Bottom line is that we simply don't know the future, and bureaucratic and highly regulated education systems are inherently inapt to respond to imminent learning opportunities and other emerging circumstances connected to the digital age.
I believe all children deserve teachers who will spark their passions, who will encourage them, who will refuse to let them settle for adequate when they have potential to be great.
Manning's current work on The Odyssey Project film grows out of the belief that relying on that "sophisticated machine" of mainstream media to tell the truth about incarcerated young men of color would be an exercise in futility.
Without serious discussions about the psycho-social effects of adults treating (or rather mistreating) children "in poverty," we will continue to miss the mark when it comes to achieving educational excellence in public schools.
Children who play with piles of Legos, inventing and building as they wish, exhibit far more long-term creativity than children who build things from Lego kits. Rearranging Legos from a messy pile is a better learning experience than working from a kit with directions (unless you're in a hurry and hope to use the finished Lego product as a household appliance).
Conservative partisans (as well as many centrist Democrats) consistently assert that teachers' unions are bad for student outcomes, and if we want to improve such outcomes, we must diminish the impact of teachers' unions.
Education is not about being taught more and more reasons about why we alone are right and everyone else is wrong. Rather, it is a process of being given more and more air, a wider perspective that affords us a grander, more Olympian sweep of everything.
In 1999, I hesitantly became a teacher in a private high school. The superintendent challenged me to begin a journalism department and start a newspaper. I replied, "But I am not a teacher. I don't know anything about education."
We can respectfully disagree about strategies and methodologies, of course, but a broader interest in the findings of educational research within the policy community seems sure to be beneficial to the research community.
As the 2016 presidential race revs up, we can expect that the Common Core standards will remain the boogeyman of U.S. education. A mere mention of their name is enough to inspire terror.
Readers of this blog are aware that I am enthusiastic about the EDGAR definitions of "strong" and "moderate" evidence of effectiveness for educational programs. However, EDGAR also has two categories below "moderate."
Titan of industry, Henry Ford, once said, "The only real mistake is the one from which we learn nothing." For an example of a group that has proven to ironically learn nothing from its past mistakes, one need look no further than the race for the Republican presidential nomination.
The importance of getting instructional design right cannot be stressed enough. Don't fall victim to the cart before the horse scenario. If you or your school has the ability and funds to purchase technology, don't rush to get it into the hands of staff and students.
To tell us more about how the American job machine is working again for college graduates, Anthony Carnevale, the Center on Education and the Workforce's director, joins us today in The Global Search for Education
There is the question of whether the Common Core curriculum will result in students working on material that is merely more difficult (and more frequently tested) rather than spending time on content that actually interests them.
For kids who are intelligent in different ways, who develop more slowly, or who are sensitive or quirky, the educational system has been especially ineffective. Many such folks find their way outside of, or in spite of, school, but the system has always served them poorly.