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Investing in Meaningful Professional Learning: A Case of Disciplinary Literacy
by Christina L. Dobbs, Jacy Ippolito, and Megin Charner-Laird on August 7, 2017
As we have studied professional learning around disciplinary literacy for the past ten years, we have thought quite a lot about what makes professional learning take hold and engage teachers and their considerable talents.
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Private Charity, Government Spending, and Education Accountability: Myths and Realities
by Michael Feuer on July 24, 2017
Two recent news items provide reminders about the importance of transparency in education funding and accountability in the private and public sectors. In the first we learned of a billionaire's continued charitable giving, and in the other about public funds for school voucher programs. The stories are related, albeit indirectly.
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Writing Romani Youth Lives
by Margareta (Magda) Matache, Jacqueline Bhabha, and Arlan Fuller on June 21, 2017
Almost 30 percent of the Romani young people we interviewed in an earlier research project stated that they struggled with discrimination in the school environment...at what price does higher education come for Romani adolescents?
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How Crisis Narratives Undermine Educational Justice for Black Youth
by Brian Lozenski on May 25, 2017
“Crisis” seems to be the state of things lately...And whether by media outlets, policy makers, or friends in conversation, the language of crisis is meant to do something—it calls us to action.
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Say What You Mean: Redefining the Movement for Public Education
by Brett Murphy on May 10, 2017
For years, education reformers have used a set of recurring words like accountability, choice, quality, failing, and equity to appeal to broad values while promoting policies that were much more controversial.
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First-Generation College Students and Communication Mismatches
by Sister Kathleen Ross on April 27, 2017
Communication meanings shift for students as they gradually become more acclimated to academic culture.
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Fix Schools, Not Teachers
by Esther Quintero on April 3, 2017
Increasing evidence suggests that understanding teaching and supporting its improvement requires a recognition that the context of teachers’ work, particularly its interpersonal dimension, matters a great deal.
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Can Critical Pedagogies Thrive Within the Prison Classroom?
by Erin L. Castro on March 23, 2017
Can Critical Pedagogies Thrive Within the Prison Classroom?Can critical pedagogies thrive within the prison classroom?
Sure, as those of us who teach and learn inside prisons are probably quick to attest. But an accompanying question is a bit more difficult to answer: what should critical pedagogies do inside the prison classroom, given the constraints of carceral control?
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With Washington Taking a Step Back on Transgender Students, Schools Need to Step Up
by Michael Sadowski on March 15, 2017
With the G.G. v. Gloucester County School Board case sent back the US Court of Appeals for the Fourth Circuit, transgender youth—already one of the most vulnerable populations in our nation’s schools—were dealt another blow not only to their rights but also to their sense of themselves as people worthy of respect.
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Prioritizing Collaboration in a Time of Contention
by Chad d’Entremont, Geoff Marietta, and Emily Murphy Kaur on March 6, 2017
How leadership is applied is as important as the vision that is set forth. Improving complex organizations such as schools requires collaboration.
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