The California Supreme Court ruled that universities have a special relationship with their students that obligates them to protect students from foreseeable harm while students are in their classrooms or participating in curriculum-related activities.
In this commentary, authors situate the relatively new wave of technology-enabled personalized learning platforms within the broader context of institutional accountability.
This commentary examines the side effects of PISA evidence-based policy recommendations.
In this commentary, the author argues that teachers need more exposure to challenging school settings and better preparation for helping students with circumstances that extend beyond the classroom.
In this commentary, the author reflects on what she has learned about gifted education from the perspective of a parent.
This commentary engages the "sell out" phenomenon that often plagues justice oriented educators: not being able to engage in all forms of resistance and interruption often weighs on teachers engaged in critical teaching.
The authors of this commentary argue that teacher educators and future teachers need to understand politically-engaged and community-focused teaching as deeply rooted in the history of education. Teacher education should create spaces to meet what the authors call "historical mentors."
Standardized test scores have become one of the most common sources of data used for measuring equity along racial and ethnic lines, however, other than providing compelling evidence that disparities exist, standardized tests are a severely limited tool for supplying useful information related to educational equity.
This commentary reflects social-emotional learning and data use as a response to the My Brother’s Keeper initiative, a federal recommendation to address persistent opportunity gaps among students of color so that all young children can reach their full potential.
What can happen if a university budget director expresses ethical concerns about how the university’s budget is reported? Can she be fired?
This commentary is a dialogue concerning the lack of representation and participation of people of color in professional critical organizations.
This commentary defines negentropy in the research university and discusses its potential for significant impact on higher education.
This is a commentary about research being undertaken at Arizona State University on "bad" teachers.
This commentary in poem form offers a reflection on National Walkout Day, an act of remembrance for the February 2018 massacre in Parkland. Broader themes related to the ordinary and everyday practices of youth civic engagement are introduced through hyperlinks, and a call for greater attention to be paid to youth practices is offered.
In a recent decision, the Sixth Circuit Court of Appeals ruled that a male student accused of sexual assault has a constitutional right to confront his accuser at a university disciplinary hearing.
This commentary examines the ways in which marketing and branding in education, or "edvertising," come into conflict with the distribution of information and rational choice processes.
In this commentary, the authors consider the definition of STEM education, the current landscape of integrated STEM learning, and they advocate for a more cohesive view of K12 STEM education.
Language matters. As the term snowflake spreads across our public discourse, we are creating a moral vacuum that doesn’t provide our college-age youth the education they deserve.
A Nebraska state college is found not liable by two courts after Tyler Thomas, a 19-year-old freshman, disappeared and was declared dead by a Nebraska court. A 29-year-old male student who resided in a dormitory room next to Thomas' room, was later charged with murder.
In this commentary, the author reflects on her process of learning about a student’s life through a paper he submitted for class.
The authors of this commentary argue that demarginalization does not go far enough in satisfying the principle of restorative justice, which demands that marginalized students be given access to a humanizing education.
The purpose of this commentary is to emphasize the need for targeted reading interventions for kindergarten and first-grade students.
In this commentary, the author argues that scripted instruction, defined appropriately, should be the goal of researchers and teachers if the educational community wishes to improve classroom teaching over the long run.
Ferran Adria is widely recognized as one of the best chefs in the world. As education scholars, the authors of this commentary have developed an ongoing collaborative research relationship that has drawn considerably from Adria’s approach. They suggest that this emergent Adria-inspired way of collaboration contributes to understanding international collaboration and can significantly inform other education researchers who similarly seek substantive impact in their fluid and complex settings.
Response to Intervention is a collaborative, multi-tiered, school-wide approach created to provide effective interventions for students with learning disabilities. Most high schools implement RTI by setting aside a 30-minute period during the day for the intervention that teachers refer to colloquially as a “skinny." How the skinny is implemented does much to determine whether or not students benefit from the policy.