Displaying 1591-1620 of 17817 results
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

CAO Central

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

CAO Central

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
5.20.2021

What we're reading this week: May 20, 2021

The Education Gadfly

Here’s what these high school students went through as they tried to weather life during the pandemic. —New York Times Universal preschool, if not implemented correctly, could have unintended, negative consequences.

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

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?”

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, 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

In praise of Robert Pondiscio, the Education Gadfly’s gadfly

Michael J. Petrilli

After a fantastic seven-year run at the Thomas B. Fordham Institute, our colleague Robert Pondiscio is heading to the more spacious pasture of the American Enterprise Institute, where he will join Rick Hess and many of our other friends, colleagues, and partners.

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
5.13.2021
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
5.12.2021
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?”