Showing posts in the category Culturally Responsive Practice
. Show all
Christina Kuriacose argues that STEM curricula should be free of bias and support all types of learning.
Dan French reflects on how performance assessments seek to overthrow established power structures in education. Articles from the latest issue of Voices in Urban Education provide inspiration for further thinking.
We are excited to announce the launch of a new blog series, Eight for Equity!, featuring a roundup of eight of our favorite videos, articles, tools, and resources for advancing educational equity.
Higher test scores do not necessarily equate to quality schools. James Noonan shows how using standardized tests as the singular gauge for school quality affects school and residential segregation.
"I believe that children are entrusted to us for guidance, compassion, and a quality education. I believe in nurturing a culture of care, that is grounded in having high expectations and providing an equally high level of support for our staff, families, community and most importantly, our students."
As a movement, personalized learning holds great promise. In short, audacity need not be the enemy of the practical. By drastically reshaping our ideal schools to better represent the “educational hubs” that support personalization, we open more possibilities than we close.
"Educators are able to design the QFT flexibly to address their specific teaching and learning goals for units and lessons while carving out space for students to drive the learning process."