At a recent Harvard Graduate School of Education forum on the future of the teaching profession, an audience member asked the panelists a question that got right to the heart of many contemporary debates about education policy: if we say that context is so important, then how do we also justify policies at scale? Can we have scale and still be mindful of context?
This is a question that has been much on my mind. Specifically, I have been wondering whether our openness or resistance to scaling “best practices...
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