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May 29, 2014

'Urban' Schools and Other Euphemisms

Meier: It's amazing the lengths to which we will go to avoid the questions that surround poverty and segregation, and how useful instead it has been to focus our animosity on schools.

May 20, 2014

Thoughts From a Sit-In

Klonsky: The struggle in the cities, while certainly connected to testing and curriculum (common core), has been focused on equity.

May 13, 2014

Drawing a Line on Common Core

Klonsky: While you and I share a healthy suspicion of government programs and share a strong opposition to NCLB and Race To The Top, I'm not against government.

May 01, 2014

Who Do We Ally With?

Meier: Of late, teaching is not a field I'm comfortable seeing my grandchildren or their friends entering.

April 03, 2014

We Need Changes Beyond School, Too

Meier: We apparently have settled for closing the test-score gaps between the poor and rich on at least math and reading tests.

April 01, 2014

Is School Reform Needed or Not?

Pondiscio: In my very first post here, I suggested that the education reform movement needs what I called a 'Nixon to China' moment. I lamented the unfortunate effects of our polarized education climate.

March 27, 2014

Choice: For Shareholders or Stakeholders?

Meier: Neighborhood schools have some important advantages in terms of political democracy, precisely by encouraging people to talk across class and race. Alas, not many contain such mixtures!

March 25, 2014

Choice Is Messy. So Be It.

Pondiscio: Belief in creationism troubles me less than a belief in learning styles, for which there is roughly equal scientific support.

March 18, 2014

Deborah Meier, Libertarian?

Pondiscio: Having standards to which all publicly funded schools are held accountable doesn't strike me as an undue burden.

March 11, 2014

Testing, Truth, and Consequences

Pondiscio: Fair-minded readers might applaud the mindset that asks not simply, "What does this test measure?" but also, "What kind of classroom practice does this test encourage?"

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The opinions expressed in Bridging Differences are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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