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For Next Year’s Budget, Rethink the “One-Per-School” Rule
by Nathan Levenson on September 1, 2012
Like many a middle child, I was always certain my father favored my brothers, at my expense. My older brother got more freedom, and my younger brother got more help—regardless of our ages. My father’s only defense was, “I love you all, but your needs are different.” I swore I would never do this to my kids . . . until I became a father.
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The Complex Matter of Text Complexity
by Robert Rothman on September 1, 2012
Stephen Colbert had some fun this spring with a study that found that members of Congress speak at a 10th-grade level. “America’s leaders are speaking like high school sophomores,” he said, “a silent language of angry glares at the dinner table, between text messages.”
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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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Be a Behavior Detective
by Jessica Minahan and Nancy Rappaport on May 1, 2012
About 10 percent of the school population—or 9–13 million children—struggle with mental health problems. In a typical classroom of 20, chances are good that one or two students are dealing with serious psychosocial stressors relating to poverty, domestic violence, abuse and neglect, or a psychiatric disorder. There is also growing evidence that the number of children suffering the effects of trauma and those with autism-related social deficits is also on the rise.
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