Displaying 1291-1320 of 1743 results
Commentary
4.17.2020
Curriculum & Instruction, Teachers & School Leaders

Technology, once considered a wedge, is now keeping students connected

Andrew Goldin

Over the past few weeks, schools have closed, living rooms have transformed into classrooms, and kitchen tables have become desks. Many parents who typically receive an update on their child’s daily school progress by asking the question, “How was school today?” have been flung into the role of teacher, as districts have moved to various versions of remote learning.

Commentary
4.15.2020
Governance, Teachers & School Leaders

No, this is not the new normal

Robert Pondiscio

To throw all or even most of our Covid-19 recovery efforts into remote learning is “shoe bomber” planning: responding to the last attack instead of anticipating the next one. The old normal will be back, and in some places sooner than we think. So let’s think about what that will look like, and whether we will be ready for the foreseeable and dramatic learning loss school districts will face. Plans to make up for lost time require urgency and focus, but should avoid complexity and stay well within the talents and capacity of existing staff.

Commentary
4.14.2020
Governance

Special education in the time of coronavirus: DeVos and Congress need to act!

Miriam Kurtzig Freedman

Good for U.S. Secretary of Education Betsy DeVos for working on proposals to Congress urging flexibility to implement the primary federal special education law, the Individuals with Disabilities Education Act (IDEA), during school closures caused by this pandemic. The CARES Act requires her to propose, within thirty days, IDEA provisions that should be waived, if any.

Commentary
4.14.2020
Governance, Teachers & School Leaders

Let’s build back better

Caprice Young

“Build back better” has become the mantra of post-disaster reconstruction, since the United Nations’ 2006 report, “Key Propositions for Building Back Better.” It points out that disasters can be leveraged as opportunities for change and improvement.

Commentary
4.9.2020
Governance

COVID-19’s governance challenges for school boards

Susan Miller

The COVID-19 pandemic is creating management and governance challenges for organizations large and small, and school districts are no exception. Systematically thinking about these challenges in terms of directors’ five core responsibilities can help school boards meet those challenges.

Commentary
4.8.2020
Governance, Teachers & School Leaders

How the feds can help schools run at 80 percent capacity

Dale Chu

With more states and districts foreclosing upon the possibility of in-person learning through the end of the school year, the next few months will tell us a lot about whether our sector can muster the will and skill to overcome the contractual, logistical, and budgetary hurdles required to sufficiently meet the current challenge.

Commentary
4.6.2020
Governance, Teachers & School Leaders

Reimagining school

Emily Freitag

The COVID-19 pandemic is first and foremost a healthcare crisis. But it also causes an identity crisis for schools. The next year and a half will require our education system to constantly reinvent itself in response to rapidly changing needs, and school system leaders will need grace, high expectations, and new mental models for what school can become to best serve students and families.

Commentary
4.3.2020
Curriculum & Instruction, Governance, Teachers & School Leaders

A revolution in education, born of necessity

Kathleen Porter-Magee

Given his track record of studying and analyzing the real world of classroom-based instruction, Doug Lemov may not be the person you’d expect to be paving the way forward on online learning. But if you view Lemov’s work through the lens of the entrepreneurial, “find a way” spirit that sparked the modern education reform movement, it makes a little more sense.

Commentary
4.2.2020
Governance, Teachers & School Leaders

How to make more autonomous schools effective

Trinady Maddock

The education reform world is beset by many constant refrains. “Give schools more money,” for example, “recruit more highly-trained teachers,” or “schools need more autonomy.” But what do these things actually mean when put into practice? If reform is as easy as that, then why hasn’t someone done it already?

Sanzi repost blog image
Commentary
3.19.2020
Teachers & School Leaders

They didn’t get to say goodbye

Erika Sanzi

I have spent the week having flashbacks to a Friday in 2001 when I sobbed in my classroom. It was the middle of March and I was leaving my teaching job to accompany my future husband on his Navy orders to San Diego. There is plenty to debate about my personal decision to leave mid-year, but that’s far from the point of this piece.

Sanzi repost blog image
Commentary
3.11.2020
Curriculum & Instruction, Governance, Teachers & School Leaders

America’s schools and the formation of human beings

Chester E. Finn, Jr.

In addition to Bill Damon’s profound essay on “purpose,” Mike’s and my new book, How to Educate an American: The Conservative Vision for Tomorrow’s Schools

Commentary
3.11.2020
Governance, Teachers & School Leaders

Social justice and K–12 education reform

Andy Smarick, Bruno V. Manno

Two views of social justice underly many debates in K–12 reform, and the differences between them lead to tensions and conflicts in discussions about policy and practice. One is invoked by progressives and geared toward activism and uniformity. The other is invoked by conservatives and—while also encouraging activism—is different in what it aims to accomplish.

Podcast
3.11.2020
Accountability & Testing

The Education Gadfly Show: On technocrats and culture wars

On this week’s podcast, Mike Petrilli, Checker Finn, and David Griffith discuss Mike and Checker’s new edited volume, How to Educate an American: The Conservative Vision for Tomorrow’s Schools. On the Research Minute, Amber Northern examines whether the nationwide rise in high school graduation rates is real, and whether high-stakes school accountability played a role.

Commentary
3.5.2020
Curriculum & Instruction, Governance, Teachers & School Leaders

Who am I to judge? The case for classical liberal education

Clare Basil

The New York Times is no stranger to initiating debates over curricular content, as the release of the “1619 Project” by the New York Times Magazine last year demonstrates.

Commentary
3.4.2020
Accountability & Testing, Charter Schools, Curriculum & Instruction, Governance, Private School Choice, Standards, Teachers & School Leaders

Back to basics for conservative education reform

Yuval Levin

This major essay comprises one of the concluding chapters of our new book, "How to Educate an American: The Conservative Vision for Tomorrow's Schools." Levin brilliantly—and soberingly—explains what conservatives have forfeited in the quest for bipartisan education reform. He contends that future efforts by conservatives to revitalize American education must emphasize “the formation of students as human beings and citizens,” including “habituation in virtue, inculcation in tradition, [and] veneration of the high and noble.”