Some of the pedagogical models we see emerging in computer science may be a harbinger of not just what we need to teach in the 21st century, but how we may come to teach it.
Mike Petrilli interviews Dana Goldstein about her new book on teachers.
inBloom, a non-profit that offered a data warehouse solution designed to help public schools embrace the promise of personalized learning, collapsed and has ceased to exist, as privacy concerns from interested parties mounted over a period of many months
The New Jersey Department of Education has produced a report on the status of its new teacher evaluation efforts.
An interview with Paul Tough, author of How Children Succeed
Is KIPP falling prey to the classic innovator’s dilemma by not deploying disruptive innovations?
Given their steady revenues, credentialing authority, political relationships, and millions of alumni not much interested in major change, “blowing up” the existing schools of education is just not a viable option. It’s not even a desirable one.
A court ruling is potentially very problematic for new teachers and those who aren’t yet teaching.
Common Core has the potential to shift and drastically improve math instruction in American schools,
If teachers are the most-important in-school factor for student growth, we certainly don’t act like it.
There is now substantial evidence that value-added estimates capture important information about the causal effects of teachers and schools
What personalized learning looks like now, what it could be, and how technology can help.
Simply having a technology plan may not be a meaningful proxy for a clear blended learning strategy or support system.
A common perception about how we pay public sector workers is fundamentally flawed.
On Monday, the Philadelphia School Reform Commission shocked the city by announcing that it would unilaterally cut health care benefits to city teachers rather than continue to negotiate with the teacher’s union.
Complaints about close reading bother me less than its potential overuse, or the creeping notion that close reading is what all reading instruction should look like under Common Core. That would be bad for the standards, and even worse for reading achievement in the U.S.
In his column, Jay Mathews highlights a blog entry by Mike Petrilli about the weak, content-free curriculum being taught to his first grader in the Montgomery County, Md. public schools.
While most TFA teachers may not realize it, almost all are losing out on retirement benefits for their time in the classroom.
The XPrize is funding its first edtech competition to handsomely reward the team that develops the best software to help children in developing countries teach themselves basic literacy and math.
Data from North Carolina suggest that principals are not using the four-year period before teachers qualify for tenure to identify and remove their lowest performers.
Opponents of the Common Core question the idea of improving literacy by introducing higher levels of textual complexity into the instructional mix.
A growing number of examples show that used well, blended learning—and hence education technology—can help boost student achievement in both charter and district school settings.
The MCPS curriculum is weak when it comes to content in science and extremely weak in history.