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Not by Salaries Alone
by Susan Moore Johnson on June 11, 2009
The Equity Project, a new school in New York City, garnered front-page attention in The New York Times recently by hiring eight teachers at an annual salary of $125,000 each. This will be 'a test,' the journalist asserted, of whether high salaries will attract 'superb teachers' and whether superb teachers will solve the problems of failing public schools.
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Is Assessment Literacy the "Magic Bullet"?
by W. James Popham on June 4, 2009
Today's educators are being called on, almost hourly, to make important decisions hinging on the results of educational assessments. Yet, in many instances the educators making those assessment-dependent decisions are doing so without a genuine understanding of educational assessment. Clearly, something is wrong with this picture.
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Creativity in Crisis: The “Brain Drain” in American Schools
by Michael Bitz on May 19, 2009
"One often hears from the business world: "Jobs are going overseas, but America will stay strong because of its intellectual capital--its creative spirit." This is a strange remark given that we so rarely ask our students to think creatively."
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Education and Violent Political Conflict
by Zeena Zakharia on May 14, 2009
"Over the last decade, scholars in the field of international and comparative education have been increasingly concerned with the study of education and violent conflict, as reflected in the mounting efforts to mobilize publication, conferences, and symposia such as Harvard Educational Review's spring 2009 collection on education and violent political conflict."
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A Radical Proposal for Early Childhood Education
by David Elkind on May 7, 2009
"David Wilson offers a thoughtful review of yet another compilation of research demonstrating the values of developmentally appropriate educational practice. His article once again raises the question: Why do we as a society continue to ignore this research in favor of imposing academics on young children?"
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Talking with Parents about Adolescent Transitions
by Eric Toshalis on April 22, 2009
"I've noticed that when many educators speak about adolescents (the people) or adolescence (the developmental era), we often do so in terms and tones that suggest angst, despair, struggle, or volatility. We frame the era as a phase to get through. We look at teens and all we see is their "raging hormones" as if the transition from childhood to adulthood is always something to endure and never something to celebrate."
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The Differences Between Us: French and American Classrooms
by Colleen Gillard on April 10, 2009
"In one scene from the new French film, The Class, about an inner-city school outside Paris, the teacher has students conjugating verbs on the blackboard. After one student's mistakes generate jeers and catcalls, the teacher challenges the rest of the class to do better. When they too fail, he in turn ridicules them."
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Charters, Tests, and the Tiresome Achievement Debate
by Katherine Merseth on April 2, 2009
"The recently released RAND study, Charter Schools in Eight States, offers a strong contribution to the never-ending, sometimes tiresome debate about whether students in charter schools do better or worse academically than comparable students in traditional schools."
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Blending High School and College
by Nancy Hoffman on March 24, 2009
"I was delighted to see the recent New York Times article, A New High School, With College Mixed In (3/18/09) in which Javier Hernandez described the City Polytechnic High School of Engineering, Architecture and Technology as a school where 'graduating students would receive both a high school diploma and an associates degree within 5 years of beginning 9th grade.'"
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Motivating Achievement in Algebra
by David McKay Wilson on March 19, 2009
Educators in four school districts are piloting a program to improve ninth graders performance in algebra, based on Stanford psychologist Carol Dweck's research on motivation and University of Texas mathematician Uri Treisman's work with peer groups.
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