Let's provide more opportunities in school so children learn how to make decisions and develop an internal locus of control. This way a child can influence events and outcomes in their own lives and in return, we will have more children who are potentially less anxious and depressed, all which inhibits their true potential as human beings.
More than half of school leaders leave the position within their first five years. Isn't about time we starting asking why?
For too many university students, and K-12 students for that matter, classroom lectures can take our attention away from learning and put students in a state of boredom. Fortunately, there are tools that can easily be used by teachers/professors, and can bring back the engagement students need.
Lately, the term "thought leader' has been thrown around a lot to describe people who write books or blogs, and there are at least three reasons we should stop using the term.
For educators, we know there is a very real crisis in the calling because our profession is under fire. It weighs heavily on us all. Isn't it time to strive for balance?
In a recent blog, Robert Slavin says John Hattie is wrong. Unfortunately, all of the citations are from 2009, and it's Slavin's criticisms that may indeed be wrong.
Educators collaborate all of the time, but it doesn't mean that it results in meaningful work that impacts student learning. In their new book focusing on collaborative professionalism, Andy Hargreaves and Michael T. O'Connor provide us with research and some practical suggestions that will help us get a bigger bang for our buck.
Today, 98% of households with 2- to 8-year-old children include a mobile device, like smartphones, tablets, and iPods or other smart-mobile devices, an increase from 75% in 2013. We are really connected, but not connecting at all.
There are teachers and leaders who believe that researchers have little to do with their classroom practice, but the reality is that what researchers do has a direct effect on everything that happens in the classroom.
Our initiatives are meant to help learning improve, but in his new book, Yong Zhao explores how each initiative has side effects that we need to be aware of.