This report from the U.S. President’s Committee on the Arts and the Humanities (PCAH) makes the following key recommendations for actions to advance arts education as part of a comprehensive, well-rounded K-12 environment that is appropriate for all students:
A Bill of Rights and Principles for Learning in the Digital Age
January 24, 2013EdSurge discusses a Bill of Rights and Principles, newly developed by a group of people passionate about learning, serving today’s students, and using every available tool to respond better to the needs of students in a global, interactive, digitally connected world....
Digital Content: What Does the Future Hold for Education Systems?
January 23, 2013GETideas.org hosted this GooglePlus hangout on the future of digital content. The online discussion featured a panel of education experts, including Nicole Allen, affordable-textbooks advocate, Student PIRGS; Una Daly, communication college outreach director, OpenCourseWare Consortium; and Cable Green, director of global...
Explaining Inequalities in School Achievement: A Realist Analysis
January 22, 2013In Explaining Inequalities in School Achievement, author Roy Nash argues that a realist framework for the sociological explanation of educational group differences can, and must be, constructed. A move to such an explanatory framework will allow society to take into account the...
Education 3.0: Seven Steps to Better Schools
January 14, 2013In Education 3.0: Seven Steps to Better Schools, renowned educator and technology expert Jim Lengel provides a refreshing and hopeful picture of what schools should look like, including a groundbreaking seven-step process for envisioning and building them that draws on the...
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May 5, 2011
This WestEd report presents findings and recommendations for change based on a study of English learners in California.
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May 5, 2011
Among the findings of this California-focused Hewlett Foundation report by Belden Russonello & Stewart Research and Communications, the public believes that science education is important, that students should begin learning science early, and that teachers are the key to a high-quality science education.
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May 2, 2011
In her new book, Yvette Jackson shows educators how to focus on students’ strengths to inspire learning and high intellectual performance. Jackson asserts that the myth that the route to increasing achievement by focusing on weaknesses (promoted by policies such as the No Child Left Behind initiative in the U.S.) has blinded us to the strengths and intellectual potential of urban students—devaluing the motivation, initiative, and confidence of dedicated educators to search for and optimize this potential.
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April 27, 2011
The upcoming reauthorization of the U.S. Elementary and Secondary Education Act (ESEA) provides an opportunity to reconsider what factors school performance-reporting systems should include. Critics of No Child Left Behind (NCLB) have pointed to the narrowing effects of the law’s focus on mathematics and reading achievement, and they have called for efforts to broaden the measures used to rate schools. This RAND report poses and addresses questions regarding expanded measures of school quality to reflect the multiple goals of schooling.
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April 27, 2011
This briefing from Think Global highlights findings from a YouGov survey of parents’ attitudes towards their children’s education. The results show that the overwhelming majority of parents of school-age children in the U.K. think it is important that schools teach about global issues, such as environmental sustainability (84% of parents) and international poverty (73%).
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April 27, 2011
Social Network Theory and Educational Change offers a provocative exploration of how social networks in schools can impede or facilitate the work of education reform. Drawing on the work of leading scholars, the book comprises a series of studies examining networks among teachers and school leaders, contrasting formal and informal organizational structures, and exploring the mechanisms by which ideas, information, and influence flow from person to person and group to group.
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April 20, 2011
This annual progress report conducted by the European Commission measures developments in education and training across the EU, using a series of indicators, benchmarks, and research results. The report provides strategic guidance into policy cooperation at the EU level and assesses progress to overall objectives in the education and training fields. The report’s results are used by the biannual joint reports from the European Council of education ministers and the Commission.
