Mike Petrilli interviews Elizabeth Green about her new book on great teaching.
Course Access is still a new policy, but for many students, no matter where they live or what school they attend, it will give them a significantly greater chance to fulfill their potential.
What is the benefit conferred by preschool if there’s no school after the pre?
As states revamp their teacher evaluation systems, they continue to search for that magic number: the percentage of a teacher evaluation rating that should be based on student academic performance.
Any pedagogy, curriculum, approach, or technology has to be within the skills of ordinary teachers to implement well and effectively. If it takes a superstar teacher it’s a nonstarter.
A 1-to-1 laptop or iPad roll out is not a new instructional model. Whether a student can or cannot carry a machine around all day tells us little to nothing about a school’s actual pedagogy, about the quality of interactions between students and teachers, or about the rigor of the software programs delivered through those devices.
Elizabeth Green’s story for Sunday’s New York Times Magazine, “Why Do Americans Stink at Math?” is a must-read. But for all the time Green spends documenting the ways Americans stink at math, she never mentions that we’ve gotten much better.
In Korea, where popular teachers become millionaires by broadcasting their lectures online, schools and families are only very slowly warming up to other kinds of online learning.
Some Tennessee districts are much better at retaining highly effective teachers than others.
Course access programs allow students to enroll in a variety of online, blended, and face-to-face courses from a wide selection of accountable providers, in addition to the courses they take through their local schools
An alternative school in Boston offers flexibility in pacing, help when students need it, and the chance to continuously reengage on material even if you didn’t master it the first time around–in all, the flexibility, support, and hope that human beings, and particularly teenagers, crave.
The power of educational technology does not come from replacing teachers, but from empowering teachers to provide better instruction.
Oakland teachers learn how to blend
Oakland teachers learn how to blend
A look at key curricular decisions that will be encountered as CCSS makes its way through the school system and the potential political controversies that this process may provoke.
Disrupting our K–12 schools or our public school districts is impossible today because there is no nonconsumption of education in this country, but helping our schools use disruptive innovation to disrupt the classroom—the way they arrange teaching and learning—is possible.
Are state pension plans a recruitment or retention incentive for teachers? It’s complicated, but many of the claims about the value of pensions don’t stand up to scrutiny.
We know for a fact that “balanced literacy” has had little effect on closing stubborn achievement gaps. So why is New York City Schools Chancellor Carmen Farina bringing it back?
The job of a statistical agency is to provide people with data by which they can judge these things for themselves. On the preschool front, the National Center for Education Statistics has let the country down.
We’re in a period of profound change in teacher-union leadership, with more combative leaders in ascendance, But what the unions really need are leaders able to craft winning platforms with a new orientation.
Why some of the most competent charters are choosing to become their own LEAs and take full responsibility for special education
Common Core supporters should be showcasing lessons that represent a sharp break with the skills-driven, all-texts-are-created-equal approach that has come to dominate too many classrooms.
The relative weakness of novice teachers is not proof of poor teacher preparation.
Will the new federal regulatory scheme lead to real change on the ground?
Ask a teacher about his or her first year in the classroom and you’ll hear, either with a smile or a shudder, how “nothing prepared me for my first year as a teacher.”
Balanced literacy is neither “balanced” nor “literacy,” at least not in the sense that poor kids taught to read via this approach will end up literate.