The Education Gadfly Show: How schools can personalize instruction when students return next fall | The Thomas B. Fordham Institute

Michael J. Petrilli David Griffith Diane Tavenner Amber M. Northern, Ph.D.

4.15.2020

On this week’s podcast, Diane Tavenner, co-founder and CEO of Summit Public Schools, joins Mike Petrilli and David Griffith to offer advice on how schools can help meet students’ individual needs when they return after lengthy closures. On the Research Minute, Amber Northern examines whether social-emotional learning is improving students’ self-efficacy, self-management, and social awareness.

Amber's Research Minute

Martin R. West, Libby Pier, Hans Fricke, Heather Hough, Susanna Loeb, Robert H. Meyer, & Andrew B. Rice, “Trends in Student Social-Emotional Learning: Evidence From the First Large-Scale Panel Student Survey,” Educational Evaluation and Policy Analysis (March 23, 2020).

The Education Gadfly Show is available on Google Podcasts, Libsyn, Spotify, iHeartRadio, Apple Podcasts, TuneIn, The Podcast App, PodBean, Podbay, Chartable, Castbox, and myTuner Radio.

Policy Priority:

Personalized Pathways

Topics:

Curriculum & Instruction

Personalized Learning

Teachers & School Leaders

President, Thomas B. Fordham Institute

Michael J. Petrilli is president of the Thomas B. Fordham Institute, research fellow at Stanford University’s Hoover Institution, executive editor of Education Next, and a Distinguished Senior Fellow for…

David Griffith is Associate Director of Research at the Thomas B. Fordham Institute, where he manages or authors reports on various subjects including charter schools, …

Diane Tavenner

Diane Tavenner is the co-founder and CEO of Summit Public Schools and author of Prepared: What Kids Need for a Fulfilled Life. Prior to Summit, Diane spent ten years as a teacher, administrator, and leader in traditional public schools. She has a degree in psychology and sociology from USC and an MA in administration and policy from Stanford University.

Amber Northern is senior vice president for research at the Thomas B. Fordham Institute, where she supervises the Institute’s studies and research staff. She has published in the areas of educational accountability, principal leadership, teacher quality, and academic standards, among others. Prior to joining Fordham, she served as senior study director at Westat. In that role, she provided evaluation services…