Displaying 601-630 of 1440 results
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?”

Commentary
5.10.2021
Curriculum & Instruction, Teachers & School Leaders

Civics education—like barbecue—should not be one-recipe-fits-all

Chester E. Finn, Jr., Frederick M. Hess

There’s not a lot that right and left agree about right now, but one big thing is the sorry state of civil debate. Whether the fault lies with social media, institutional erosion, or something else, the result is the same: a nation of people who aren’t good at listening to ideas they don’t already hold, assessing them thoughtfully, and discussing them in respectful terms.

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

Evidence-based ways to assess student progress

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
5.7.2021
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

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
5.6.2021
Curriculum & Instruction, Governance, Teachers & School Leaders

Biden can’t seem to decide whether all young Americans need a postsecondary education. He’s not the only one who’s conflicted.

Michael J. Petrilli

Let’s stop denigrating the straight-into-the-workforce pathway for high school graduates. As we were reminded over the past year, so-called “low skill” jobs are critical to society. And they can be their own form of postsecondary education, as young people gain on-the-job skills that will lead to more opportunities and better wages going forward. Read more.

Commentary
5.6.2021
Charter Schools, Curriculum & Instruction, Governance, Teachers & School Leaders

Cancel culture versus parent choice

Terry Ryan

Can parent choice survive the cancel culture that is becoming ever more prevalent on both the political left and political right? What happens when the principles of diversity and choice in schools conflict with either the left’s or the right’s firm view of truth and falsehoods?

Commentary
5.6.2021
Curriculum & Instruction, Governance, Teachers & School Leaders

How schools can fund and implement strong mental health supports after the pandemic

Sarah Broome

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
5.3.2021
Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

Developing students’ social and emotional skills may be more important now than ever

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
4.30.2021
Curriculum & Instruction, Teachers & School Leaders

When all students return to class, elementary schools must protect instructional time for science and social studies

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
4.29.2021
Curriculum & Instruction, Teachers & School Leaders

I believe “antiracism” is misguided. Can I still teach Black children?

Robert Pondiscio

Is a professed commitment to the tenets of “antiracism,” as defined by Ibram Kendi, now non-negotiable in the teaching profession? Are those of us who hold different views and ideals about student expectations, pedagogical practice, and school culture no longer welcome to lead classrooms with Black and Brown children? Read more.

Commentary
4.29.2021
Curriculum & Instruction, Governance, Teachers & School Leaders

Three things to watch for in schools’ post-Covid recovery

Dale Chu

Despite the progress schools and districts have made on returning fully to in-person instruction, some of the habits and apprehensions they’ve developed over the last thirteen months could impede their upcoming education recovery efforts.

Commentary
4.29.2021
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

How to pump the Acceleration Imperative up to full speed

Kalman R. Hettleman

Think of Michael Petrilli’s bold ideas and the Acceleration Imperative as newly designed Ford(ham) vehicles for K–12 recovery from the pandemic. Happily, there is much to admire in the showroom.

Commentary
4.28.2021
Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

How to adopt and implement a high-quality elementary mathematics curriculum

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
4.22.2021
Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

Six principles for high-quality, effective writing instruction for all students

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.