In some school systems, teachers can network and support each other in the effort to radically remake the classroom.
In the News: Franklin & Marshall’s Mission to Make College More Equitable Is Changing the Face of Higher Ed
This weekend, 17 percent of graduates who receive their diplomas at Franklin and Marshall College’s commencement will be low-income Pell Grant recipients.
A review of “Language at the Speed of Sight” by Mark Seidenberg
Assessing instructor effectiveness in higher education
Teachers tend to rely on their colleagues for advice. That’s understandable, but it means that teachers have little assurance of a product’s effectiveness.
Let’s avoid big and irrevocable bets on conclusions and recommendations that are far out in front of what a careful reading of the underlying evidence can support.
Why is it so rare that thoughtfully vetted instructional materials form the foundation of professional learning for teachers?
In too many schools and systems, empowerment tends to feel like an empty phrase.
The English experience suggests that making college free is hardly the only way to increase quantity, quality, and equity in higher education.
Does high-school recruiting help more students graduate?
Federal data from NCES offers a potentially surprising revelation: Private school teachers have higher turnover rates than their public school counterparts, and it’s not particularly close.
Imagine an ideal world in which all student data flows seamlessly and securely between software applications:
It can be tempting for many to talk about equity as a byproduct of personalized and blended learning, but we need to push on that assumption.
Redshirting may do more harm than good
It’s too soon to declare that curriculum has made its way solidly into the ed-reform arsenal, but the evidence is mounting that it’s entering.
Many teachers find themselves on a pathway to burnout, but it doesn’t have to be this way.
Earlier this week, Matt Chingos testified at a hearing on “Improving Federal Student Aid to Better Meet the Needs of Students” before the House Subcommittee on Higher Education and Workforce Development.”
What should schools look like in order to succeed with blended learning? Marty West talks with Larry Kearns about how he and his team designed two charter schools to support their blended learning models.
Innovative design supports blended learning
A large-scale reduction requires hiring massively more teachers, dipping deeper and deeper into the applicant pool.
There is broad public support for more government spending on childcare as long as that spending does not result in another unfunded entitlement that worsens the deficit
Can professional development for teachers be personalized? Michael Horn joins EdNext editor-in-chief Marty West to discuss a new way of doing professional development. Teachers identify the skills they want to acquire, receive specialized training, and are certified as having these new competencies, receiving a micro-credential, something akin to a merit badge.
Higher education is capable of innovating, but each institution will have to figure out what is right for its circumstance.
Can micro-credentials reboot professional development?
Rick Hess and a panel of expert teachers talk about how teachers can bust out of the “cage” of misguided policies, inattentive administrators, and inadequate funding.