Educators Diana Laufenberg, Jeff Charbonneau, Ted Appel and special guest John Hattie share their suggestions for the five best teaching practices that educators can implement.
This week's "question-of-the-week" is: Based on your research and what you've seen and experienced in the classroom, what are the five best practices teachers can do to help their students become better learners? Please share your thoughts in the comments or, if you prefer, feel free to email them to me. There will be plenty of space for reader comments. Of course, don't feel obligated to list five -- one or two would be fine, too!You can also send questions to me at [email protected] you send one in, let me know if I can use your ...
Today, staff from Stanford's "Understanding Language," Mary Cappellini and Paul Boyd-Batstone share their thoughts on teaching English Language Learners. I've also included comments from readers.
Four educators -- Karen Nemeth, Judie Haynes, David Deubelbeiss and Julie Goldman -- provide suggestions on how we can better support English Language Learners in the classroom.
This week's question-of-the-week is: "What are the greatest challenges to improving ELL student achievement, and how can we overcome them? What are the best strategies schools can use to close the achievement gap for students with disabilities and English Language Learners?"
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?