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Our practitioner-facing piece on why external classroom interruptions matter and what teachers and school leaders can do about it via @ELmagazine @ASCD. Let's start tackling this issue in schools today! 6/6 t.co/wGgeZgng1u
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Edu-people! My team @Results4America is hiring for 2 mission-critical jobs: ✨Assoc. Dir., Ed Policy Implementation (you'll RUN THE SHOW on key projects): t.co/v8Zy1WX02x ✨Sr. Mgr, Fed Ed + Workforce Policy (you'll help direct our fed agenda): t.co/exQTFn3rKn
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A recent piece by Kevin Lewis (@internalize_org) in the @BostonGlobe also features our research on classroom interruptions along with several other interesting new studies. t.co/T337lZtpWJ 5/n
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Glad @MatthewAKraft did this work. I was highly distracted by interruptions as a teacher so I limited intercom use as admin. It's amazing how many other interruptions can occur. Uninterupted classroom time is so IMPORTANT! @LeBon_Voyage @txascd @UCEA @NASSP @NAESP @DivA_EdLead t.co/f18y6bzJIM
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@MatthewAKraft @AeraOpen I worked with a school that found great success addressing this. One spillover benefit? The signal school leaders send to students about the importance of what teachers have planned when they make an effort not to interrupt.
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Great coverage of our study by Jay Mathews in @washingtonpost. t.co/0Ew4eysbPw Jay's piece from 2007, "The Case of the Silent Loudspeaker," was one of the inspirations for our article. t.co/M3SQLvaYw5 4/n
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Reducing interruptions in schools is something we CAN do. It is low hanging fruit w/ limited costs. It is about school leadership & culture. As @MQ_McShane argues, we need to be laser focused on maximizing learning time in the wake of COVID-19. t.co/UAKIj3d66F 3/n
Matthew Kraft is an Associate Professor of Education and Economics at Brown University. His research and teaching interests include the economics of education, education policy analysis, and applied quantitative methods for causal inference. His primary work focuses on efforts to improve educator and organizational effectiveness in K–12 urban public schools. He has published on topics including teacher coaching, teacher professional growth, teacher evaluation, teacher-parent communication, teacher layoffs, social and emotional skills, school working conditions, and extended learning time. Previously, he taught 8th grade English in Oakland USD and 9th grade humanities at Berkeley High School in California. He holds a doctorate in Quantitative Policy Analysis in Education from the Harvard Graduate School of Education as well as a master's in International Comparative Education and a B.A. in International Relations from Stanford University.
Announcements
Recent Papers
- A Blueprint for Scaling Tutoring Across Public Schools
- Sustaining a Sense of Success: The Importance of Teacher Working Conditions During the COVID-19 Pandemic
- Second Time's the Charm? How Repeat Student-Teacher Matches Build Academic and Behavioral Skills
- The Big Problem with Little Interruptions to Classroom Learning
- In Search of High-Quality Evaluation Feedback: An Administrator Training Field Experiment
- Operator versus Partner: A Case Study of Blueprint School Network’s Model for School Turnaround
Policy Writing
Social Emotional Skills >
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Teacher-Parent Communication > |
Teacher Development and Effectiveness >
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School Organizational Practices > |
Media Coverage
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The Messy Reality of Personalized LearningARTICLE | by E. Tammy Kim. July 10, 2019. |
"How Much Should I Care?"BLOG POST | by Jeff Archer. March 16, 2019. |
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Interpreting Effect Sizes in Eduation ResearchBLOG POST | by Matthew Di Carlo. March 12, 2019.
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