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At the End of Intellectual Disability
by Chris Kliewer, Doug Biklen, and Amy J. Petersen on March 25, 2015
Following a recent panel discussion focused in part on the presumption of competence in children with complex developmental disabilities, a teacher approached one of the authors of this post with an anxious concern.
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An Alternate Lens on Young Black and Brown Males: Putting a Focus on Emotional Complexity
by David J. Knight on December 23, 2014
When the public thinks about Black and Brown teenage males, they often think of problems and deficits. This is true in many social science journal articles as it is in mainstream media. Societal images of them are regularly overgeneralized, incriminating, and fundamentally untrue.
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Dissolving Boundaries: Understanding Undocumented Students’ Educational Experiences
by Harvard Educational Review on September 30, 2014
The Harvard Educational Review (HER) is seeking papers from researchers, practitioners, families, and youth for an upcoming Special Issue on Undocumented Students and Education. While undocumented students make up 1–3 percent of students in the U.S. public school system, they are also one of the most vulnerable populations—shedding light on their experiences reveals that there are structural factors that either inhibit or support the educational and personal trajectories of these students. As such, while undocumented immigrant students have a legal right to K–12 education in the United States, their academic and social experiences vary greatly.
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Perceiving Learning Anew
by Manuel Luis Espinoza and Shirin Vossoughi on September 12, 2014
The roots of “Perceiving Learning Anew” (Fall 2014, HER) stretch back to our work in graduate school at UCLA and our work with the Migrant Student Leadership Institute (MSLI), a summer, precollegiate program for high school–aged migrant students interested in attending college. Almost a decade after our participation, it is still a challenge to describe the dynamics of an educational setting that helped students reimagine the social world and their place in it.
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Equal Scrutiny in Contracts for Digital Education
by Patricia Burch and Annalee G. Good on July 31, 2014
Public school districts are under more pressure than ever to buy digital services and products. . . But there is an important backstory to the digital surge that deserves equal and careful scrutiny. Digital education is nested in a broader trend where public schools and governance structures have come under increasing pressure to contract out core functions of teaching, learning, and assessment, mirroring a rise of privatizing initiatives in other aspects of social policy.
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Eliminating Teacher Tenure Versus Improving Teacher Hiring: Why Improving Teacher Hiring Is a Better Bet
by Dale S. Rose on July 15, 2014
The recent Vergara v. California case has brought the issue of “grossly ineffective” teachers into the national spotlight. While there certainly are valid points on both sides of this case, the court case does illustrate a fundamental point . . . Namely, the notion that better teachers get better outcomes for students and so improving teacher quality is one critical way to improve schools.
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Leaders Should Be Learners, Not Experts
by James Noonan on June 19, 2014
“Needs improvement” is a warning sign signaling that desperate measures may be needed to achieve proficiency. This is the world in which contemporary school reform is taking place.
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Pedagogy Beyond the White Gaze
by Django Paris and H. Samy Alim on March 31, 2014
During a long conversation last winter, Django Paris and H. Samy Alim looked to nuance and extend the emerging concept of culturally sustaining pedagogy (CSP).
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A Different Olympic Quest
by Sam M. Intrator and Don Siegel on March 10, 2014
The Sochi Olympics brought us transcendent moments of speed, grace, and power--and the opportunity to wonder: how did they get so good?
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The Role of Resource Reform in Improvement and Innovation
by Heather Zavadsky on February 26, 2014
Part of why classrooms look the same as they did more than fifty years ago is the tendency to cling to traditional instructional delivery methods and arrangements.
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