The Testing Obsession Widens the Gap
Children are BORN experts at learning. Poor and rich. They couldn't survive a week if they weren't born intellectuals. Read Full Post >
Recently in Curriculum Category
May 08, 2013
May 07, 2013
To Close the 'Opportunity Gap,' We Need to Close the Vocabulary Gap
We need to stop having these extreme arguments, between "No excuses!" on one side and "It's all about poverty!" on the other. Poverty matters immensely. Schools matter immensely. Let's get on with addressing both. Read Full Post >
April 29, 2013
How Do We Foster Excellence?
We no longer need to ask, "Is it possible?" All educators have been liberated by proof that it is ... Read Full Post >
April 25, 2013
Teaching Students About Trade-Offs
Part of the complex moral message we are teaching the young in school is being aware of the trade-offs that complicate life. Read Full Post >
April 23, 2013
Exploring Moral Development in School
Starting in 5th grade, we introduced a series of dilemmas to our children and asked them to think about why they do what they do. Read Full Post >
March 06, 2013
More Than One Way to Judge Education
No amount of data can ultimately answer the questions we want to ask. Read Full Post >
March 04, 2013
National Standards, Local Control
I believe that local educators should be told what to produce, and then they should be turned loose to do it. Read Full Post >
January 22, 2013
New Arguments-and Arguers-in Bridging Differences
I think our last argument was about the words "play" and "work" as applied to schooling. Read Full Post >
January 16, 2013
It Breaks My Heart
I keep pounding away at this issue because I agree with you: It's not enough to criticize without offering alternatives. Read Full Post >
June 27, 2012
Is Trust a Reasonable Default Position?
The "push out" rate at charter schools—not to mention the already too high rate at regular public schools—is a frightening example of how we push and pull at the same time without much thought. Read Full Post >
The opinions expressed in Bridging Differences are strictly those of the author and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.
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