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The Case for Student-Centered Teaching and Learning
by Bill Nave on August 24, 2015
When I invite my conversation partners to verbalize what made the teachers they named particularly good, their responses inevitably define student-centered teaching – teaching that met them exactly where they were, and that inspired, engaged, and motivated them to learn.
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Teaching About Race in the Wake of Charleston
by Lawrence Blum on July 13, 2015
Presumably most of our school children know that slavery existed in the South; perhaps a much smaller number learned that in the colonial era it existed everywhere. But the learning tends to be superficial.
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Where Have All the Graduates Gone?
by Benjamin L. Castleman and Lindsay C. Page on June 24, 2015
Across the country, valedictorian speeches have concluded, graduation barbeques have ended, caps and gowns have been folded and stowed away in closets. Local newspapers have proudly run reports of where local graduates will attend college in the fall.
But how many will actually enroll?
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The Raciolinguistic Catch-22
by Nelson Flores and Jonathan Rosa on June 11, 2015
Despite the fact that heterogeneous linguistic repertoires have been a norm throughout human history, language diversity is often viewed as problematic in mainstream US educational contexts.
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A Pathway out of Poverty for Students in Low-Income Communities: Learning to Ask Questions
by Luz Santana on May 21, 2015
I’m not poor now, but through the years I have continued to learn from people in low-income communities who have a lot to teach us all about fighting poverty. In fact, I learned a lesson that is relevant to addressing the effects of poverty in classrooms all over the country.
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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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Turning Conventional Wisdom on Its Head: Public Schools Outperform Private Schools
by Robert G. Smith on January 1, 2015
Market forces based on concepts of competition, choice, autonomy, and financial incentives applied to public education will improve learning outcomes. This formula for educational improvement, popularized as long ago as 1990 with the publication of Chubb and Moe’s Politics, Markets and America’s Schools, appears to reflect conventional wisdom today. In fact, these beliefs have gained momentum with the advent of No Child Left Behind, the growth of charter school legislation across the country, and the initiatives reflected in the federal Race to the Top requirements and incentives.
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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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Tech Is Changing Teaching, Finally
by Dave Saltman on November 1, 2014
The news comes fast, and breathless, with each passing week: a major school district will spend tens of millions of dollars to buy computing devices for every schoolchild. Other teachers are asking students to watch short videos on the subject matter at home and to come prepared to work in the classroom on what would normally be considered homework.
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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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