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Displaying 2101-2130 of 17507 results
Commentary
4.29.2021
Governance, Teachers & School Leaders

The bias toward complexity when humans attempt to solve problems

Jeff Murray

Problem solving involves a complex set of mental steps, even when it happens quickly. A group of researchers from the University of Virginia sought to test one specific aspect of the process—the types of solutions people consider—and uncovered what could be an important human attribute, with significant implications for public policy.

Commentary
4.28.2021

Remembering Bob Slavin

Chester E. Finn, Jr.

Bob Slavin was a force of nature, a world-famous education researcher who was also far more than that.

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

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

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

Testing, SpaceX, and the quest for consensus

Chester E. Finn, Jr.

A suite of technologies that are already widely used in some private-sector testing can and should be embraced by state and national assessments, as well as the private tests that aren’t yet making maximum use of them. Read more.

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

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

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, School Finance

How does money matter for schools?

Adam Tyner, Ph.D.

The “Does money matter?” debate has been getting boring. The idea that increasing school spending wouldn’t make the schools work at least a little better probably never made much sense to begin with.

Commentary
4.22.2021
Charter Schools, Curriculum & Instruction, Governance

Not all non-traditional schooling is created equal

Julie Fitz

When we imagine the typical school, at least one from the pre-pandemic era, generally the first thing that comes to mind is a teacher instructing a classroom full of students.

Commentary
4.22.2021

What we're reading this week: April 22, 2021

The Education Gadfly

Seventy years ago, Prince Edward County closed public schools to deny Black students an education. Fixing inequities worsened by pandemic closures is this generation’s civil rights crisis.

Commentary
4.19.2021
Curriculum & Instruction, Governance, Teachers & School Leaders

Three important considerations for selecting and implementing an elementary ELA curriculum

Editor’s note: The Thomas B. Fordham Institute recently launched “The Acceleration Imperative,” an open-source, 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
4.15.2021
Curriculum & Instruction, Governance, Teachers & School Leaders

High-quality, knowledge-rich curriculum is essential

Editor’s note: The Thomas B. Fordham Institute recently launched “The Acceleration Imperative,” an open-source, 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
4.15.2021
Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

An ode to elementary schools

Michael J. Petrilli

If I had to name the most important institution in American life, and the one with the most potential for changing the course of our country, it would be the humble elementary school. Especially the 20,000 or so high-poverty elementary schools in the nation’s cities and inner-ring suburbs, educating millions of kids growing up in poor or working-class families.

Commentary
4.15.2021
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Can teaching be improved by law?

Robert Pondiscio

If there’s one lesson education policymakers might have learned in the last twenty-five years, it’s that it’s not hard to make schools and districts do something, but it’s extremely hard to make them do it well.

Commentary
4.15.2021
Accountability & Testing, Curriculum & Instruction, Governance, Teachers & School Leaders

Uncle Sam goes soft on state tests

Dale Chu

Things are getting messy in the world of assessment.

Commentary
4.15.2021
Evidence-Based Learning, Governance, Teachers & School Leaders

Mentors’ effect on middle school attendance

Melissa Gutwein

More than a year into the Covid-19 pandemic, lost instructional time is top of mind for anyone connected to education.

Commentary
4.15.2021

What we're reading this week: April 15, 2021

The Education Gadfly

A San Clemente, California, elementary teacher, Kristine Hostetter, marched to the capitol in the January 6 Trump rally that preceded the riot. Her school split over whether to suspend her. —New York Times U.S.

Commentary
4.12.2021
Evidence-Based Learning, Governance, Teachers & School Leaders

A different K–12 world: Teens and parents on Covid-19 shock and schools

Bruno V. Manno

In the song “Ballad of a Thin Man,” Nobel Laureate Bob Dylan penned an iconic refrain that asks: “But something is happening/And ya’ don’t know what it is/Do you, Mister Jones?” That refrain seems an apt way to describe what K–12 education stakeholders are sensing as they reel in response to Covid-19 shock.

Commentary
4.9.2021
Governance, Teachers & School Leaders

How schools can return from the pandemic with strong mental health supports in place

Sarah Broome

This fall, most students will be returning to full-time, in-person instruction after one of the most disrupted years of their lives. All students will be coming back with varying degrees of adverse experiences. Some may have lost loved ones, had a parent lose their job, seen a parent go through illness, or even been sick themselves.

Commentary
4.9.2021
Teachers & School Leaders

Family engagement is critical to student success—especially now

Editor’s note: The Thomas B. Fordham Institute recently launched “The Acceleration Imperative,” an open-source, 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
4.8.2021
Curriculum & Instruction, Teachers & School Leaders

High-quality curriculum doesn't teach itself

Robert Pondiscio

A new initiative is reviewing and rating major providers of teacher training with the ambition of becoming the EdReports of professional learning. Rivet Education’s “Professional Learning Partner Guide” is the product of two veterans of Louisiana’s celebrated effort to place high quality curriculum at the center of school improvement efforts.

Commentary
4.8.2021
Curriculum & Instruction, Governance, Teachers & School Leaders

Children learn best when they feel safe and valued

Editor’s note: The Thomas B. Fordham Institute recently launched “The Acceleration Imperative,” an open-source, 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
4.8.2021
Governance, Teachers & School Leaders

Proceed with caution: School reopening and Covid case rate data

Amber M. Northern, Ph.D.

School reopenings in the wake of the coronavirus pandemic are an ongoing, imperfect work in progress, and the science that school leaders and parents are being encouraged to follow is evolving.