Since it's Thanksgiving week, I figured it might be a nice chance to dwell a bit on the teachable moment we find ourselves in by re-running a few columns that kind of got brushed away at the time, but might register more fully now—and that might help encourage some to perhaps give a second thought to the underappreciated blessings of federalism, limited government, and executive restraint.


This past week, I've been struck by how differently things appear to me than to the vast majority of folks in education.


A [non-exhaustive] list of some of the names I'd like to see considered for top jobs in Trump's Department of Education.


Expertise isn't always all that it's cracked up to be.


Technology can offer personalized, more meaningful practice opportunities for students—improving long-term memory growth while reducing the burden on teachers.


Understanding the relationship between working and long-term memory helps illustrate the false dichotomy between "conceptual understanding" and "rote memorization."


Ultimately, expertise is about using working memory to deliberately practice skills and decisions in order to build long-term memory fluency.


Expert performance tends to be the product of an extraordinary amount of deliberate practice.


This week, Newark superintendent Chris Cerf stopped by AEI to talk about the state of Newark's schools and the challenges of system reform. Here are a few thoughts.


When presidential elections become winner-take-all affairs, democracy pays the price.


The opinions expressed in Rick Hess Straight Up 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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