Climate of disrespect for teachers gets worse
This was written by Gregory Michie, who teaches in the Department of Foundations and Social Policy at Concordia University Chicago. His next book, “We Don’t Need Another Hero: Struggle, Hope, and Possibility in the Age of High-Stakes Schooling,” will be published later this year by Teachers College Press. This first appeared at educationclearinghouse.wordpress.com.
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The 10 most read Irish authors
Just in time for St. Patrick’s Day, here’s a list of Irish authors that are the most read on Questia, an online research tool for students. Included for each author are links to reference works that Questia is making available for free for a month. Questia has 77,000 academic books and 4 million journal articles, many of which are peer-reviewed. This was assembled by Carolyn Blackman.
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Reading and language growth: What it really takes
This was written by Robert Pondiscio, director of communications at the Core Knowledge Foundation who launched the Core Knowledge Blog.
By Robert Pondiscio
For several years, I taught 5th grade in the lowest performing elementary school in New York City’s lowest performing school district. Four out of five of my students scored below grade level — often far below grade level— on their state tests. You could easily look at the test scores of my students and conclude, “these kids can’t read.”
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By Robert Pondiscio
For several years, I taught 5th grade in the lowest performing elementary school in New York City’s lowest performing school district. Four out of five of my students scored below grade level — often far below grade level— on their state tests. You could easily look at the test scores of my students and conclude, “these kids can’t read.”
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Telling students it’s okay to fail helps them succeed — study
Telling children that it is perfectly normal to sometimes fail at school can actually help them do better academically, according to newly published research.
The results of three experiments by French researchers are not definitive but they are intuitive; kids who don’t feel overwhelming pressure to do well all the time are more likely to feel free to explore, take academic chances and not fall apart if they make a mistake.
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The results of three experiments by French researchers are not definitive but they are intuitive; kids who don’t feel overwhelming pressure to do well all the time are more likely to feel free to explore, take academic chances and not fall apart if they make a mistake.
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