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Ethics in Everyday Teaching Practice
by Jacob Fay and Meira Levinson on May 5, 2016
Educators and policy makers often struggle with such ethical questions—not just about discipline, but also about promotion and retention policies, grading practices, assessment and accountability measures, school choice, tracking, and myriad other decisions both large and small.
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Teaching and Learning for the Twenty-First Century
by Connie K. Chung and Fernando M. Reimers on April 13, 2016
In the book-turned-movie The Martian, Matt Damon plays Mark Watney, an astronaut who gets stranded on Mars and then is later rescued. Viral blog posts have suggested that had this really happened, it would have taken about $200 billion to rescue him. What they do not mention, however, is that even $200 trillion would not have been enough, were it not for some critical competencies displayed by Watney’s fellow astronauts, scientists, and Watney himself.
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Are We Building a Wall Inside Our Schools?
by Joyce Nutta on March 15, 2016
English learners constitute the fastest-growing segment of K–12 student enrollment. As nonnative speakers of English who have not yet developed full proficiency in their second language (or possibly their third or fourth . . .), they offer the invaluable assets of their first languages and home cultures, resources that can help globalize curriculum and instruction for all students. But these resources can remain walled off from the rest of the class, trapping many English learners behind a linguistic and cultural barrier.
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The Visible Hand: Markets, Politics, and Regulation in Post-Katrina New Orleans
by Huriya Jabbar on March 1, 2016
Over forty-five school districts are now classified as “portfolio districts,” offering a range of school choices, but these systems look different in different cities. Context matters, but how exactly do different regulatory environments influence the ways in which choice reforms play out?
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Seize the Opportunity
by Philip Yenawine on February 4, 2016
As I see it, the Common Core anchor standards—the overarching goals for K–12 education (not the often unreasonable, yearly, grade-level, subject standards)—set goals that enable students to become the people we need to fix our ailing world: people with habits of thinking deeply and reasoning with evidence.
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Garden-Based Learning for Student Success
by Jane S. Hirschi on January 25, 2016
With President Obama’s signing of the Every Student Succeeds Act (ESSA) in 2015, the landscape for children's education shifts once again. Advocates hope it moves away from an oversized focus on test scores and instead centers on a renewed opportunity to invite teachers to the policy making table.
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Will Education Flourish After NCLB’s Repeal?
by Jack Jennings on December 18, 2015
No other federal law has generated more hostility from teachers and other educators than the No Child Left Behind Act (NCLB).
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The Risks We Are Willing to Take: Youth Civic Development in “Postwar” Guatemala
by Michelle J. Bellino on December 14, 2015
What if schools could shape educational encounters with historical injustice that facilitate more active, empowered, and resilient civic stances among young learners?
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“We’re Just Not That into You”: The Message Universities Are Sending through Their Responses to Racist Campus Events
by Uma M. Jayakumar on November 13, 2015
Every couple months or so when we hear about the latest racist or racially insensitive fraternity party theme or incident, university leaders release a collective sigh and grapple with the question of why it occurred and what should be done.
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Why We Still Struggle to Integrate Our Schools
by Shayla Reese Griffin on October 2, 2015
Despite our collective wish to imagine segregation as a problem of the past, unspeakable numbers of students in the United States spend their days in classrooms in which everyone looks alike.
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