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Bringing Learning to Life in the Classroom
by Eileen Landay on September 10, 2012
It was the beginning of the spring semester in a large urban high school. The student teacher, having just taken over the class from her cooperating teacher, was attempting a class discussion using a protocol in which students talked to one another rather than through the teacher in the usual wagon wheel format. As her university supervisor, I was seated in a corner, observing, taking notes, and preparing to offer support and feedback.
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Coping with Racial Trauma in Doctoral Study
by Kimberly A. Truong and Samuel D. Museus on September 1, 2012
Let us introduce you to John. He was the first in his family to graduate from college and came from a low-income background. John's advisors, a White couple, recruited him into his graduate program. They promised him four years of full funding and touted the fact that he would be the first Vietnamese American to graduate from their doctoral institution.
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First Things First: Being an Instructional Leader
by Karin Chenoweth and Christina Theokas on July 31, 2012
Not long ago, principals were simply expected to be administrators. No one should think that "simply" implies that administering a school well is in any way simple or easy.
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Academic Return on Investment: Spending Only on What Works
by Nathan Levenson on June 28, 2012
Duh! Who wants to spend money on what doesn't help kids learn? No one. But how many superintendents and school boards know what actually works in their district? Not too many.
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Reputations (and More) at Risk: Using Value-Added Reports Responsibly
by Hilary Dauffenbach-Tabb on June 14, 2012
The insights gained from teacher value-added reports have the potential to benefit schools, students, and communities. However, because these reports are generated from complex statistical methods that rely on inaccurate or incomplete data and have wide margins of error, more responsible use of these reports is needed to reap their benefits--and minimize their risks.
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Anxiety: The Hidden Disability That Affects One in Eight Children
by Jessica Minahan on June 1, 2012
The Anxiety Disorders Association of America reports one in eight children suffer from anxiety disorders. Without intervention, they're at risk for poor performance, diminished learning and social/behavior problems in school. Because anxiety disorders show up differently in children, parents and teachers can't always identify them until the child hits the breaking point.
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Binding Education Science to the Practice of Teaching
by Gary Thomas on May 24, 2012
I can't remember when people first started talking about "what works." Was it 15 years ago? Whenever it was, it's probably time to reconsider our espousal of this enticing idea.
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Ramping Up Schools’ Preventative Approach
by Nancy Rappaport on May 7, 2012
Handcuffing a kindergartner for a tantrum, which happened in Georgia, is teaching the ABCs of aggression. It promotes a "might is right" logic, rather than using the child's tantrum as a tool for how to effectively teach disruptive children how to acquire necessary skills so that they are ready to learn.
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Promoting District-Led Turnaround
by Heather Zavadsky on April 30, 2012
Near the end of January this year, Education Secretary Arne Duncan announced his intentions to target the next wave of Race to the Top funds to districts rather than states. Although he stated he was not ready for concrete details, he asserted that the next $550 million would flow to districts, allowing them to decide how to target funds.
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More Youth, More Ready: A Broader Approach to College Access and Success
by Mandy Savitz-Romer and Suzanne M. Bouffard on April 10, 2012
At a recent fundraiser for a community-based college access program, the sense of opportunity was palpable. Speaking about their experiences, students and parents made clear the incredible impact the program had had on their lives, and program leaders described impressive plans for expanding students' reach.
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