Evidence-Based Learning

Displaying 691-720 of 837 results
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

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

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?”

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
Evidence-Based Learning, Governance

How school district consolidation affects student outcomes and economic efficiency

Amber M. Northern, Ph.D.

Between 1940 and 2018, the number of public school districts in the U.S. declined from 117,108 to 13,551 due to consolidation, whereby smaller districts merged with each other or with a larger neighbor to boost economies of scale in the resource-intensive business of running schools.

Commentary
5.13.2021
Evidence-Based Learning, Standards

First, do no harm: The initial impact of the Common Core on student learning

Victoria McDougald

Ever since their creation and adoption over a decade ago, the Common Core State Standards (CCSS) have been hotly debated and intensely villainized. The backlash to the CCSS initially took many advocates and supporters by surprise, as state education standards have existed in the U.S.

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

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
5.7.2021
Accountability & Testing, Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

Evidence-based ways to assess student progress

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
5.7.2021
Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

The power of words

Sally Bergquist

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
5.6.2021
Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

Four instructional strategies that can improve learning and are based on cognitive science

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
5.6.2021
Accountability & Testing, Evidence-Based Learning, Governance, Teachers & School Leaders

Inaugural PISA data on students’ growth mindset and teaching practices

Jeff Murray

Since 1997, the Program for International Student Assessment (PISA) has tested students around the globe every three years to determine the educational status of fifteen-year-old students in dozens of countries and economic regions that are part of the Organization for Economic Cooperation and Development (OECD).