Is setting aside time for all students in a school to read a good idea, or a colossal waste of time? Is there more inherent value in transmission of subject-matter information by text than in getting lost in a ripping good story?

What would it look like to actually use the expertise of National Board Certified Teachers and other demonstrably talented teachers to reach our national education goals?

Seriously--what do teachers have to do to prove their dedication and their worth?

Is there a disconnect between being "good at math"--and being able to teach it well? Once again, it's about good instruction and useful curriculum.

Curriculum and instruction aren't as whiz-bang exciting as market-based reforms, but they're the key reasons why kids learn--or don't learn.

The test of a first-rate intelligence is the ability to hold two opposed ideas in the mind at the same time and still retain the ability to function. Meet someone who can do that: Diane Ravitch.

What's the percentage of bad teachers out there? More importantly, what do we do about them?

In teaching, a powerful story is worth its weight in statistics. So let's be careful out there.

Does how we approach school improvement make a difference in outcomes?

What happens when school reform becomes a competition? Trash talk.

The opinions expressed in Teacher in a Strange Land 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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