Email Status

Volume 17, Number 2
March/April 2001

Turning Obstacles into Opportunity

A series of studies show how thoughtful, well-connected learning gets stifled—and what to do about it


Administrators and teachers across the country are trying hard to help their students learn more and score higher on high-stakes tests. But why are some schools and districts achieving much more than others? This question was the focus of a series of research projects conducted over a five-year period by the National Research Center on English Learning and Achievement (CELA). The studies focused on teachers' professional lives, state and district policy, and reading and writing instruction.

The CELA studies have found that more successful schools and districts have coherent programs that offer students connected, thought-provoking learning experiences at all grade levels. This, of course, merely reaffirms what most educators already know. Perhaps more importantly, however, the studies also highlight the three behaviors or attitudes that present the biggest obstacles to making this learning model a reality.

This is an excerpt from the Harvard Education Letter. Subscribers can click here to continue reading this article.


Also by this Author