Displaying 601-630 of 1340 results
Commentary
5.27.2021
Curriculum & Instruction, Governance, Teachers & School Leaders

The common ground on race and education that’s hiding in plain sight

Michael J. Petrilli

In the latest skirmishes in education’s never-ending culture wars—the tussles over critical race theory, “anti-racist” education, and diversity, equity, and inclusion in the classroom—common ground is there to be found. Here, for example, are five promising and praiseworthy practices that most of us could get behind, regardless of our politics or our views on other issues, while doing a lot of good for millions of kids.

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
Accountability & Testing, Curriculum & Instruction, Teachers & School Leaders

We need to admit that school is alienating

Jeff McGuire

Editor’s note: This was the second-place submission, out of twenty-five, in Fordham’s 2021 Wonkathon, in which we asked participants to answer the question, “How can schools best address students’ mental-health needs coming out of the

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
Curriculum & Instruction, Teachers & School Leaders

Reimagining teacher teams to address students’ mental health

Angela Jerabek

Editor’s note: This was the first-place submission, out of twenty-five, in Fordham’s 2021 Wonkathon, in which we asked participants to answer the 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
Curriculum & Instruction, Teachers & School Leaders

How schools can establish a culture and instructional strategies that benefit all students

Laurie Gardner

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, 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, 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
Curriculum & Instruction, Governance, Teachers & School Leaders

Promoting student well-being is an investment in academic growth

Turnaround for Children

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?”

Undefined
5.18.2021
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Cultivating an equitable culture of K–12 health advocacy in the wake of Covid-19

Ebony Lambert, 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?”

Undefined
5.18.2021
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Cultivating SEL in a digital learning environment

Cody Bendix

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
5.18.2021
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Addressing unfinished learning with targeted help and high-dosage tutoring

CAO Central

A growing body of evidence indicates that many students will enter the 2021–22 school year with a substantial amount of unfinished learning. The tendency of educators may be to use benchmark assessments to determine the extent of unfinished learning and then group those students according to how far below grade level they’ve fallen.

Undefined
5.17.2021
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

To support the whole child, support the whole school

Laura Encalade, Dr. Hank Staggs

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
5.17.2021
Curriculum & Instruction, Governance, Teachers & School Leaders

The non-negotiables for addressing students’ mental health needs coming out of the Covid-19 pandemic

Charles Ogundimu, 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
5.14.2021
Curriculum & Instruction, Teachers & School Leaders

Breaking through the Covid fog and getting students ready for college—academically, socially, and emotionally

Yonkers Partners in Education

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
5.14.2021
Curriculum & Instruction, Governance, Advanced Education, Teachers & School Leaders

Six ways schools can serve gifted students after the pandemic

CAO Central

Now more than ever, high-ability students from low-income families will need specialized attention and guidance from their parents and teachers. Many less-resourced families have experienced illness or personal and financial instability, and low-income students’ schooling may have experienced long interruptions due to a lack of resources at home.

Commentary
5.14.2021
Curriculum & Instruction, Teachers & School Leaders

To the fountains for healing: Classical education in the post-pandemic classroom

Jennifer Babisak

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
5.13.2021
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Some things I’ve learned

Robert Pondiscio

Two decades into what was supposed to be a two-year public service stint in education, I’ve learned a few lessons as a teacher, a writer, and an ed reformer. They include the following: teaching has to be a job that ordinary people can do well; innovation is an overrated virtue; and there’s no such thing in education as a magic bullet—but there might be magic buckshot. Read more.

Commentary
5.13.2021
Accountability & Testing, Curriculum & Instruction, Governance, Teachers & School Leaders

Improving assessments and accountability in the post-Covid era

Chester E. Finn, Jr.

As U.S. schools reopen in the fall, a year and a half after nearly all of them closed due to the pandemic panic, what should be different? What needs to change if kids are actually to catch up? What’s important to retrieve from pre-Covid days? And what other changes, changes that should have been made pre-Covid, is there now a rare opportunity to initiate?

Commentary
5.12.2021
Curriculum & Instruction, Teachers & School Leaders

Social-emotional learning: The fifth core

Jordan Posamentier

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
5.12.2021
Curriculum & Instruction, Governance, Teachers & School Leaders

Supporting English learners when students return to classrooms

CAO Central

Meeting the needs of the diverse and growing number of English learners (ELs) is a pressing challenge for many schools, districts, and charter management organizations. Although many general education programs and curricula do not provide all of the specific supports ELs need, pull-out programs for most students generally do more harm than good.

Commentary
5.10.2021
Accountability & Testing, Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

The culture wars come for the Nation’s Report Card

Chester E. Finn, Jr.

Trouble continues at the National Assessment Governing Board (NAGB), the policy body for the National Assessment of Educational Progress (NAEP).

Commentary
5.10.2021
Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

Supporting students with disabilities as we emerge from the pandemic

CAO Central

Editor’s note: The Thomas B. Fordham Institute recently launched “The Acceleration Imperative,” a crowd-sourced, evidence-based resource designed to aid instructional leaders’ efforts to address the enormous challenges faced by their students, families, teachers, and staff over the past year.

Commentary
5.10.2021
Curriculum & Instruction, Teachers & School Leaders

Four ways schools can prioritize mental health as part of a safe reopening plan

Glenn Albright

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?”