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What Inspired Me to Launch the Comic Book Project
by Michael Bitz on October 31, 2011
Open any children's book--Eric Carle, Dr. Seuss, take your pick--and you'll experience rich visual imagery combined with literary text. We present these books to young children, knowing that they will adore the pictures, engage in the narratives, seek more books, eventually learn to read, and hopefully love to read. Yet as children get older and enter school systems, the pictures quickly fall by the wayside. We expect students to become "serious" readers, working toward paragraph-based chapter books and the accepted canon of classic literature. For those students, like me, who loved to read at an early age, this entrenched method was a non-issue. For countless others, however, reading was, and still is, a struggle and seemingly insurmountable barrier to success in school.
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“Stay Hungry. Stay Foolish.”: the Deeper Legacy of Steve Jobs
by Dave Saltman on October 12, 2011
It barely registers, if at all, that one can start, and operate, an automobile without knowing the physics and chemistry that run its combustion engine. And it is equally true, and perhaps more significant, that you do not need the car's technical specifications to drive it to your own personal choice of a destination. If that choice turns out to be mistaken, you can potentially drive it elsewhere.
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Ethnicity Matters—and So Do Contexts
by Min Zhou on September 27, 2011
Since 1970, the United States has admitted more than thirty-million immigrants from around the world. While the vast majority of newcomers are of Latin American and Asian origins, they hail from heterogeneous socioeconomic backgrounds, ranging from investors and entrepreneurs to low-skilled laborers and undocumented migrants. As foreign-born populations continue to grow at the turn of the twenty-first century, the new second generation, born and raised in America, has come of age, making an indelible mark in cities across the United States.
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What Inspired Me to Study Social Networks
by Alan J. Daly on September 15, 2011
I grew up in Boston, the first born in a working-class family with Irish roots. My family had all the stereotyped traits of the Irish working class in America: hardworking, gregarious, a commitment to "celebrating" with spirits at a moment's notice, and a dedication to family in the broadest sense of the word.
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Good Teachers—the Movie You Will Never See
by Colleen Gillard on August 30, 2011
It all began with a trip to the cinema to see Cameron Diaz in her new comedy, Bad Teacher. It was a bad choice, really. But what can I say? My editor was curious.
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Increase the Representation and Advancement of Women of Color in STEM
by Muriel Poston on August 1, 2011
What are the factors that sustain women of color through higher education and contribute to their educational and career success? What strategies can increase the representation and advancement of women of color in science, technology, engineering, and mathematics (STEM) fields?
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Q&A with Laura Pappano
by Staff on July 28, 2011
Laura Pappano, award-winning journalist and writer-in-residence at the Wellesley Centers for Women, discusses her book, Inside School Turnarounds: Urgent Hopes, Unfolding Stories.
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35 Years After The Double Bind: The Price of Being a Minority Woman in Science
by Evelynn M. Hammonds on June 29, 2011
In December 1975, thirty Native American, Mexican American, Puerto Rican, and Black American women met under the auspices of the American Association for the Advancement of Science (AAAS). These minority women (this is the term they used to describe themselves) in science, engineering, medicine, and dentistry met to "discuss their unique position as the most underrepresented and probably over selected group in the scientific disciplines."
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“I Used to Think . . . And Now I Think . . .”
by Richard F. Elmore on June 14, 2011
At the end of a course or a professional development session, I frequently ask the learners I work with to reflect on how their thinking has changed as a consequence of our work together. This reflection takes the form of a simple two-column exercise. In one column, I ask them to complete the phrase, "I used to think . . . ," and in the other, "And now I think . . . " People often find this a useful way to summarize how our work together has changed their thinking and their habits of mind, and how we have influenced each other.
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It’s an Amazing Time to Be a Learner
by Will Richardson on April 27, 2011
Whether it's the two billion teachers we can now connect to on the Web, the myriad of entertaining and at the same time educational video games we can play with our friends (or by ourselves), or the potential to answer almost any question we can pose through a few keystrokes on the phones in our pockets, we live at a moment of ubiquitous learning, one few of our ancestors could have imagined. It's a moment that in many ways we ourselves are still struggling to make sense of, struggling to imagine the endless possibilities that we find ourselves swimming in.
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