I've had my hands full elsewhere, and have been spending refreshingly little time on line, but I still have a few goodies to pass along. Remember, sharing is caring,
What Teachers Want
American Education Research Journal has some research about what it takes to attract and retain teachers. A fun conversation starter.
Looking for the Missing
NBC News has the story of Detroit teachers who went looking for students who went missing when schools shut down.
Charter Schools Tap Coronarelief
Erica Green at the NYT with a story of how some charter schools are wearing their "business" hats when money is involved.
Netflix billionaire building secret luxury teacher retreat
Reed "Who needs elected school boards" Hastings has another fun eduproject. Rich amateurs messing in education-- what could possibly go wrong?
What Anti-racist teachers do differently
The Atlantic with a cool story about How It's Done
The Beginning of the End for Testing?
Valeria Strauss with some analysis about where we are right now with the whole Big Standardized Test love affair.
Standardized Tests Increase School Segregation
Steven Singer explains how standardized testing adds to our segregation problems.
Arrested Development: How Police Ended Up In Schools
Have You Heard (the only podcast we actually follow here at the Curmudgucation Institute) takes a look at how we ended up with the halls of school being policed like the streets of a city.
On Comparing Education Spending Across Time
Nobody explains and clarifies the esoteric issues of school funding better than Mark "Jersey Jazzman" Weber. Here's a guide to the meaning and use of some of those figures folks like to throw around.
Ask Dads How To Reimagine Public Schools
Nancy Bailey offers a Fathers Day look at what fathers would like to see in the world of reimagined public education.
Strummin' On The Ol Banjo
Nancy Flanagan takes a look at issues that music teachers face, and how they are really some of the same issues all teachers face.
"I have seen some of these very same [black] students walk into another teacher’s classroom, go to the last row of desks, and put their head down. I have seen them sit frozen in their seat, staring at an assignment—when earlier I had heard them make jokes, talk excitedly about the content of their history class, celebrate solving a vexing algebra equation, or shake a test tube with authority, waiting for a result. Their report cards often reveal this disparity in classroom experiences: A’s and B’s in classes where they feel valued and C’s, D’s, or even F’s in classes where they don’t."
ReplyDeleteI am flabbergasted that a black principal would voice the opinion that black students should only work hard in the classes of their choosing based on whether or not "they feel valued". Even more astonishing is the implication that a good percentage of teachers in his building do not value the education of black students because they are racists who don't believe that children of color bring intellect into the classroom. Stating that without special attention and some sort of mystical cultural understanding that black students cannot thrive academically should make every black parent who reads this cringe in embarrassment. This is the same intellectual enabling that fomented the idea that inner city schools act as "pipelines to prison".