There is growing federal and state support for school climate improvement and pro-social education. The ABC Council has developed a consensus statement about the foundational importance of intentional pro-social instruction and school climate improvement efforts. In addition, this consensus statement outlines a core set of research-based systemic, instructional and relational goals as well as processes that underscore, characterize and shape both effective school climate improvement and pro-social instructional efforts. Research, policy, practice and teacher education implications are outlined.
Over creditors' objections, a bankruptcy court in Ohio discharged the student-loan debt of a single mother of two who was living below the poverty level.
Given psychologists' inability to reach a consensus on the appropriate definition of intelligence and the modest correlations between intelligence test scores and professional success, the author advocates for the potential benefits that could occur when teachers and schools drop the words intelligent and smart from classroom and school discourses.
This commentary examines the failings of American high schools.
This commentary discusses the response from local schools to use private funds to close budget gaps in Philadelphia's public schools.
This commentary traces the transition of education policy from the Bloomberg-Klein years to the current administration of Mayor Bill de Blasio and Schools Chancellor Carmen Farina a year into their tenure.
A commentary on the hidden curriculum of animals in education.
This commentary addresses turn around schools in Chicago.
The author argues that the h-index should not be used to make decision regarding tenure and promotion in the profession of education.
This discussion of the question, "Should adult educators imitate the children they teach?", draws from the ideas of contemporary psychologist Alison Gopnik and twentieth-century educational philosophers John Dewey and Dorothy Dinnerstein. Gopnik and Dewey have discussed ways in which children can be good intellectual role models for adults when it comes to spontaneity, creativity, and openness to new possibilities. Dinnerstein, however, cautions that it is dangerous not to outgrow some childhood attitudes, and particularly childish understandings of gender roles and gender relations that arise from women's domination of early childcare.
In many university classrooms, professors talk and the students pretends to listen. More educational technology is not the key to engaging the "always on" generation—the key is faculty revealing more of their humanity.
From the perspective of the higher education community, Massachusetts' highest court made a good decision when it ruled that a murder suspect had no constitutional right to privacy in his Harvard girlfriend's dorm room that would prohibit police from searching the room without a warrant.
Applying a legal perspective, this commentary argues against the use of Value Added Models (VAMs) in teacher evaluation.
This commentary is a call to teacher educators to engage in field experiences in which they are able to really see their students become future teachers. Being present to witness students problematizing pedagogy is as important for the learning of future teachers as it is for teacher educators. Presence and proximity of teacher educators to their students creates a space of unique accountability on both sides, a desire by students to demonstrate their learning as future teachers, and the recognition by teacher educators that the learning that is happening can be used to improve their own pedagogy.
Raising Hands While Black(RHWB): An African American Man's Cautionary Tale explores the concept of what raised hands represent for men of color and how this representation is often scripted in schools and society from a deficit perspective.
People who fall outside conventional conceptions of mental health are typically considered disordered, abnormal, deficient, aberrant, and mentally ill. This discursive environment produces feelings of dysphoria—the belief that one is indeed abnormal and inferior—that serve as their psychological and affective basis for self-definition in relation to the broader world. This essay argues, using Vygotsky’s (1993) work in defectology—the unfortunately named science of attending to people lacking typical human developmental traits—that adaptations by people in the environment, rather than by people of difference themselves, provides a more humane approach to addressing the needs life trajectories of the neurologically atypical. By creating a positive social updraft focused on assets rather than deficits, and inclusion rather than isolation, communities of people can help those who are different participate in social activity through which they may become valued contributors to cultural practice.
Included in this commentary is a discussion of five key problems that permeate racial identification of Indigenous students in America’s public schools.
While the prevalence of remediation has generated widespread concern about the college readiness of our nation’s high school graduates, comparatively little attention has been paid to how “readiness” is actually determined. At most community colleges and at many nonselective four-year colleges, readiness is determined by scores on short standardized math and English placement tests. This commentary describes research finding that assignment to remedial or college-level courses based on standardized placement exams results in large numbers of placement errors, and that incorporating high school transcript information would lead to fewer assignments to remediation while maintaining or increasing success rates in college-level Math and English.
Instead of blaming teachers for the systemic problems of American public schools, how about we consider a more promising reform? This commentary explains how and why school integration remains a potent strategy to equalize educational opportunities.
In a recent article the authors use data from Missouri to show that differences between traditional teacher preparation programs, measured in terms of the effects of their graduates on student achievement, are smaller than has been suggested by previous research in other states. Indeed, they find that most programs in Missouri are statistically indistinguishable from one another. The authors identify a technical error made in previous work to which they attribute their discrepant findings. In short, some previous studies have failed to properly account for teacher sampling, and in doing so, have overstated the extent to which graduates from different teacher preparation programs truly differ. This commentary considers the implications of this result in the context of the current policy push for more rigorous evaluations of teacher preparation programs.
For the past two years, Hawaii has been focused on establishing a statewide early learning system based on readying children for school. As part of the process, there has been a push for a so-called "public-private solution" where public funds will be routed to private programs in order to “ready” the children within the state. This commentary discusses the amendment, advocacy for the amendment, and the related consequences.
In this article, I review and provide comments on the six articles that comprise this special issue on research conducted using PISA data. The articles represent a variety of issues and methods related to contemporary educational assessments and education policies. They feature state-of-the-art statistical analyses and instructive exploration of complex issues related to international assessment of students’ math, reading, and science achievement. A common theme underlying the articles is improving the interpretations of the results of educational assessments. Some articles address this theme via post hoc analysis or discussion of results, while others conduct research that informs future test development efforts.
The controversy over the Common Core is the most recent diversion from addressing the basic problems that contribute to the achievement gap between low- and high-income students. In the past decade, the focus has been on charter schools and testing. An enormous amount of time has been spent on promoting, implementing, and debating these initiatives in the hope that they would somehow narrow the achievement gap, even while poverty persisted and income and wealth gaps increased. These policies, which began with high—perhaps, more accurately, unrealistic—expectations, turned out to be irrelevant to narrowing the gap and, in some cases, reduced rather than expanded opportunities for low-income students. This commentary describes the futility of continuing to rely on “solutions” that do not address the underlying problems, serve only to detract attention from the far more fundamental changes that are needed, and risk increasing current inequities.
“Rich classroom discourse” has long been valorized by education reformers who object to teacher domination of classroom discussions. Is the greater use of RCD key to intellectually inspiring and challenging classrooms? Perhaps instead of focusing on increased use it’s time to ask what specific role for RCD might be realistic and yield learning outcomes educators value? The best chance for progress is to link this question to another one: how to create rich learning opportunities for achieving more advanced competencies. Strategic deployment of RCD for well-defined instructional purposes seems a more realistic vision than advocating greater use without respect for why, when, and for whom. Finding RCD’ proper role requires at least three conditions. Sustained collaboration between teachers and researchers. An ongoing study of curriculum and practice to identify pivotal RLOs in each unit or project and which might benefit from RCD. Supporting teacher development of the professional judgment to skillfully manage complex decisions with each population and generation of students they teach, so they deploy the best instructional choices.
This introduction is a brief reflection on the import of the Gordon Commission’s work to future considerations of assessment and learning.