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Displaying 2311-2340 of 18422 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
6.3.2021

What we're reading this week: June 3, 2021

The Education Gadfly

A RAND report finds that fully remote students were more likely to fail courses and be absent than peers who attended in person, among other adverse effects. —Education Week Forbidding remote learning: Why some schools won’t offer a virtual option this fall.

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
Curriculum & Instruction, Teachers & School Leaders

A student-centric school design must be the rule if we are to build sustainable support for children, families, and educators

Shelton L. Jefferies

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
5.27.2021
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
Accountability & Testing, Curriculum & Instruction, Teachers & School Leaders

We need to admit that school is alienating

Jeff McGuire

Editor’s note: This was the second-place submission, out of twenty-five, in Fordham’s 2021 Wonkathon, in which we asked participants to answer the question, “How can schools best address students’ mental-health needs coming out of the

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
Curriculum & Instruction, Teachers & School Leaders

Reimagining teacher teams to address students’ mental health

Angela Jerabek

Editor’s note: This was the first-place submission, out of twenty-five, in Fordham’s 2021 Wonkathon, in which we asked participants to answer the 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
Curriculum & Instruction, Teachers & School Leaders

How schools can establish a culture and instructional strategies that benefit all students

Laurie Gardner

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, 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?”

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.