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Teaching Purpose for Resilience and Flourishing
by Heather Malin on January 31, 2019
Adversity and trauma are all too common experiences for children and adolescents. Among the many challenges they pose, these experiences can be detrimental to school engagement and academic performance. According to one report, 48 percent of children and adolescents in the US have experienced at least one adverse childhood experience (ACE) and 22.6 percent have experienced more than one. These experiences, which include parental divorce, witnessing domestic violence, abuse, and poverty, among others, are associated with impediments to school success, such as absence, disengagement from school, learning disabilities, and repeating a grade.
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Is It Possible for Authentic Youth-Adult Partnerships to Occur in Schools?
by Gretchen Brion-Meisels and Zanny Alter on January 16, 2019
It’s odd that the simple act of giving adolescents a voice in decisions about their own lives might be considered revolutionary; and yet, there is something revolutionary about the efforts to center students’ perceptions and needs in school-based decision making. Given the context of schooling today, we are sometimes left wondering: Is it possible for authentic youth-adult partnerships to exist in schools?
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Students’ Safety as a Top Priority?
by Derron Wallace on November 9, 2018
Safety is necessary for effective schooling. This is a sobering reminder worthy of earnest consideration, especially as children prepare to return to school for the start of another academic year.
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Transformative Justice Teacher Preparation
by Maisha T. Winn on October 29, 2018
To cultivate and sustain effective, respectful relationships with their students and colleagues and surmount the many learning objectives they’re expected to meet each semester, scores of educators are realizing they need both an actionable justice-focused framework and a community of like-minded, equity-oriented educators.
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Improving Preschool Instruction Rests on Improving Teacher Education
by Catherine Marchant and Judith A. Schickedanz on October 1, 2018
To obtain the knowledge and skill required for delivering high-quality instruction, preK teachers need both better initial training and more ongoing support in the classroom (Allyn & Kelly, 2015).
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Moving Beyond Conversations: Why School Equity Focus Must Begin with Systems and Leadership
by Muhammad Khalifa on September 17, 2018
Imagine for a moment that components of education were parts of a car.
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LGBTQ Sexuality and Gender Beyond Bullying
by Jen Gilbert, Jessica Fields, Laura Mamo, and Nancy Lesko on August 3, 2018
As lead researchers on The Beyond Bullying Project, we went with teams of graduate student researchers into US high schools to collect stories of lesbian, gay, bisexual, trans, and queer sexuality and gender. We knew that most often schools frame queer or trans experience or identities through concerns about bullying and violence. We also suspected that, perhaps unwittingly, this framing turns being queer or trans into a problem that the school must address. The Beyond Bullying team wondered, What could LGBTQ sexuality and gender mean beyond the focus on bullying? We wanted to know what other stories circulated through the school.
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Is the Sponsorship of Tackle Football Programs by Schools Ethically Responsible?
by Randall Curren and J. C. Blokhuis on July 18, 2018
I began playing football when I was ten years old. It was 1965 and that’s what the boys I knew did after school in the fall. Our apartment building stood in a clearing in the woods on the marshy fringe of New Orleans, so we played in the parking lot of our building and later in the grassy median of the divided road. For a few years I played barefoot for better traction, and the soles of my feet were so deeply calloused that cuts from the broken glass in our improvised field rarely drew blood. I loved the game and didn’t stop playing until a pair of shoulder dislocations landed my throwing arm in a sling for three months during my junior year of high school.
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Demoralization Can’t Be Fixed Solely with Restorative Practices
by Doris A. Santoro on July 3, 2018
As the school year winds down, many teachers are making plans to recover from a demanding year so they can prepare to meet the inevitable challenges of the next. These restorative self-care practices are essential for teachers who spend the bulk of their days caring for others and juggling competing needs. This recharge is key to avoiding burnout.
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Leading Transformative Change in Higher Education
by Cheryl L. Hyman on June 19, 2018
I was a newcomer to higher education when, in 2010, Chicago Mayor Richard M. Daley appointed me to lead the community college system I had once attended. However, my combined experiences as a former student, corporate executive, and chancellor of the City Colleges of Chicago quickly led me to an important conclusion: all of us in higher education must move faster to transform higher education or we run the risk of losing our status as the primary destination for students and families seeking to improve their lives.
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