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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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In School Libraries, Differentiation through Curation
by Rebecca J. Morris on September 17, 2015
Curation is a concept that seems to appear everywhere today. Just about anything can be marketed as “curated,” from music playlists to personalized retail boxes of snacks and makeup. Anyone can be a curator, not just sanctioned experts—and that’s actually an important point concerning curation in the school library context.
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Skill-Building Approaches to Anxiety-Fueled Work Avoidance
by Jessica Minahan on September 14, 2015
Long gone are the days when simple, whole class behavior incentive plans kept every student on an even keel. Even experienced teachers may not be sufficiently prepared to address the social and emotional needs of today's students, especially those struggling with anxiety.
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Documentation Status and Schooling: Confronting the Taboo
by Sarah Gallo and Holly Link on September 4, 2015
In recent years, immigration programs such as Secure Communities and 287(g) have enabled local law enforcement to carry out the practices of Immigration and Customs Enforcement (ICE) officials, which has contributed to unprecedented deportations of undocumented immigrants from the United States.
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The Case for Student-Centered Teaching and Learning
by Bill Nave on August 24, 2015
When I invite my conversation partners to verbalize what made the teachers they named particularly good, their responses inevitably define student-centered teaching – teaching that met them exactly where they were, and that inspired, engaged, and motivated them to learn.
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Teaching About Race in the Wake of Charleston
by Lawrence Blum on July 13, 2015
Presumably most of our school children know that slavery existed in the South; perhaps a much smaller number learned that in the colonial era it existed everywhere. But the learning tends to be superficial.
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Where Have All the Graduates Gone?
by Benjamin L. Castleman and Lindsay C. Page on June 24, 2015
Across the country, valedictorian speeches have concluded, graduation barbeques have ended, caps and gowns have been folded and stowed away in closets. Local newspapers have proudly run reports of where local graduates will attend college in the fall.
But how many will actually enroll?
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The Raciolinguistic Catch-22
by Nelson Flores and Jonathan Rosa on June 11, 2015
Despite the fact that heterogeneous linguistic repertoires have been a norm throughout human history, language diversity is often viewed as problematic in mainstream US educational contexts.
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A Pathway out of Poverty for Students in Low-Income Communities: Learning to Ask Questions
by Luz Santana on May 21, 2015
I’m not poor now, but through the years I have continued to learn from people in low-income communities who have a lot to teach us all about fighting poverty. In fact, I learned a lesson that is relevant to addressing the effects of poverty in classrooms all over the country.
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