Welcome to my “Better Schools” series:

This blog documents my experience of “catching up” on education research, from a passive interest to intentional, developed awareness of subtopics, trends, and lexical topology.

Selected Topics: (See footer for more)
Teacher Training, Student Engagement, Assessment, Curriculum Design, Use of Technology, Policy & Reform, Glossary of Terms

I Ditched Class; Mostly, to Read in the Stairwells

I hated school; which is a shame because I loved learning. Absolutely loved it.

What’s Going On With Education, Today?

A casual attempt to “catch up” on education reform (trends, state of the art, and status quo) results in a meandering exploration through ideals, and ends with an idea for how to get to the facts.

Ken Robinson: What do all high performing [education] systems do, that America does not?

Education in America happens despite the system we’ve built to encourage it. All other countries with successful education systems embrace these 3 philosophies, and prosper.

Teachers’ Conceptions of Assessment (Survey)

Assessment for improvement would be positively received, while making schools and teachers accountable through assessment would find opposition.

Glossary: Formative vs Summative Assessment

The difference lays mostly in how the results of the assessment are meant to be applied. Formative Assessment (aka Instructionally Supportive): Feedback on how a student is learning, as they are learning. Describes areas of relative strength/weakness within a student’s understanding of a topic so that future instruction can be iterated for this student. eg. Asking a student to summarize

Assessment Literacy Training and Teacher’s Conceptions of Assessment

Teachers with no or little training of any sort in assessment were equally committed to using assessment to improve teaching and learning and to demonstrate student accountability as those with considerable training.

Easy to Blame Teachers, But Hard to Determine Causal Factors of Education Quality

In assuring ourselves education is the gateway an emancipated, equal-opportunistic society, we may be blinding ourselves to the continued existence of these inequities — specifically ignoring them as factors while examining variation in educational performance.

When you don’t consider the socio-political context, what else is there to blame but the teachers themselves?

On the False Myth of “Industrial Era” Education

Fundamentally, it makes no sense to talk about either “the industrial era” or the development of public school systems as a single, coherent phase of national history. History is not a storehouse of mythic images from which you can or should draw caricatures to make your point.

Well, people often treat it as such, and I expect politicians to use it in that way, but not well-informed fellow faculty.

Tony Wagner on Educating to Produce Innovators

Einstein says how you frame the problem is often more important than the solution.

Tony Wagner says, “the world no longer cares what you know, but what you can do with what you know — and that is a completely different problem.”