October 2018 Archives

Those bullish on the federal government's ability to effect positive change should proceed only with caution. The more complex the change, the less likely the federal government can get it done, according to guest blogger Mike McShane.


Amara's Law states that we overestimate the effects of new technologies in the short term and underestimate their effects in the long term. Here's why the same could be true of education policy reforms, as explained by guest blogger Mike McShane.


For the next few weeks, I'm going to be out and about discussing my new edited volume, Bush-Obama School Reform: Lessons Learned. While I'm away, several of the book's contributors will stop by to reflect on what we've learned from the Bush-Obama era. Here's who you can look forward to reading.


There's a win-win solution to teacher compensation. But it requires a willingness to rethink how teachers are paid and how school dollars are spent.


Today, I talk with Jen Crozier about P-TECH, a grades 9-to-14 school model with 110 schools in eight states. Graduates receive a high school diploma, a free associate degree in a STEM field, and extensive workplace learning.


Time and again, seemingly sensible people embrace nifty reforms, only to later realize that the packaging was better than the product. Here's why that happens.


Today, I talk with The Grade's Alexander Russo about how media coverage of education has changed, what education journalists do especially well, and where the coverage needs improvement.


"Teacher professionalism" can mean profoundly different things to different people. Fordham's Robert Pondiscio argues that the key to professionalizing teaching is to ask, "What do the kids do all day?"


I recently chatted with Marilyn Rhames about Teachers Who Pray, a nonprofit working in 131 schools across 38 states, and about the role of faith in schools.


Most lessons learned during the Bush-Obama years are as relevant to state education reforms as to their federal counterparts. Here are three lessons that state reformers should keep in mind.


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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