Instead of searching for the best add-on or parallel edtech product to address personalization, let's look for ways to make all classroom instruction more effective at meeting individual student needs.
In my interview which follows, David Istance, the study's author and senior analyst at OECD's Centre for Educational Research and Innovation (CERI), explains these different levels (micro, meso, and meta) and how they can be integrated into traditional classrooms.
What Works in Girls' Education is a book defined by an unprecedented analysis of real world experiences and hard evidence. It addresses understudied issues like how to improve the school to work transition.
The rule, which went into effect on July 1 of this year, is designed to reveal programs that carry high levels of student debt while yielding relatively subpar job credentials.
The majority of us want a happy, healthy and productive life for our children. However according to Vicki Abeles (Director, Race to Nowhere) and author of Beyond Measure, our competitive education system is actually making our children sick and miserable.
How would you react if you were told that your local public school planned to change the schedule from the traditional Monday-through-Friday model to a schedule that contained four longer school days?
We want to prepare our children for the real world, allowing them to experience challenges and even (yikes!) fail at times, developing resiliency. We must, however, find a better balance, evaluating common stressors, and ask ourselves -- what in the educational environment no longer serves us?
It's been over a week already, and I'm still having a hard time processing just how magical this night truly was for me, and why.
I am not making a case in this article for modern or traditional thought, the existence of the gods, the origin of religion or the afterlife. I am simply pointing out that attempts to refute such beliefs with fallacies are doomed to failure by their providing psychological/sociological answers to what are essentially philosophical questions.
You're fired and other such coldhearted winners and losers competitions are poor excuses for entertainment, but far more dangerous prescriptions for our children's education.
The idea that a school principal or executive director or community leader can "go it alone", relying on the force of charisma, to sustain the change needed to educate generations of young people and families in a climate of divestment in poor and working class communities, I argue, is passé and, frankly, never existed.
We have two choices of when our children can fail: now or later. Now, they are still in a safe environment with people willing to help them succeed. Later, it will be in the context of the workplace or with their own families when the stakes are much higher.
At the start of the current school year, I was struck by the number of superintendents, principals, and other educational leaders across the country who called on parents to get more involved in their children's learning. I also noted that many of them promised to make family engagement a key component of their efforts to support students and improve schools.
For many, your deal may mean eating only canned tuna for weeks at a time, loading groceries onto maxed out credit cards, and defaulting on something and then faulting ourselves.
When I first met Bibhuti, I realized within minutes that his passion for educating and mentoring girls in some of the most impoverished parts of Nepal came from something far deeper than just giving back to his home country.
Each of these books challenge youth to discover the leader with and make a difference in the world. Leadership is a journey often mistaken for a destination. Parents, educators, and community members can serve as guides on this journey of discovery by equipping young people to lead.