Showing posts in the category Research and Policy
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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.
In the daily struggles of working as an educator, it is easy to forget the hidden problems faced by our students—one of the most important being whether they have a nighttime residence that is fixed, regular, and adequate.
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.