This research brief from the Center for Comprehensive School Reform and Improvement examines the research on teacher leadership and what it says about drawing on the skills of experienced teachers to facilitate school improvement.
Camilla A. Lehr, David R. Johnson, Christine Bremer, Anna Cosio
Students decide to drop out for many reasons. This overview classifies the reasons as either status (e.g., age, socioeconomic status, geographic region or mobility) or alterable (e.g., grades, disruptive behaviors, school climate, attitude toward school). Recognizing the difference between variables is critical to designing effective interventions.
Biracial sixth-grader Stephen questions the limitations society puts on him after he notices the way strangers treat him when he hangs out with his White friends and learns about the Black Lives Matter movement.
School administrators have a critical leadership role to play in helping students become good readers. This article suggests seven key action steps on how principals and other administrators can create a school framework for success.
The federal No Child Left Behind law requires more testing of students, and has spurred some frantic and ineffectual test preparation in many schools, says the author, E. D. Hirsch, Jr. Reading tests must use unpredictable texts to be accurate measures of reading ability, but if you cannot predict the subject matter on a valid reading test, how can you prepare students? Hirsch says you can’t, and, therefore, you shouldn’t try. The only useful way to prepare for a reading test is indirectly by becoming a good reader of a broad range of texts, an ability that requires broad general knowledge.”
A genre-busting blend of mystery and historical fiction, this National Book Award winner is about Evie, a teenager vacationing in Palm Beach with her parents, post-World War II. While her parents concoct some unusual business deals, Evie falls in love with Peter, her Dad’s war “buddy.” But nothing, and I mean nothing, is as it seems.
If schools and students understand college readiness in a more comprehensive way, they can do more to develop the full range of capabilities and skills needed to succeed in college. At the heart of this definition is the notion that those most interested in college success will change their behaviors based on the greater guidance the definition offers on how to be college ready.
Teachers can strengthen instruction and protect their students’ valuable time in school by scientifically evaluating claims about teaching methods and recognizing quality research when they see it. This article provides a brief introduction to understanding and using scientifically based research.
