In the often heated debates about how to improve education in this country, it is not uncommon for someone to look for salvation to Finland: its early intervention supports, its high barriers to entering the teaching profession, its lack of standardized tests, and of course its consistently high performance on international benchmarking assessments. Such praise is often closely followed by swift and predictable Read more about Why We Should Still Care About Finland
Newly installed as the chair of the Senate Committee on Health, Education, Labor, and Pensions, Tennessee Senator Lamar Alexander is determined to shepherd through a reauthorization of the long-languishing Elementary and Secondary Education Act (ESEA). Seeking to put some daylight between the new ESEA and its widely reviled rebranding as No Child Left Behind (NLCB), Alexander has convened hearings and solicited testimony on severalkeyaspects of the bill. Read more about What We Do With Data
I was surprised, but not that surprised, last month when my father-in-law gave me Michelle Rhee’s campaign-style autobiography, Radical: Fighting to Put Students First, as a Christmas gift. My father-in-law and I see more or less eye to eye on most things, but we also enjoy nuanced discussions about politics and current events, especially when they intersect with education. “It’s good to read people you don’t necessarily agree with,” he said. On that point, I agreed …Read more about Overdue Book Report: Rhee's World
James M. Noonan is an Ed.D. student at the Harvard Graduate School of Education and a Spencer Foundation Early Career Scholar in New Civics whose research focuses on the design of professional learning environments for teachers and their impact on teacher practice and student learning. In various capacities, James has worked in early childhood, elementary, high school, and adult education, but after three years facilitating professional development for educators in the U.S. Read more about About Me
. Education, Citizenship, and Social Justice.Abstract
In Colombia, reducing levels of interpersonal and community violence is a key component of the country’s approach to citizenship education. In this study, we use data collected during the 2005 Saber test of Citizenship Competencies to examine the relationship of school environments and individual students’ supportive attitudes toward violence among 97,971 students in 1,649 schools. Using multi-level Tobit analysis with school random intercepts and regional fixed effects, we find that children taught in safe and participatory climates endorse attitudes less supportive of violence, with the effect of participatory climates almost double that of safe climates. Constructing a typology of four classroom environments, by crossing the two dimensions of safety and participation, we conclude that school environments that are safe and participatory lead to the least supportive attitudes toward violence, more than one standard deviation lower than unsafe and non-participatory school environments. Implications, limitations and areas for future research are discussed.
Schools are increasingly seen as having a promising role to play in reducing adverse health and wellness outcomes among young people. This paper uses a collaborative action research approach to examine the effects of one school’s efforts to change its students eating habits by implementing a “junk food free campus.” By engaging school administrators and students in a six-month long process of joint research design and analysis, the author found that students understood but did not necessarily support the policy. Despite students’ uneven support of the policy, however, there was some evidence that some students were developing healthier eating habits. Moreover, student researchers reported developing greater perspective and respect for the policy as a result of studying it.
For decades, researchers and policymakers have looked to professional development (PD) as a promising tool to improve teacher practice and student learning. However, despite its potential, PD is widely considered pathologically unable to realize its potential. In this conceptual paper, the author suggests that the problem of PD’s persistent ineffectiveness is attributable to its alignment with a sociopolitical framework that prioritizes efficiency. Numerous past attempts to improve PD have failed to address underlying assumptions about teaching, learning, and human relationships embedded in this efficiency framework. As an alternative, the author proposes a new deliberative framework that is more compatible with learning principles and thus more likely to improve learning across contexts and at scale.