Showing posts in the category Research and Policy
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In classrooms where very few, if any, students are asking questions, how should educators help cultivate students’ curiosity? Does having the teacher ask for questions help? And, more significantly, does teaching questioning help? Shelby shares her research on the topic.
“College and career ready” is the clarion call of today’s education policymakers. Yet, there is something that is missing – the higher purpose for public education, that of preparing all of our students to become active, contributing citizens in creating a just and equitable world.
“Every addition to true knowledge is an addition to human power.” - Horace Mann
Scott Seider, an Associate Professor at Boston University, writes a guest post where he argues that educators who are enthusiastic about teaching grit should also consider teaching critical consciousness alongside it.
Increasing culturally responsive teaching in math and science is as necessary as improving access to courses and qualified teachers in those subject areas—to support the academic success of African American and Latino students.
CCE Researcher Joshua Littenberg-Tobias describes an article he recently published on teacher lesson customization in science.
At CCE, we believe that performance assessments are the best way to measure students’ habits, skills, and dispositions. Performance assessments help students develop and strengthen these qualities by providing authentic opportunities for students to demonstrate them in real-world situations.
A review of key findings and recommendations from two research studies that highlight the importance of incorporating personalized learning opportunities, in which students can see and experience their own culture and language, into our schools and classrooms.