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You are invited to add your unique voice and perspective to a vibrant, forward thinking conversation around some of the most timely topics in the education sector.   We welcome sophisticated commentary, similar to that found in the world’s leading publications, that covers a wide range of education related topics and draws fresh connections to contemporary issues.  As a contributor you will both be invited to discuss topics of our choosing and have the exciting opportunity to create content of your choice around subjects that interest you as both a scholar and practitioner.  Let’s work together to move the conversation around education further into the future while reframing and evaluating scholarship of the past.

by Sarah Bush & Kristin Cook — 2018
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.

by Rob Wieman & James Hiebert — 2018
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.

by Richard Fossey & Perry Zirkel — 2018
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.

by Jeff Frank — 2018
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.

by Robin Moten — 2018
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.

by Robert Cloud & Richard Fossey — 2018
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.

by Douglas D. Ready, Iris Daruwala & Shani Bretas — 2018
In this commentary, authors situate the relatively new wave of technology-enabled personalized learning platforms within the broader context of institutional accountability.

by Yong Zhao, Alma Harris & Michelle Jones — 2018
This commentary examines the side effects of PISA evidence-based policy recommendations.

by Peshe Kuriloff — 2018
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.

by Nadine Dolby — 2018
In this commentary, the author reflects on what she has learned about gifted education from the perspective of a parent.

by Brian Gibbs — 2018
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.

by Kate Napolitan & Michael Bowman — 2018
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."

by Amber Mormann-Peraza — 2018
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.

by Min Hwangbo — 2018
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.

by Richard Fossey — 2018
What can happen if a university budget director expresses ethical concerns about how the university’s budget is reported? Can she be fired?

by Michelle Salazar Pérez, Cinthya Saavedra, Felicia Black, Ysaaca Axelrod, Ranita Cheruvu, Elizabeth Rollins, Ayesha Rabadi-Raol & Angela Molloy Murphy — 2018
This commentary is a dialogue concerning the lack of representation and participation of people of color in professional critical organizations.

by Sydney Freeman Jr., Ali Carr-Chellman & Allen Kitchel — 2018
This commentary defines negentropy in the research university and discusses its potential for significant impact on higher education.

by Jeffrey Holmes, David Berliner, Mari Koerner, Niels Piepgrass & Carlos Valcarcel — 2018
This is a commentary about research being undertaken at Arizona State University on "bad" teachers.

by Lalitha Vasudevan — 2018
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.

by Richard Fossey & Todd DeMitchell — 2018
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.

by Sarah Butler Jessen & Catherine DiMartino — 2018
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.

by Margaret Mohr-Schroeder, Sarah Bush & Christa Jackson — 2018
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.

by Jeff Frank — 2018
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.

by Richard Fossey & Robert Cloud — 2018
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.

by Nadine Dolby — 2018
In this commentary, the author reflects on her process of learning about a student’s life through a paper he submitted for class.

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Teachers’ commentaries provide an important perspective on current educational issues. If you are a K-12 educator, we welcome you to submit a 1,000-1,500 word commentary in which you draw on your experience to address problems and opportunities confronting students and educators.

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