COVID-19 and the Impact on Communities of Color - NEA Today

COVID-19 and the Impact on Communities of Color - NEA Today

COVID-19 and the Impact on Communities of Color

Since early April, the NAACP and BET have hosted a series of virtual town halls focused on the health, economic, and social impact of the COVID-19 pandemic on the African American community.

The coronavirus has hit hard across the U.S. It’s particularly dire in rural areas and communities of color. Disparities have stressed millions of people, from economic hardships and limited access to health services to slow internet speeds and lack of internet access at home. These problems didn’t surface overnight. They’ve existed for decades, filtering into classrooms and hurting students along the way.

In part three of their four-part “Unmasked: A COVID-19 Virtual Town Hall Series, NEA Vice President Becky Pringle, along with other top, national leaders, discussed the rising educational inequalities and how legislation can mitigate the burden African American students and other students of color face.

The hour-long call was part analysis of the current realities with an enhanced understanding of the problem, but also part solution to help move the nation  toward a future that is equitable and fair for everyone.

With approximately 20,000 people on the line, Pringle was quick to call out the underlying problem that has disproportionately impacted communities of color.

“Here’s the reality,” she says, “structural racism [is] the pre-existing condition that [has] destined us to be where we are—where our communities of color are disproportionately impacted by the coronavirus. We shouldn’t be shocked.”

Research has long pointed to the inequitable conditions, from past to present, that CONTINUE READING: COVID-19 and the Impact on Communities of Color - NEA Today

Teachers and Students Describe a Remote-Learning Life - The New York Times

Teachers and Students Describe a Remote-Learning Life - The New York Times
Teachers and Students Describe a Remote-Learning Life
They talk about how the change to online instruction has affected them.

This article is part of our latest Learning special report, which focuses on the challenges of online education during the coronavirus outbreak.

We asked teachers and college students about their experiences with the change to online instruction. The Learning Network, a site about teaching and learning with content from The New York Times, asked students in grades K through 12 how they have been coping with remote learning. The following comments have been edited and condensed.

Teachers’ Voices
So much of what we do in classrooms are driven by student responses and reactions. I’d give anything to watch their faces light up, their hands in the air, their smiles and fist pumps when they share a new learning or big idea with me. – Meg Burke, teaches grades 3 through 8, Doylestown, Pa.

Here I am, at 66, within a year of full retirement, having to learn how to use Google Classroom with 35 first graders at various places in their learning. I feel as though I am attempting to drive on a road that I am simultaneously paving while also following a paper map. – Janet Kass, teaches first grade, Bloomingburg, N.Y.

Over 80 percent of the students at my school come from low-income families, and

only a quarter of my students have a computer at home. For economically disadvantaged students, this outbreak means they will fall even further behind their wealthier peers. – Kaitlin Barnes, teaches fourth grade, Baltimore

Dear Parents: I promise you that we have your child’s best interest at heart. We worry about them, we miss them, we want more than anything to be back in the classroom. We don’t teach because we like figuring out how to work Zoom, we don’t teach to stare at a screen all day, we don’t teach to field an onslaught of emails each day. We teach because we love your children. – Kara Conceison, teaches sixth grade, Watertown, Mass.

William Doyle and Pasi Sahlberg Explain to Checker Finn Why Play Is Good for ALL Children | Diane Ravitch's blog

William Doyle and Pasi Sahlberg Explain to Checker Finn Why Play Is Good for ALL Children | Diane Ravitch's blog

William Doyle and Pasi Sahlberg Explain to Checker Finn Why Play Is Good for ALL Children

A few months ago, William Doyle and Pasi Sahlberg published their book about the importance of play, called Let the Children Play: How More Play Will Save Our Schools and Help Children Thrive.

Checker Finn Jr. criticized their book in the conservative journal Education Next, maintaining that middle-class and affluent kids need to play, but poor kids need to keep their noses to the academic grindstone.

Doyle and Sahlberg respond to Finn in Education Next in this article.

They write in answer:

Chester E. Finn Jr.’s review in the Winter 2020 Education Next of our book Let the Children Play reveals a startling lack of knowledge of medical guidelines for children in school, including children in poverty.

Finn contends that our policy message, the need for more intellectual and physical play in school, “portends damage to children and society at least as severe as the practices the authors rightly deplore.” The reason, Finn asserts without evidence, is that playful teaching and learning “does little harm to middle-class kids,” but “for CONTINUE READING: William Doyle and Pasi Sahlberg Explain to Checker Finn Why Play Is Good for ALL Children | Diane Ravitch's blog

Worker’s Dilemma – radical eyes for equity

Worker’s Dilemma – radical eyes for equity

Worker’s Dilemma

A former first-year student of mine, about to graduate during the Covid-19 pandemic, emailed me recently since we will miss the chance to talk face-to-face before graduation. This student was incredibly kind about the role I played in their undergraduate journey, offering this as well: “I came to you with concerns over a major sophomore year, and instead of lecturing me you asked me what my dream job was.”

This student made some dramatic changes to their life and college career then, and now, I think is on a path that will be far more fulfilling. But this situation plays out over and over, and quite differently, at my selective, small liberal arts university.

The students at my university are often socially and economically conservative, or at least come from homes that are socially and economically conservative. These students are keenly aware of viewing a college education in terms of return on investment.

In other words, is there major going to lead to a career that justifies the price tag of those four years (and often the additional years of graduate school that follow)?

More often than not, I interact with students who want to follow their bliss, but their parents want them to respect their investment—by preparing for a high-paying career.

My journey to and through college was quite different in most ways than the CONTINUE READING: Worker’s Dilemma – radical eyes for equity

Coronavirus distance learning upends teachers' workflow - Los Angeles Times

Coronavirus distance learning upends teachers' workflow - Los Angeles Times

Inside teachers’ never-ending crisis shifts: ‘You just keep going all day and all night’ 

It’s just past 8 a.m. at the Inglewood elementary school where sixth-grade teacher Aba Ngissah has taught for seven years.

The blinds on classroom windows, normally open, are drawn, and hundreds of parents and students, rather than rushing for the start of class, are lining up outside the front gate waiting for food.

Ngissah is starting her day in the cafeteria — against a backdrop of giant tissue-paper flowers that are slowly falling apart more than a month after she and her students made them for Read Across America Day. She works quickly alongside other volunteer teachers and Inglewood school district staff, filling hundreds of brown paper bags with boxed cereal, sandwiches, milk, apples and cookies.

It’s been about a month since Hudnall Elementary School shut down, its 400 students among the 6.1 million K-12 California students whose campuses are closed.

After every bag is claimed on this recent Friday, Ngissah will help give out laptops. In the afternoon, she goes home, washes her hands and changes her clothes to protect her elderly mother, who is staying with her. About 1 p.m., she’ll sit down at her computer and begin her real job.

“You just keep going all day and all night,” she says.

That’s just what it means to be a teacher right now.

Parents line up early April 4 in front of Hudnall Elementary School for meal bags.

(Irfan Khan / Los Angeles Times)

An unprecedented moment

Nothing — not her classroom experience, her skills as a teachers union organizer nor her work introducing online learning tools — prepared Ngissah for this moment when her classroom would be locked and her students sent home to isolate themselves against the novel coronavirus.

Her first priority is making sure her kids are fed.

At Hudnall, 90% of students come from low-income households and qualify for free or reduced-price lunch, so the safety net of school meals has always been important. Right now, it’s vital.

At times, Ngissah and other teachers and staff members use their own money to buy toilet paper, cleaning supplies, ramen noodles, rice and meat for families.


It all happened so abruptly, this radical change to schooling.

When schools closed in mid-March, Ngissah sent books and work packets with CONTINUE READING:  Coronavirus distance learning upends teachers' workflow - Los Angeles Times

CURMUDGUCATION: MI: Court Says Students Deserve Actual Education

CURMUDGUCATION: MI: Court Says Students Deserve Actual Education

MI: Court Says Students Deserve Actual Education

Periodically the courts get involved in the question of what states are actually supposed to provide. Back in 2017 a case went all the way to the Supremes that was designed (no case gets before SCOTUS without being carefully prepared and selected and curated by a bunch of Major Players) to get at the question of how hard a district had to work on that whole IEP thing-- how much education is "enough"? SCOTUS rejected a low bar for students with disabilities, a decision that shored up IDEA (and which may be weighing on some minds as schools try to solve the problems of crisis education at a distance).

But Endrew F. v. Douglas County School District was about IEPs in Colorado. Other cases have been less encouraging.

Way back in 2014, the court of appeals in Michigan ruled that the state's obligation to educate students didn't mean that the state had to, you know, actually educate anybody. As long as they spent some number of dollars on something called education, that was good enough. That suit involved the Highland Park school district, a part of greater Detroit's school system, and in 2012 it was handed over to the Leona Group to operate as a charter. The charter operator's promptly ran up a deficit and were taken to court to answer for doing a lousy job of educating students. It was at that point that the court said, "Nah, as long as they are running a building called a 'school' and offering 'classes' in it, it doesn't matter if they suck." So much for charter school accountability in Michigan. The state supreme court refused to hear the case.

In 2016, some Detroit students tried again, and that started out poorly, with the state (under CONTINUE READING: CURMUDGUCATION: MI: Court Says Students Deserve Actual Education

UK College of Education Leading in the midst of COVID-19: Creating Opportunities for Newest Teachers | Cloaking Inequity

UK College of Education Leading in the midst of COVID-19: Creating Opportunities for Newest Teachers | Cloaking Inequity

UK COLLEGE OF EDUCATION LEADING IN THE MIDST OF COVID-19: CREATING OPPORTUNITIES FOR NEWEST TEACHERS

by Amanda Nelson

Sydney Harper was on her final leg of student teaching when the semester was turned upside down. Kentucky schools, like most across the nation, were closing their doors to help slow the spread of the novel coronavirus.

“It didn’t seem real. I kept telling myself that we’d be back in no time, that this wasn’t going to last that long,” said Harper, a senior STEM education-mathematics major.

In early March, faculty at the University of Kentucky College of Education were called into emergency meetings. Students in the midst of required field experiences, such as student teaching, could be left in limbo if schools shuttered indefinitely. The novel coronavirus still felt like a distant threat, but faculty quickly created back-up plans, just in case.

As the reality of the situation set in and closings were announced, Harper was only slightly stressed about completing her requirements to graduate. She knew professors would walk students through the uncharted territory. More worrisome to Harper was the possibility of not seeing her students again.

“I’ve become so attached to them and couldn’t fathom potentially not seeing them for a long period of time, or not at all,” she said.

Learning by doing is an important aspect of teacher training. Like all education majors at UK, Harper had a variety of field experiences in schools. Prior to student teaching at Woodford County High School, she had stints at Southern Middle School (8th grade mathematics), Frederick Douglass High School (freshman mathematics), Lafayette High School (Algebra 2 and 3), and Tates Creek High School (Calculus 1 AB).

Gertie Sercus, who is in the Master of Arts in Teaching Secondary STEM Education program, said texting and using Facetime is helping the five student teachers in their cohort keep up with each other and their professor, Lisa Amick. They have become close, she said, and lean on each other often, especially now.

“We keep in contact multiple times a day,” Sercus said. “We talk about how much we miss each other and miss our students.”

Pivoting to Non-Traditional Instruction 

Gabrielle Lonnemann is student teaching at Fayette County’s Picadome Elementary in a K-3 special education setting for students with learning and behavior disorders.

The school has now been closed for weeks, but UK student teachers are partnering with their mentor teachers, called cooperating teachers, to keep instruction going for students through Kentucky’s non-traditional instruction program.

Lonnemann works with her cooperating teacher through text, email, Google Drive, YouTube, Zoom, and Google Meet. They have developed materials to send in packets to students and have recorded videos with instructions. They meet online with the students and other Picadome faculty.

“There is no better feeling than seeing those little faces on the screen and knowing that the materials you developed are being used to help your students learn and stay connected,” Lonnemann said. “It is also awesome to see how much fun they are having exploring the technology they are using. When my cooperating teacher and I met with a student the other day, he thought it was funny to see his face through the computer screen and that he was doing homework in his pajamas.”

Channon Horn, a special education clinical associate professor, said although teaching remotely has its challenges, it provides students with valuable opportunities to demonstrate their ability to differentiate instruction using various forms of technology. They are taking whatever resources are available and developing instruction aligned with the individual needs of their students.

“Special education teacher candidates have been trained to be flexible and accommodating,” Horn said. “The pandemic has provided an abundance of evidence that they can do both effectively and efficiently.”

Elementary education major Jhana French is doing her student teaching at Wellington Elementary. She was surprised by the abrupt change to the semester but knows that quick pivots will be necessary as a teacher.

“Nothing can really prepare you for what we are doing right now during the pandemic,” she said. “But things are going to be thrown at you every day as a teacher, without you being prepared for it. It probably will not be to this extreme, but it’s good to practice being able to adapt in every situation. That’s what teaching is. It will make us stronger teachers.”

Teachers in all specialties are transforming their lessons to be offered online. On the YouTube channel Mr. Noble’s Fitness World, UK College of Education alum Billy Noble morphs into characters in his fictional “Noble family.” The CONTINUE READING: UK College of Education Leading in the midst of COVID-19: Creating Opportunities for Newest Teachers | Cloaking Inequity

Russ on Reading: Poetry Month: On Friday We Get Pizza

Russ on Reading: Poetry Month: On Friday We Get Pizza

Poetry Month: On Friday We Get Pizza

It was true 50 years ago; it is true today. Friday is pizza day n the school cafeteria. I clearly remember the anticipation I felt as a student (and as a teacher) on Fridays, because I knew there was pizza in the oven for lunch. With April being Poetry Month, here is a poem from my book There's a Giant in My Classroom (Infinity Press) inspired by a lifetime of eating in school cafeterias. This poem has always proved popular with upper elementary school kids.

On Friday We Get Pizza

It’s Monday in the lunchroom,

And we kids are getting nervous.

We’re wondering what inedible

The cafeteria will serve us.

But we’re ready for most anything:

Rabbit tacos, candied beets-a.

We can get through Monday,

‘Cause on Friday we get pizza.

It’s Tuesday and we’re hungry.

Hear the rumbling CONTINUE READING: Russ on Reading: Poetry Month: On Friday We Get Pizza

Trump and DeVos Target Dreamers by Denying Access to Coronavirus Relief Fund for College Students | janresseger

Trump and DeVos Target Dreamers by Denying Access to Coronavirus Relief Fund for College Students | janresseger

Trump and DeVos Target Dreamers by Denying Access to Coronavirus Relief Fund for College Students

When it passed the CARES Act to provide coronavirus relief, Congress included funds to be used by colleges and universities for emergency grants to help students whose lives were disrupted when the schools were shut down without warning. Although Congress provided considerable latitude by leaving it up to the schools to identify the students most in need, Betsy DeVos and the U.S. Department of Education have now set guidelines for the allocation of the funds. Dreamers cannot qualify.

The NY Times’ Erica Green explains: “The funding is part of $12.6 billion allocated directly to colleges and universities under Congress’s $2 trillion coronavirus stabilization law to help them recoup financial damages caused by the pandemic. Half of those funds are supposed to go directly to students affected by campus closures. In the coming weeks, schools are expected to award emergency relief grants to students to pay for expenses like food, housing, child care and technology. The stimulus law, called the Coronavirus Aid, Relief and Economic Security Act, or CARES Act, directs the secretary to distribute the stimulus funding to colleges in the same manner the department distributes other financial aid. But it did not explicitly define which students are eligible. Undocumented students do not qualify for federal financial aid funds, but the emergency grants do not fall under that category.”

Despite that Congress left latitude for colleges and universities to award funds to the students their staffs deem most in need, on Tuesday, Betsy DeVos provided specific guidance about how colleges and universities can allocate the funds.  Green explains: “Education Secretary Betsy DeVos ordered higher education institutions to dole out more than $6 billion in emergency CONTINUE READING: Trump and DeVos Target Dreamers by Denying Access to Coronavirus Relief Fund for College Students | janresseger

Education Law Center: New York’s Pandemic Adjustment: Depriving Resources to Students Impacted by COVID-19 | National Education Policy Center

Education Law Center: New York’s Pandemic Adjustment: Depriving Resources to Students Impacted by COVID-19 | National Education Policy Center

Education Law Center: New York’s Pandemic Adjustment: Depriving Resources to Students Impacted by COVID-19

On March 27, Congress enacted the Coronavirus Aid, Relief, and Economic Security (CARES) Act, which includes $13.5 billion in emergency relief to support a rapid response by school districts to a crisis unprecedented in the history of American public education: states closing all public school buildings and transitioning students en masse from classroom instruction to learning at home through remote and digital means.¹

But the ink was hardly dry on the CARES Act when New York approved its Fiscal Year 2021 Budget with a COVID-19 “pandemic adjustment,” effectively wiping out the promise of additional federal resources for educating students remotely during school closure.

New York is the first state to enact a budget in the wake of the CARES Act. In this report, we show how the pandemic adjustment is actually a “pandemic cut” in New York State school aid, backfilled with the federal CARES Act emergency relief funds. Our analysis also shows that these cuts most impact students in New York City and other high poverty districts. We then explain how the pandemic adjustment replicates the strategy used by states to cut K-12 education funding during the 2008 Great Recession. In some states it took years to restore these cuts, and in others they had yet to be restored before the COVID-19 crisis.

CARES Act Emergency Relief Funds for K-12 Education

On March 18, New York Governor Andrew Cuomo issued an executive order closing all of the state’s CONTINUE READING: Education Law Center: New York’s Pandemic Adjustment: Depriving Resources to Students Impacted by COVID-19 | National Education Policy Center

CURMUDGUCATION: Internet Accessibility, Arne Duncan, and Dreaming Big

CURMUDGUCATION: Internet Accessibility, Arne Duncan, and Dreaming Big

Internet Accessibility, Arne Duncan, and Dreaming Big

Arne Duncan penned an op-ed in the Washington Post this week; the piece is notable because it is not baloney, but addresses one of the issues that the great pandemic pause has brought to the fore-- internet accessibility.

Duncan notes that currently if you don't have internet, you don't have school. And he notes that while internet providers stepped forward with heartwarming offers of free internet for poor families, that turned out to come with a little asterisk about debt and financial suitability. He doesn't it, but this is probably related to the fact that in many cases the "free" internet  was actually a sort of free introductory offer-- 60 or 90 days free if you've sign up for their internet service, and if you forget to cancel in time--voila, you're now a paying-full-price customer. In short, many ISPs have treated this issue like a marketing opportunity and not a chance for do-goodery. Duncan notes that some public pressure in some areas has helped fix this.

But that's only the tip of the internet iceberg. He talks about getting internet to all of Chicago, which is not a simple thing, but is probably easier than the kinds of problems we face in rural areas like mine, where some families will never have internet access of any sort-- wi-fi or phone-- until some major infrastructure is built.

Internet connectivity in my neck of the woods, and other necks like it, has always been wonky. My old high school's most effective barrier against student smartphone use is that signal reception in the school is terrible (the other side of that is that students are constantly looking to charge during the day because signal-seeking phones use up charges quickly). One of the elementary schools in my old district depends on a satellite dish for their internet connection. When my wife had a zoom staff CONTINUE READING: CURMUDGUCATION: Internet Accessibility, Arne Duncan, and Dreaming Big

SPECIAL CORONAVIRUS UPDATE Larry Ferlazzo's Websites of the Day... The latest news and resources in education since 2007

Larry Ferlazzo's Websites of the Day... | The latest news and resources in education since 2007

SPECIAL CORONAVIRUS UPDATE

Larry Ferlazzo's Websites of the Day... 

The latest news and resources in education since 2007

It’s The Thirtieth Anniversary Of The Hubble Telescope Launch – Here Are Teaching & Learning Resources

by Larry Ferlazzo / 1h

Andrew-Art / Pixabay The Hubble Telescope was launched thirty years ago today. You might be interested in The Best Sites To Learn About The Hubble Telescope . #Hubble30 For its 30th anniversary, Hubble presents a colorful scene nicknamed the "Cosmic Reef." These two nebulas, NGC 2014 in red & NGC 2020 in blue, are part of a vast star-forming region in a nearby galaxy & are illuminated by young, m

The Best Posts Predicting What Schools Will Look Like In The Fall

by Larry Ferlazzo / 1h

Clker-Free-Vector-Images / Pixabay What will school look like this fall? I’ve published two previous posts about it: Could These Be Visions Of What Our School Year Might Look Like In The Fall? Here’s What The Next Fall Could Look Like For Students & Teachers In California Today, NPR ran a long story about 9 Ways Schools Will Look Different When (And If) They Reopen. I’m sure there will be more! I

Help The Library Of Congress Test Its New Online Tool – “Citizen DJ”

by Larry Ferlazzo / 2h

The Library of Congress is creating a new tool called Citizen DJ that lets you use its curated audio sounds to create hip hop. They are not officially unveiling it until the summer, but are inviting people to test it out for the next few weeks . You can read more about it at The New York Times’ article, Library of Congress Unveils New Digital DJ Tool . I’m adding this post to The Best Online Site

YESTERDAY

Around The Web In ESL/EFL/ELL

by Larry Ferlazzo / 9h

BiljaST / Pixabay Six years ago I began this regular feature where I share a few posts and resources from around the Web related to ESL/EFL or to language in general that have caught my attention. You might also be interested in THE BEST RESOURCES, ARTICLES & BLOG POSTS FOR TEACHERS OF ELLS IN 2019 – PART ONE and THE BEST RESOURCES, ARTICLES & BLOG POSTS FOR TEACHERS OF ELLS IN 2019 – PART TWO. A

“Supporting African American Students During the School Closure Crisis”

by Larry Ferlazzo / 9h

Supporting African American Students During the School Closure Crisis is the headline of my latest Education Week Teacher column. Two educators describe how schools can directly respond to the needs of African American students during the COVID-10 crisis, including by regularly contacting their homes and developing a student-centered curriculum. One of those teachers is Antoine Germany, the chair

“Spanish-Language Visualization: ‘7 Tips for Parents Supporting Remote Learning'”

by Larry Ferlazzo / 12h

Spanish-Language Visualization: ‘7 Tips for Parents Supporting Remote Learning’ is the headline of my latest Education Week Teacher column. As regular readers know, three educators have worked to create several English- and Spanish-language visualizations and infographics of the key points I’ve made in various videos. Thanks to Wendi Pillars, Xatli Stox, and Lindsay Kuhl for their amazing work, w

I’m Using This New NPR Video In Class Today: “Six Tips For Safe Grocery Shopping During A Pandemic”

by Larry Ferlazzo / 1d

mohamed_hassan / Pixabay I’m going to use this new NPR movie in my ELL Newcomers class. Actually, I’ll be turning the sound off and stopping at the illustrations and sentencing sharing each of the six tips and then have students play a Quizizz game I’ll make about the advice:

APR 22

Cinco de Mayo Is Coming Up – Here Are Teaching & Learning Resources

by Larry Ferlazzo / 1d

alaingutz / Pixabay Cinco de Mayo, May 5th, commemorates the defeat of the French by the Mexican Army in 1862. It’s a holiday in some parts of Mexico, and is celebrated by Mexican immigrants and Mexican-Americans in the United States. You might be interested in The Best Sites For Teaching & Learning About Cinco de Mayo .

“Six Ways to Teach Poetry”

by Larry Ferlazzo / 1d

Six Ways to Teach Poetry is the headline of my latest Education Week Teacher column. Five teachers share strategies for teaching poetry, including by using a “Poem of the Week” to promote social justice and by using photos to prompt student engagement. Here are some excerpts:

Looking For “Silver Linings” In The Coronavirus Crisis Is A Gross Example Of Privilege

by Larry Ferlazzo / 1d

It isn’t the first time I’ve seen some ed tech proponents talk this way over the past month, but Coronavirus Opens Door To Rethinking Education is just gross. I’ve said it before and I’ll say it again: It would be difficult to find someone is more a “glass full” kind of person, but there is no “silver lining” to a pandemic, tens of thousands of deaths, society-wide disruption, and chaos for our s

“Video: ‘Tips for Remote Teaching With ELL Students'”

by Larry Ferlazzo / 1d

OpenClipart-Vectors / Pixabay I’ve been doing some videos for Ed Week. The first one was on “ 7 Tips for Remote Teaching. ” Next, came “ 7 Tips for Parents Supporting Remote Learning .” And, now, today, comes one providing “Tips for Remote Teaching with ELL Students,” co-scripted by Katie Hull (apologies for it being a bit “glitchy,” particularly at the beginning):

DeVos Proves Again That “The Cruelty Is The Point” – DACA Recipients Barred From Aid

by Larry Ferlazzo / 1d

The Cruelty Is the Point is the headline of an important article Adam Sewer wrote for The Atlantic eighteen months ago as he discussed Trump Administration policies. Education Secretary DeVos demonstrated another example of this today. Read about it in The New York Times article, DeVos Excludes ‘Dreamers’ From Coronavirus College Relief .

This Week’s Resources To Support Teachers Coping With School Closures

by Larry Ferlazzo / 2d

Wokandapix / Pixabay I have a number of regular weekly features (see HERE IS A LIST (WITH LINKS) OF ALL MY REGULAR WEEKLY FEATURES ). It’s time for a new addition to that list, and this post introduces a weekly compilation of new and good resources to support those of us deali

Larry Ferlazzo's Websites of the Day... | The latest news and resources in education since 2007