Beyond recovering from the disruptions of the last two years, K-12 leaders are still grappling with a host of teaching challenges they faced prior to the pandemic.
Principals have been at the forefront of rallying students, staff members, and their wider school communities throughout the upheavals of the COVID pandemic.
The Teaching of Reading: Why Structured Literacy Matters by John Alexander, M.Ed. on Feb 23, 2022 For decades, issues surrounding literacy instruction and poor literacy test scores have been discussed by researchers, professors of education, teachers, administrators, and parents. Research strongly recommends teachers provide explicit, systematic reading instruction. Not doing so puts too many emerging […]
What Makes Intervention Instruction More Intensive? by Dr. Stephanie Stollar on Nov 2, 2021 One pervasive myth about dyslexia is that students with this neurobiological difference can't or won't learn to read. Fortunately, research indicates this is not the case. Students with dyslexia can and do learn to read, but doing so may require individualized […]
Critics say “leveling” or “tracking” harms poor students, students of color, English language learners and other marginalized kids, often underrepresented in higher-level courses.
Student voice surged in importance pre-COVID as educators sought new ways to engage learners. Now, a growing number of districts is making student voice a key strategy in recovering from the pandemic.
Though many schools have held in-person instruction during most of 2021-22, one set of widely used assessments shows student performance in year two of the pandemic is lower than during the first year.
