Note to presidential candidates: Come up with a more appropriate metaphor for the next federal educational initiative. The current one is ridiculous at best. Just what were the planners and handlers thinking when they came up with the name for the largest national education initiative in history?
Reformers act as if they believe that teaching is something you do in your twenties when you are idealistic and want to "give something back" -- and then you move on to a "real career" in some other sector.
Rather than suspending challenging students, we should create the conditions for them to succeed.
Jorge Cabrera spent three years working as a community organizer for an education reform group in Bridgeport, CT. Now Cabrera is speaking out about a movement that he says is obsessed with charter schools, averse to real debate and in thrall to Ivy League leaders -- even if they've never led anything.
If you do something well enough, if you do something often enough, you will ultimately bring about positive change. I'm convinced we are making progress.
The insertion of a single word in the new Virginia history and social science standards of learning could have a huge impact on how ancient India is taught.
Teachers are demonized as "failures" in the classroom. Fortunately for all of us, more and more are banding together as agents for justice by believing in the inherent capacity of all students, and seeking strategies and instructional pathways to improve student performance through professional development and collaborative learning.
Congress want to cut Elementary and Secondary Education Act funding, and, according to the Center for American Progress, the savings will be rerouted away from high-need schools and students like mine to low-poverty schools. What sort of vision of education is that? What sort of vision of our democracy is that?
"American scholars and their writings, like Howard Gardner's Theory of Multiple Intelligences, have been influential in building the mu...
There are a lot of schools in the U.S. that need to be achieving much better outcomes. However, there is a much smaller group of schools in which achievement levels are appalling. The solutions for garden-variety low-achieving schools are arguably different from those for schools with the very worst levels of performance.
What is the better way to ensure a love of the written and spoken word -- being forced to read assigned stories, to memorize spelling words and definitions on which they'll be tested, or bringing words to life through a play?
Why should we trust the same billionaires responsible for the largest wave of minority home foreclosures in U.S. history with boosting student achievement? The answer is, we shouldn't.
It's time to move the conversation from dissecting what was said, or whether a single opinion is right or wrong, to focus on why it was said. Why do those sentiments resonate among teachers? What can we do about the underlying challenges?
Amidst the desperate search for high-quality options, one D.C. school, the Columbia Heights Education Campus, or CHEC, is demonstrating how to reimagine middle school in ways that match the developmental needs of children.
By allowing the pursuit of money to guide our educational practices, we have miseducated everyone. But there is an alternative. Some of the most intractable problems in schools could be solved if we replaced money with a different goal, one that would be good for all children, both now and in their futures -- the goal of well-being.
PDPs - Professional Development Plans (usually referred to as Professional Development Points by teachers) - are the primary means of giving teachers needed training during their careers.