Governance

Displaying 991-1020 of 1405 results
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
6.17.2021
Governance

Reflecting on Fordham’s silver jubilee

Chester E. Finn, Jr.

At Fordham, we’re not big on grand anniversary galas, the sort of fancy events where organizations toot their own horns and bask in the praise and accolades of longtime friends. We’re not that kind of boastful. But as we get ready to reopen our offices after the long pandemic misery, it’s worth noting that 2021 marks our twenty-fifth anniversary.

Commentary
6.17.2021
Governance

What we're reading this week: June 17, 2021

The Education Gadfly

“Why ed-tech startups Clever and Nearpod are expected to sell for a combined $1 billion.” —EdWeek A man from Angelus, Kansas, a dwindling town, ruffled feathers by turning a beloved old schoolhouse into a barn.

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
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
5.26.2021
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
5.21.2021
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

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
Governance

Preschool support, sure. Biden’s plan, no.

Chester E. Finn, Jr.

The overriding problem with President Biden’s education scheme, as presented in his grandiose “American Families” package, is its focus on more schooling rather than more learning.

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

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?”

Undefined
5.17.2021
Governance, Teachers & School Leaders

Break up urban school districts into smaller, independent ones

Howard Husock

The resistance of teachers unions to return to the classroom in urban areas, despite early signals from health agencies that it was relatively safe to reopen schools and the knowledge that in-person learning is essential to the success of our children, has brought attention to what many astute observers have noticed for some time.

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

Six ways schools can serve gifted students after the pandemic

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.