Later start time for teens improves grades, mood, and safety

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New research shows that high school students benefit in many ways from later start times. By Kyla L. Wahlstrom It all began with a phone call 20 years ago to the Center for Applied Research and Educational Improvement (CAREI) at the University of Minnesota in August 1996. The superintendent of Minnesota’s Edina School District was [...]

The revitalized tutoring center

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An embedded tutoring center closes achievement gaps by harnessing the power of peer tutors and collaborative teacher teams. By Jeremy Koselak If we really wanted schools to be the great equalizer, much would need to change. The challenges are endless, everything from changing funding mechanisms and recruitment strategies to addressing the needs of educators caught [...]

Less is more: The limitations of making judgments

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Teacher misperceptions about students’ ability to learn may play a role in the underrepresentation of black students in advanced mathematics classes. By Valerie Faulkner, Patricia L. Marshall,  Lee V. Stiff, and Cathy L. Crossland For two decades, at least, students’ scores on standardized reading and math assessments have been cited as evidence of persistent achievement [...]

On the science and teaching of emotional intelligence: An interview with Marc Brackett

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  Students will struggle in and out of school unless they feel emotionally safe and have the skills and language to manage their emotions. A key researcher explains how schools can help in that effort. By Rafael Heller KAPPAN: What’s the mission of your organization, the Yale Center for Emotional Intelligence? BRACKETT: In the broadest [...]

Absenteeism matters to schools and students

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By Robert Balfanz

Trauma and learning in America’s classrooms

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  All teachers confront the need to create safe and supportive environments for students who have had adverse childhood experiences. By Salvatore Terrasi and Patricia Crain de Galarce Michael, a 2nd-grade student, has become defiant with this teachers, and his mother reports that he doesn’t want to go to school. Until recently, he was happy [...]

Revising the role of principal supervisor

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Principal supervisors are part coach, part evaluator. They keep their principals focused on teaching and learning. By Amy Saltzman There were dark moments that first year. In 2014, Principal Elizabeth Namba inherited a school that faced multiple challenges, including a troubling achievement gap, drastically decreased enrollment, and a growing suspension rate. But when she found [...]

Through our eyes: Perspectives from black teachers

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Black teachers bring unique skills to their work that often go far beyond their roles as content experts and instructors. By Ashley Griffin and Hilary Tackie “The difference I would like to make is a difference that my 5th-grade teacher, an African-American woman, made on me,” says an elementary teacher from Oakland, Calif., who is [...]

Opening your door to research

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Armed with some knowledge of how the process works, teachers may be more willing to welcome researchers into their classrooms. By Melody Zoch and Ann D. David Whenever we read, “research says . . . ,” we assume that what follows is synonymous with good instruction, assessment, or practice. However, given the differences among communities, [...]

Microcredentials show what you know

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Giving beginning teachers — as early as high school students exploring teaching — opportunities to demonstrate what they know is one strategy for enhancing the profession. By Dan Brown and Dwight E. Rhodes Over the past decade, the concept of personalized student learning has taken center stage in discussions about educational improvement. Now it’s time [...]

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