For her leadership in the areas of teacher quality and educational equity and reform, the Learning First Alliance has named Stanford professor and accomplished author Linda Darling-Hammond as our 2013 Education Visionary Award winner.
This article was originally published by NASSP, which is building a partnership with Project UNIFY and is currently a member of LFA
By Andrea Cahn and Betty Edwards
When you see me, I want you to see that we are alike.
When you see me, I want you to see that I get nervous sometimes.
When you see me, I want you to see a happy dancer.
When you see me, I want you to see a football player.
When you see me, I want you to see someone who tries to be a good friend. ...
By Debbie Silver, Ed.D.
Studies on motivation theory have taught us that the most effective feedback for any learner is that which actually helps a student get better. Value judgments and labels (both affirming and negative) do nothing to help the learner long term and are often counterproductive. Overwhelmingly research argues that learners acquire improved self-efficacy and make greater achievement gains when their adult advocates focus feedback on things the student can control rather than on their innate talent, skills, or other externally controlled factors.
As a middle grades teacher it was hard for me to consider that my perpetual cheerleader style of teaching with a barrage of compliments was not the best method. However, I finally decided to modify my feedback practices to more closely align with what I came to believe would provide the best long-term outcome for students. Part of the problem for me in altering my praise reflex is that I had developed the habit of making a pronouncement about everything kids did. In my well-intentioned effort to show the students I was paying attention, I felt the need to make a judgment statement about every aspect of their progress (e.g., “Looking good!” “I like that!” “That is great!” “You’re so smart!”). I think this is true for a lot of us perpetual affirmers at the middle level because we know how important it is to connect ...
Today the Learning First Alliance (LFA) and Grunwald Associates, with the support of AT&T, are releasing a report, Living and Learning with Mobile Devices, that documents survey results of parents’ attitudes and perceptions of the value of mobile devices as learning tools for their school-aged children. Not surprisingly, parent perceptions are influenced by the level of personal usage they have with mobile technology and, as parental usage goes up, comfort level with the notion of their children’s use of this technology also increases.
The report is an important reflection of just how far we’ve come in the use of and advocacy for appropriate use of technology in schools and classrooms. As someone who has spent the past 25 years advocating for innovation in teaching and learning supported with technology and expanded connectivity, my view is that we’re at an important crossroads in transforming both the formal and informal learning spaces with new, less expensive, and more powerful technical devices. As the survey found, more than 50 percent of high school students take a cell phone to school with them every day, and 24 percent of those surveyed use those cell phones in ...
By Nora Howley, Manager of Programs, NEA Health Information Network
School safety is more than just having a plan. It’s a process that needs to involve the whole school community.
LaPorte Community School Corporation is a rural school district in northwest Indiana. It’s also a great example of a district that has brought everyone to the table to help keep kids safe.
I recently joined Donna Nielsen, a bus driver and NEA member, and Glade Montgomery, the superintendent, on a panel led by Roxanne Dove of NEA’s Education Support Professional Quality Department (ESPQ) at the National Forum on School Improvement. We were there to share what LaPorte is doing right and talk about what other districts can do to protect their students. ...
Do you remember when you learned to balance your checkbook, plan a monthly budget, manage credit card use, or perhaps invest wisely for retirement? Did you learn from parents, an older sibling, a seminar, or perhaps a bit by trial and error? In these times of economic uncertainty, responsible money management is an essential skill that the younger generation would do well to attain. April is National Financial Capability Month (also popularly known as financial literacy month) where, according to Presidential Proclamation: “We recommit to empowering individuals and families with the knowledge and tools they need to get ahead in today's economy.” ...
Ask practitioners and administrations on the ground in the education system about state education agencies (SEAs), and you may encounter skepticism. SEAs need not be considered antiquated bodies, as they are the heart of leadership in a state’s education system. SEAs monitor compliance and accountability, but they also provide support for policy design and implementation. These entities are well positioned to use high quality research in policy and practice, but there is variation in efficacy and capacity for doing so among states; an understanding of how SEAs use research provides useful insights when it comes to best practices. ...
By Nora Howley, Manager of Programs, NEA Health Information Network
March and April bring spring break for millions of students. Summer break is just around the corner. And for too many students, vacation may mean easy access to their parent’s medicine cabinet. From cough syrup to pain killers, too many young people are able to access prescription and non-prescription drugs.
Students might seek to emulate media stars by ingesting a “sizzurp’ (a mixture of codeine cough syrup, fruit flavored soda, and a jolly rancher). Or they may decide to try their parent’s painkillers. Or they may seek out a classmate’s ADHD drug. And they may find themselves in the hospital with a seizure or an overdose.
The 2012 Monitoring the Future study found that 21.2% of high school seniors reported that they had improperly used a prescription drug. So while most young people are making the right choices, too many are putting themselves at risk. ...
By William D. Waidelich, Ed.D., Executive Director of the Association for Middle Level Education (AMLE)
It wasn't that long ago. Students sat in rows and watched, glassy-eyed, as the teacher lectured in front of class. Lectures were very common in teaching and learning. In those days, student success was measured by homework turned in on time, neatly penned; posters created with markers and colorful snippets from magazines; and book reports teachers could use to measure if a student actually read the book.
Today's modern educators know better. Middle grades students can be found addressing the city council, building a prototype city that generates its own electricity, developing a smart phone app, creating a marketing plan for a local business, and writing or illustrating a self-published book. Students who are engaged in their own learning are productive, motivated, and ...
The following blog post is from Samantha Huffman and was written in response to a recent article about a special needs student who was bound with duct tape during school.
Samantha is a former National Youth Activation Committee member and current senior, studying Elementary Education at Hanover College. Samantha has been a student leader in Project UNIFY for many years.
I recently went to a conference where a young man with cerebral palsy kept bringing up how we needed to focus on students with disabilities being tied down to chairs or restrained and/or harmed in some other way by educators. I kept thinking to myself how this wasn’t important because this would never be allowed to happen in a school in today’s society. I’m a senior Elementary Education major and never once in my four years of classes have we addressed the idea of restraining students because that’s just plain wrong, isn’t it? Well, apparently I was living in some kind of dream world and this young man at the conference was living in the real world. ...
In the work that the Learning First Alliance (LFA) has undertaken over the past months in gathering data on public attitudes and perceptions of public education, one common assumption among the general public becomes clear:
- Student success and teacher effectiveness are related to a single quality - caring
So, the public and educators alike believe that if teachers care about their students and the students with whom they work believe their teacher cares about them as individuals, the likelihood of learning taking place is high. This doesn’t imply that subject level knowledge and pedagogical skill aren’t important, it just states that those two characteristics don’t work effectively if the educator doesn’t care about the students he or she is working with. ...
A VISION FOR GREAT SCHOOLS
On this website, educators, parents and policymakers from coast to coast are sharing what's already working in public schools--and sparking a national conversation about how to make it work for children in every school. Join the conversation!