific acceptance criteria for maximum in-place air voids; ( b) include evaluation of mix permeability in mix design; and ( c) provide continued quality control during construction operations to ensure the success of the mix-specific acceptance criteria.

Teacher effectiveness has long been identified as critical to student success and, more recently, supporting students attaining the skills and dispositions required to be successful in the early 21st century. To do so requires that teachers engage in professional learning characterized as a shift away from conventional models of evaluation and judgment. Accordingly, school and system leaders must create "policies and environments designed to actively support teacher professional growth" (Bakkenes, Vermunt, & Webbels, 2010). This paper reports on the Alberta Teacher Growth, Supervision, and Evaluation (TGSE) Policy (Government of Alberta, 1998) through the eyes of teachers, school leaders, and superintendents. The study sought to answer the following two questions: (1) To what extent, and in what ways, do teachers, principals, and superintendents perceive that ongoing supervision by the principal provides teachers with the guidance and support they need to be successful? and, (2) To what degree, and in what ways, does the TGSE policy provide a foundation to inform future effective policy and implementation of teacher growth, supervision, and evaluation? Results affirm international findings that although a majority of principals consider themselves as instructional leaders, only about one third actually act accordingly (OECD, 2016).

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