This is the last post in a three-part series on teacher attrition in high-poverty schools. Today, Liam Goldrick and David Orphal are contributing responses, and many comments from readers are featured, too.
Barnett Berry and Ilana Garon share their thoughts on how to retain teachers in high-poverty schools.
Angel Cintron and Paul Bruno share ideas on how schools can reduce teacher attrition in high-poverty schools.
Educators Jeffrey Wilhelm and Michael Smith are co-authors of the new book, Reading Unbound. This interview with them is a special follow-up to the three-part series on developing life-long readers that I published earlier this week.
The new "question-of-the-week" is: Why do teachers avoid, or leave, high poverty urban public schools and what can be done to improve the situation?
Jason Flom and many readers share their suggestions on how to develop life-long readers.
Educators Kristi Mraz, Marjorie Martinelli, Kathy Barclay and Cindi Rigsbee contribute their thoughts on how to help develop life-long readers.
Donalyn Miller, Mark Barnes and Christopher Lehman contribute their suggestions on how we can help develop life-long readers.
This week's question-of-the-week is "I am a college student currently in a children's literature class so my question is...How will I get my early elementary students engaged in reading? What strategies can I use to make sure they will fully understand the books we read? How can I ensure that I will create life-long readers?"
Today, Tanya Baker from The National Writing Project discusses implications The Maker Movement has for different content areas, National Teacher of the Year Jeff Charbonneau elaborates further on its connect to STEM, and Leslie Texas and Tammy Jones make a connection to Project-Based Learning.