Collaborative group work may help support students' individual needs, according to a study of about 900 high-school students by the American Institutes for Research. Kristina Zeiser, a senior researcher at AIR, said their findings show that students who experienced more collaboration also "experienced a greater degree of personalization in their learning."
7 must-ask questions for fall testing Do your fall assessments help you answer these seven critical questions? Join the webinar to see if your schools have the right data to make decisions at this time of year. You'll also learn an important next step—how to go from drawing insights to taking action. Register now
An elementary-school principal in a North Carolina community affected by Hurricane Florence is taking steps to help her students, school and town recover. The school is still closed, but the principal recently visited a Chapel Hill storm shelter to look for some of her students and distribute toys.
Equity & the importance of background knowledge Register for a webinar to learn how a knowledge-based curriculum can close the achievement gap in your classroom. Learn why content-rich learning works and gain strategies for leveling the playing field for all your students.
Blended learning has the potential to transform the classroom, asserts John McCarthy, an education consultant. In this blog post, he shares four ways to use technology in blended learning: managed learning, orchestrated learning, collaborative learning and authentic learning.
School leaders should use third-party research findings to evaluate education-technology tools, writes Mark Henderson, a high-school assistant principal. In this blog post, he offers the vetting process his own district used when it adopted technology to support small-group learning.
About 1 out of every 3 students say they were bullied during the 2017-18 school year, compared with 1 out of 4 the school year prior, according to the nonprofit YouthTruth Student Survey. They polled 160,000 students in 27 states and found slight differences in reports about bullying among white and black students.
States may be neglecting students with disabilities, English-language learners and racial minorities in their Every Student Succeeds Act implementation plans, according to an analysis by the Alliance for Excellent Education. Its review of all ESSA plans in all states, as well as Washington, D.C., and Puerto Rico, finds only 17 states integrate the performance of these vulnerable students into their ratings systems.
Suspending students in elementary school could affect their behavior and lead to more suspensions in middle school, and even in high school, according to a study by researchers at Louisiana State University. "If a student is suspended, then they lose instruction time and they are more likely to be disengaged in school," lead author Mi-Youn Yang said.
Have meaningful conversations about race with your students. Matthew Kay has spent his career learning how to lay the foundation for purposeful discussions and tackle difficult topics such as the N-word, the significance of ethnic names, and cultural appropriation. In Not Light, but Fire, Kay gives you the tools you need to lead such conversations in your own classroom. Get details now!
Teens with moderate gender nonconformity were more likely to feel sadness, hopelessness and suicidal thoughts, compared with gender-conforming youths, according to a study published in JAMA Pediatrics. Researchers analyzed survey data from 6,082 high-school students in three urban districts and found that about 20% of students described themselves as gender nonconforming to varying degrees.
Tiered solutions boost ELA and math outcomes for every learner, at every level. Get the white paper to find out how multi-tiered solutions for K-12 deliver proven curriculum programs and professional learning to support your school improvement plan. Enhance your core basal and response-to-intervention instruction with digital supplemental and intensive intervention programs.
Without context and regularity, classroom observations can damage trust between teachers and principals and fail to recognize the complexity of teachers' work. In open letters, principal Rachael George and teacher Paul Murphy identify flaws in the walkthrough process and share strategies for improving teacher-leader relationships so that all parties understand the rhythms of the classroom.