No time to lose on early reading
This post has been updated with the full text of "No time to lose on early reading"
This post has been updated with the full text of "No time to lose on early reading"
Both teacher and student characteristics ought to influence instructional design. Megan Lail
I’d like to see Bobby Jindal use a teleprompter the next time he attacks Common Core. I’d like to be reassured he knows how to read.
Character education with real characters. Peter Sipe
While the merit and politics of the Common Core State Standards (CCSS) have been much debated and discussed, one topic has been virtually ignored: What do the standards portend for America’s high-ability students? In a new brief from Fordham, Jonathan Plucker, professor of education at the University of Connecticut’s Neag School of Education, provides guidance for districts
Higher standards are no excuse to ditch gifted services. Chester E. Finn, Jr. and Amber M. Northern, Ph.D.
We at Fordham are big fans of Jason Riley, a Wall Street Journal columnist who just joined the team at the Manhattan Institute.
There’s no such thing as too much, too soon in reading. Robert Pondiscio
Revisiting the Common Core debate in Ohio
It’s the Holy Grail! If only we could figure out what it is. David Griffith
At Inside Schools, a website for parents covering New York City schools, reporter
Editor's note: This post originally appeared in a slightly different form in the Daily News and City Journal.
Last week, I explained the reauthorization of the Elementary and Secondary Education Act (a.k.a. No Child Left Behind) in a single table:
Some of ed reform’s leading lights finally see that what kids learn makes a difference. Robert Pondiscio
ESEA reauthorization explained in a single table
Previously, I posted about the perils of applying standards-driven instruction to reading classrooms.
Just in time for Christmas, my Fordham colleague Mike Petrilli has left a present under the tree for inquisitive children and busy parents who don’t think the sky will fall if the kids get a little screen time now and again (it won’t).
Editor's note: This post originally appeared in slightly different form on the Commentary website.
College isn’t the only springboard to the middle class. Michael J. Petrilli
Good morning. It’s wonderful to see so many friends and colleagues here today. My name is Michael Petrilli, and in August I took over as the president of the Thomas B.
You can’t teach reading the way you teach other subjects. Kathleen Porter-Magee
A college-track student looks back with envy at career-track schooling. Emily Hanford
President Obama’s contempt for the Constitution, and Secretary of Education Arne Duncan’s unfortunate disregard of that document, have been loudly and justly decried by critics of executive overreach. Less heralded, but equally troubling, is the mission creep of the Office for Civil Rights as it works to reshape the education world and to right whatever alleged wrongs it thinks it sees.
[Editor's note: This is part two of a multi-part series on the use of prior knowledge in literacy. It originally appeared in a slightly different form at Tim Shanahan's blog, Shanahan on Reading.
[Editor's note: This is part one of a multi-part series on the use of prior knowledge in literacy. It originally appeared in a slightly different form at Tim Shanahan's blog, Shanahan on Reading.]
Give ‘em great books and get out of the way. Peter Sipe
Their criticisms don’t add up. Robert Pondicio and Kevin Mahnken
Accountability works. But not in reading, which isn’t a subject or a skill. Robert Pondiscio
I confess I’m somewhat bewildered by the passionate arguments over the Common Core State Standards. Getting in high dudgeon about K–12 learning standards, which say almost nothing about what kids do in school all day, makes no more sense to me than getting apoplectic about food-handling procedures, which I seldom think about when pushing my cart through the grocery store.
There’s more to Common Core than “close reading.” Robert Pondiscio