Displaying 571-600 of 1656 results
Commentary
7.1.2021
Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

Dan Willingham’s "Why Don’t Students Like School" stands the test of time. That was the point.

Robert Pondiscio

My 2009 copy of Why Don’t Students Like School by Dan Willingham is among the most dog-eared and annotated books I own. Along with E.D. Hirsch’s The Knowledge Deficit (2006) and Doug Lemov’s Teach Like a Champion (2010), I’m hard-pressed to think of another book in the last twenty years that had a greater impact on my teaching, thinking, or writing about education.

Commentary
7.1.2021
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

How gender gaps in math and literacy change as students age

Amber M. Northern, Ph.D.

While women have largely erased, and in some areas even reversed, the historic gender gap in educational attainment, some career outcomes can still skew along gender lines.

Commentary
6.24.2021
Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

Five pandemic-era education practices that deserve to be dumped in the dustbin

Michael J. Petrilli

A crisis like a pandemic can spark unpredictable changes in trends and behavior, like widespread mask wearing in the United States. But it also can accelerate changes that were already underway but otherwise would have taken root much more slowly.

Commentary
6.24.2021
Accountability & Testing, Evidence-Based Learning, Governance

Evaluating state intervention in low-performing districts 2011–2016

Jeff Murray

Across America, states are constitutionally responsible for providing K–12 education, but in practice school districts are the primary structure by which education is delivered. The vast majority of such districts are run by locally elected school boards.

Commentary
6.22.2021
Evidence-Based Learning, Governance, Teachers & School Leaders

This simple therapeutic technique would help schools support traumatized students

Sarah Broome

Over the past several years, schools have begun to reckon with the level of trauma students are dealing with and the effect that trauma has on students’ lives and their ability to learn. An increased focus on trauma-informed models has given leaders the beginnings of a road map to helping affected students be successful.

Commentary
6.21.2021
Charter Schools, Curriculum & Instruction, Teachers & School Leaders

Preparation that helps first year teacher gets results: Three lessons learned

Kevin Hall

I have such vivid memories of my first day of my first year of teaching. Kids filling into their desks—so many different personalities, moving pieces, things to keep track of. That first class seemed to both fly by and stretch on for eternity. At the end, I was wiped. I had no idea how I’d do this four more times that day and then 180 more times this year.

Commentary
6.17.2021
Personalized Learning

Does public preschool benefit students from Kindergarten to college?

Jeff Murray

A trio of researchers from the University of Chicago, MIT, and UC Berkeley recently released a working paper that indicates a multitude of positive long-term effects—very long term, in fact—associated with attendance at public preschool.

Commentary
6.4.2021
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

President Biden’s $220,000,000,000 “American Family Plan” should also pivot home

Miriam Kurtzig Freedman

Sitting on a Boston city bus, I watched a mother with a young child. For the twenty-five-minute ride, they didn’t speak a word. No “Look at that little girl on the bicycle” or “We’re having pizza for dinner!” When you’re with a young child for that long, do you talk to her?

Commentary
6.3.2021
Charter Schools, Governance, Teachers & School Leaders

Charter schools at 30: Looking back, looking ahead

Chester E. Finn, Jr., Bruno V. Manno

Today, forty-four states—plus the District of Columbia, Puerto Rico, and Guam—have public charter school laws on their statute books, laws that have led to more than 7,500 schools employing 200,000-plus teachers and serving 3.3 million students.

Commentary
6.3.2021
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Tennessee’s excellent plan to address unfinished learning

Dale Chu

Nearly three months have passed since the third round of ESSER funding was signed into law as part of the American Rescue Plan (ARP). These dollars can be used for almost anything under the education sun, and most of them will flow directly to districts, but the limited set aside for states merits attention if only for the staggering scale of Uncle Sam’s total outlay.

Commentary
6.3.2021
Accountability & Testing, Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Zombie ideas in education

Bryan Goodwin

Editor’s note: This was first published in Educational Leadership.

Commentary
5.27.2021
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Fast break: Instilling emotional safety and engaged learning in high schools

Barry E. Stern, Ph.D.

Editor’s note: This essay is an entry in Fordham’s 2021 Wonkathon, which asked contributors to address a fundamental and challenging question: “How can schools best address students’ mental health needs coming out of the Covid-19 pandemic without shortchanging academic instruction?”

Commentary
5.27.2021
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Partnering with culturally-specific community organizations to provide consistent, expansive, and adaptive mental health services

Christine Pitts, Elizabeth Gilkey

Editor’s note: This essay is an entry in Fordham’s 2021 Wonkathon, which asked contributors to address a fundamental and challenging question: “How can schools best address students’ mental health needs coming out of the Covid-19 pandemic without shortchanging academic instruction?”

Commentary
5.27.2021
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

SEL for all begins with SEL for educators

Sulina Mohanty, Genesis Keller

Editor’s note: This essay is an entry in Fordham’s 2021 Wonkathon, which asked contributors to address a fundamental and challenging question: “How can schools best address students’ mental health needs coming out of the Covid-19 pandemic without shortchanging academic instruction?”

Commentary
5.27.2021
Accountability & Testing, Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

A new look at the question of the effectiveness of school turnarounds

Amber M. Northern, Ph.D.

Turnaround efforts for low performing schools have been the subject of research interest since their advent in the No Child Left Behind era.

Commentary
5.27.2021
Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

How remote instruction affected learning at the college level

Jeff Murray

Stories of successful remote teaching and learning experiences during the pandemic are heartening. But more and better data around those successes are required.

Commentary
5.26.2021
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Choosing “all of the above” serves all

Dr. Alex Casillas, Dr. Bonnie A. Hain

How can schools best address students’ mental health needs coming out of the Covid-19 pandemic without shortchanging academic instruction? Question #1: Schools can best address the needs of whole learners coming out of the Covid-19 pandemic by:

Commentary
5.26.2021
Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

Relationships are where learning happens

Jennifer L. Steele

Editor’s note: This essay is an entry in Fordham’s 2021 Wonkathon, which asked contributors to address a fundamental and challenging question: “How can schools best address students’ mental health needs coming out of the Covid-19 pandemic without shortchanging academic instruction?”

Commentary
5.25.2021
Evidence-Based Learning, Curriculum & Instruction, Personalized Learning, Teachers & School Leaders

Lessons learned from 10 years of pioneering blended learning

Jeff Kerscher, Emily Gilbride

In 1908, the Ford Motor Company unveiled the Model T and introduced a reliable, affordable automobile for the middle class. While revolutionary, the Model T also took twelve hours and 7,882 tasks to assemble 1,481 parts, and increased production time meant increased costs. In 1913, Ford introduced an assembly line and cut production to ninety-three minutes.

Commentary
5.25.2021
Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

As schools commence plans to address unfinished learning, here’s how to sequence implementation

CAO Central

Helping students recover from the effects of the Covid-19 pandemic and the other crises of the past year is likely the greatest challenge that most of today’s educators will ever face. It will take extensive time, skill, and collaboration between leaders, teachers, staff, and families. And it will look different from community to community—and even from school to school.

Commentary
5.21.2021
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

The primacy of trust: How to create an environment that promotes social emotional learning and academic success

Brooke Mabry, Elliot Ransom, Nina Ryan, Lauren Wells

Editor’s note: This essay is an entry in Fordham’s 2021 Wonkathon, which asked contributors to address a fundamental and challenging question: “How can schools best address students’ mental health needs coming out of the Covid-19 pandemic without shortchanging academic instruction?”

Commentary
5.21.2021
Evidence-Based Learning, Governance, Teachers & School Leaders

Addressing students' mental health: Early is good, earlier is better

Laura Weeldreye, Margo Candelaria, Ph.D., Douglas Lent

Editor’s note: This essay is an entry in Fordham’s 2021 Wonkathon, which asked contributors to address a fundamental and challenging question: “How can schools best address students’ mental health needs coming out of the Covid-19 pandemic without shortchanging academic instruction?”

Commentary
5.21.2021
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Four ways schools can expand mental-health supports for students and staff post-pandemic

CAO Central

Editor’s note: This essay is an entry in Fordham’s 2021 Wonkathon, which asked contributors to address a fundamental and challenging question: “How can schools best address students’ mental health needs coming out of the Covid-19 pandemic without shortchanging academic instruction?”

Undefined
5.19.2021
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Taking a racial equity approach to support student mental health

Abby Quirk

Editor’s note: This essay is an entry in Fordham’s 2021 Wonkathon, which asked contributors to address a fundamental and challenging question: “How can schools best address students’ mental health needs coming out of the Covid-19 pandemic without shortchanging academic instruction?”