Ed Politics and Policy
The UFT establishes a hypocritical stance towards NY State’s proposed revisions of the Common Core standards. Mulgrew says the revisions don’t go far enough. But the UFT supported the original version of the standards, then later criticized the state’s implementation of them. So what’s the problem, Mulgrew? The standards themselves, or the implementation? Or maybe it’s politics that’s the real problem here, eh.
Speaking of politics, the plot thickens in the Bronx, where an assistant principal has accused DOE officials and a state assemblyman of collaborating to prevent low income children from attending an overcrowded Riverdale public school. First, the superintendent rapidly resigned, then the school’s principal got demoted. Now, a finger is pointed at a top NYCDOE official.
In moving forward, one way the NYCDOE could show a stronger commitment to equity and school diversity is by supporting Manhattan’s District 1 in its efforts to implement a “controlled choice” model.
Speaking of lawsuits, a Detroit lawsuit challenges local control in public education by claiming that to be able to read and write is a constitutional right.
And the Supreme Court will examine just how much educational benefit a student with a disability should be expected to derive from access to a “free and appropriate education.” (That’s FAPE, for my fellow SPED heads out there.) Currently, it’s a pretty low bar.
Some rough news for those of us who do professional development with teachers, as well as for those of us who are proponents of strong content knowledge: in a study of math teachers that were provided training,”teacher participation in the 93 hours of PD did not have a positive impact on student achievement,” even though the teacher’s knowledge of the math content improved.
We avoid people who give us critical feedback, to the detriment of our performance.
A useful primer and cheat sheet on cognitive biases.
“If all the kids in the world were to line up for a race, the average American child would finish at the foot of the field” (47 out of 50, to be exact).
So maybe we need to give all of our kids standing desks.
More education results in better outcomes. But “differences between educated and less educated people may be partially due to residual genetic and socioeconomic confounding.”
The more a mother’s voice imprints in a child’s brain, the better at communication that child will become.
Reading literature may not improve theory of mind.
Teaching cursive should go the way of the dodo. Writing in manuscript is just fine.
Groups in which all members talk about the same amount perform better.
People can be tricked into arguing for positions that are not their own.