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“What’s Going on Here?”
by Philip Yenawine on September 1, 2013
In 1987, roughly halfway through my 10-year tenure as education director at the Museum of Modern Art (MOMA) in New York, several trustees challenged my staff and me to find out if anyone learned from our many educational options. We were asked to be accountable for our teaching: Were we effective? Did people learn what we taught? Sound familiar?
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Five Things Teachers Should Tell Students About Socializing Online
by Elizabeth Kandel Englander on September 1, 2013
Hannah was a fresh-faced 14-year-old, with strikingly pretty reddish-blond hair and an age-appropriate penchant for slightly risky apps and websites. She had an account on Ask.fm, a site where teens pose anonymous questions to their peers. Such anonymity is disinhibiting, and it’s not unusual for the conversations to disintegrate into cruelty.
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Talking About Race with South African Students
by Lawrence Blum on August 20, 2013
During a seven-week stay as a visiting professor in South Africa, I was invited to Alexandria High School by its principal, Mr. Matthews.
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Fostering Good Learning Experiences, Starting with High School
by Robert Halpern on August 6, 2013
This would seem an opportune moment in our national history to bring new ideas to the institution of high school. As a parade of commission reports attest, there is growing recognition among stakeholders that high school is not working well for a sizable proportion of young people.
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Music, Diversity, and Mission in One Black Student Organization
by Sherry L. Deckman on July 2, 2013
The term diversity is exceedingly common--some would even say conspicuous--in discussions of higher education, yet there is no consensus as to its import or even a precise definition.
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First, Do No Harm
by Kavitha Mediratta on June 17, 2013
As the country searches for ways to keep students safe in schools, we must ensure that our efforts do not hinder academic success or, worse, push students out of school and into the juvenile justice system.
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Five Top Challenges for New Leaders of Instructional Rounds
by Thomas Fowler-Finn on May 29, 2013
After several years as a network participant, and even more as a leader of rounds and mentor to new facilitators, I am committed to doing more to support rounds work. You might wonder whether you have the ability to lead instructional rounds, but I've helped many others who doubted their capabilities to do so successfully. If you have the desire, and my new book on facilitating rounds, you can do this.
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7 Myths About Cage-Busting Leadership
by Frederick M. Hess on May 1, 2013
I’ve been on the road this spring, talking with educators, community leaders, advocates, policy makers, and foundation types about my new book, Cage-Busting Leadership. In doing so, I’ve been struck by some of the mythology that seems to shape what people think it means to be a cage-busting principal, superintendent, or school system official. The book argues that school, system, and state leaders can do much more than they often realize but tend to be hindered by a “culture of can’t” in which urban legends (“the contract requires that teacher assignment be driven by seniority—when it actually doesn’t”), misinformation (“we’re not allowed to spend Title I funds that way“), and undue caution (“we’re not sure if that’s an fully approved use of school improvement funds“) stop them from doing what they think will be best for students.
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Lessons from the Data Wise Project
by Kathryn Parker Boudett and Elizabeth A. City on May 1, 2013
Policy initiatives around the Common Core State Standards and teacher evaluation present schools with opportunity and risk. The opportunity is to make more effective use of evidence to inform the education of all of our children; the risk is to think that evidence alone will do the job.
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The Arts and UDL: What General Education Can Learn from the Margins
by Don Glass on April 12, 2013
In the national discussions about school and curriculum reform, arts education is continually marginalized, requiring its advocates to keep making the case for the contribution of the arts to academic, social, and personal learning outcomes.
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