This commentary argues that edTPA should be modified, or replaced, to produce more fair, equitable, and meaningful outcomes among teacher candidates.
The authors of this commentary argue that school board members need to develop strategies supported by research with accurate, local, school-by-school data.
This commentary discusses the difficulty and necessity of teaching in “the now,” by responding to ongoing current events that are difficult to teach in our current social, cultural, and political context. The author says these complex moments and ideas need to be taught as they are impacting and affecting students.
English learners who experience learning difficulties face unique challenges in accessing instructional resources for optimal learning. In this commentary, the authors highlight four instructional considerations and how these often result in less than ideal instructional placement for these students.
In this commentary, the author reflects on what she has learned about math as an adult, through helping her daughter.
The authors of this commentary argue that religious literacy should be considered an essential part of social studies curricula, enabling students to better understand many issues in contemporary culture.
In this commentary, the author asks: if we, as teacher educators, are subject to external mandates and directives to implement externally-scored assessments (e.g., edTPA), then how can we help students conceptualize them in constructive, and not simply compliant, ways?
This commentary argues that there is a lack of nuance on both sides of the Asian-American affirmative action debate. The author presents two nuances to stimulate further discussion aimed at dismantling a larger project of structural racism in which Asian Americans have been silenced and invisible.
Recent hate crimes in America highlight the vital importance of deliberately teaching students about race, racism, anti-Semitism, and how to speak out against bias. New Jersey provides a model for mandating Holocaust and genocide education in public schools.
This commentary argues that new providers of curricular resources may be changing the marketplace of curriculum materials; however, different types of providers may imply distinct views of the role of teachers in curriculum and instruction.
This commentary discusses the roots and purpose of both K-12 STEM and STEAM education in the United States. The authors advocate for STEAM as a way to engage more students in mathematics and science, while being guided by the three E's: Equity, Empathy, and Experience.
Educational researchers and theorists have noted the importance of student experimentation and learning from mistakes. The authors of this commentary argue that teachers need the same kinds of opportunities, calling for a cultural shift that acknowledges the centrality of experimentation, which inevitably includes mistakes, in teaching and teacher learning.
In May 2018, the Massachusetts Supreme Judicial Court ruled that universities within its jurisdiction have a limited duty to prevent their students from committing suicide.
The confirmation hearings of Judge Brett Kavanaugh brought the toxic culture that exists at elite educational institutions to light. This commentary argues that elite institutions should remember that there is an important difference between character and privilege and that they should aim to graduate students of character, even if this means doing the hard work of exposing the damaging effects of privilege in the process.
This commentary examines how a high school English teacher approaches teaching a course, the very title of which connotes political bias, and discusses the importance of facilitating authentic conversations.
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?