Applying Systems Thinking to Improve Special Education in Ohio
Nathan LevensonThis paper uses systems thinking to provide common sense ideas for saving money while improving special education services to the more than 275,000 Ohio students with special needs.
Is everything you’ve heard about failing schools wrong?
Kathleen Porter-MageeNo accountability system is perfect, but we can all agree that one that gets it wrong as often as it gets it right is in need of serious reform. But is there any proof that is happening?
The discipline dilemma: Why black kids draw the short straw on suspensions
Peter MeyerRace, school discipline, and curriculum
Common Core opens a second front in the Reading Wars
Kathleen Porter-MageeWelcome to the Battle of Just-Right Texts
The Unintended Consequence of an Algebra-for-All Policy on High-Skill Students: The Effects on Instructional Organization and Students’ Academic Outcomes
John HortonAn empiricist votes “yes” on tracking
Blended learning: innovating the teaching process
Aaron ChurchillAnthony Kim of Education Elements comes to Ohio
Misdirection and self-interest: How Heinemann and Lucy Calkins are rewriting the Common Core
Kathleen Porter-MageeInstead of a helpful resource, their new book simply defends existing--and poorly aligned--curricular material.
Assignment desk: CCSS Math curriculum rankings
Kathleen Porter-MageeThe golden opportunity provided by the “K-8 Publishers Criteria for the Common Core State Standards for Mathematics.”
Twenty-first-century skills, part II: What would Ben Franklin say?
Peter MeyerWho better to speak to contemporary American youth than one of the nation’s most prolific inventors and entrepreneurs?
Will Common Core revive content-driven instruction?
Kathleen Porter-MageeIf it happens, thank E.D. Hirsch
Will Common Core usher in a return to content-driven instruction?
Kathleen Porter-MageeWill the few critical but passing phrases that link the Common Core ELA standards to a content-rich curriculum be enough to drive instructional changes our students so desperately need?
Twenty-first century skills and poverty: Try Thucydides, Socrates, and Kant
Peter MeyerThe power of the humanities
Text Complexity: Raising Rigor in Reading
Kathleen Porter-MageeText complexity is the new black
Does the Common Core overcomplicate text selection?
Kathleen Porter-MageeThe guidance that’s starting to emerge about how teachers can best select “grade-appropriate” texts may actually end up undermining the Common Core’s emphasis on improving the quality and rigor of the texts students are reading.
How top-down policies undermine instruction and feed the testing and accountability backlash
Kathleen Porter-MageeThe autonomy agenda matters
Three persistent myths about science education
Paul GrossGuest blogger Paul Gross addresses the enduring (and false) belief that scientific reasoning is separable from the content of science.
"Just right" books revisited: 3 ways we undermine student learning
Kathleen Porter-MageeIn the end, the “just right” theory of reading instruction is focused on the right goal—having students read independently and with deep understanding. But the way it tries to get there may be exactly what is holding our students back from achieving at the levels they need.
Skill. Concentration. Stamina.
Aaron ChurchillPhilosophical gravitas from an unexpected source.
Nobody loves standards (and that's O.K.)
Robert PondiscioThe Common Core is common sense
The fiction fallacy
Kathleen Porter-MageeThe Common Core ELA standards are right to takes on one of the most prominent and often fiercely defended fallacies in American education: that fiction is the only—or perhaps even the best—way to develop students’ love of reading, learning, and critical comprehension skills.
Content matters: The real lessons we need to draw from elite schools
Kathleen Porter-MageeYes, let’s find ways to drive better discussions in the classroom. But let’s also recognize that what makes those discussions work in America’s elite private schools is that they are built atop of solid foundation of rigorous content and hours and hours of practice.
"Devil's in the details"
Aaron ChurchillOhio educators talk about the promise and challenges of implementing the Common Core.
Future Shock: Early Common Core implementation lessons from Ohio
With the 2014-15 Common-Core transition looming, we wondered: How are Ohio’s educators preparing themselves for this big change? Who is doing this work and what can other schools and districts learn from the early adopters? What are lessons, hopes, and fears facing those on the frontlines who have to lead Ohio’s embrace of significantly more rigorous academic standards?
Challenging the science status quo
Tyson EberhardtHere’s hoping “next generation” also means “better”
Early reports from the heartland show support for the Common Core
Terry RyanThe report, Future Shock: Early Common Core Lessons from Ohio Implementers, will be released next week, but some of Belcher’s findings are worth reporting early because this is such a burning issue for schools and educators across the state.
Set high goals for all of our students
Kathleen Porter-MageeThere is a saying among high performing schools that there is no 100 percent solution to helping students learn. Instead, there are a hundred 1 percent solutions that add up to big results. The same is true in the world of education policy.
The State of Preschool 2011
John HortonThe what and who, but not the how (much)
Off the Clock: Moving Education from Time to Competency
Layla BonnotAnytime, anyplace, anyhow, any pace