NEPC Resources on Classroom Teaching and Learning
Organizing and Managing Instruction in US Public School Districts: Considerations for Families, Communities, and States
Education Interview of the Month: Greg Smith Interviews Alyssa Hadley Dunn on Viral Teacher Resignation Letters
This policy brief summarizes the academic literature on the impact of class size and finds that class size is an important determinant of a variety of student outcomes, ranging from test scores to broader life outcomes. Smaller classes are particularly effective at raising achievement levels of low-income and minority children.
Policymakers should carefully weigh the efficacy of class-size policy against other potential uses of funds. While lower class size has a demonstrable cost, it may prove the more cost-effective policy overall.
This NEPC Policy Memo presents the text of a letter from Drs. Burris and Welner to Secretary of Education Arne Duncan. The letter was invited by Secretary Duncan during a phone conversation with Dr. Burris. It offers concrete guiding principles for evaluation of educators and suggestions for a way forward.
The research on which the Los Angeles Times relied for its August 2010 teacher effectiveness reporting was demonstrably inadequate to support the published rankings. Using the same L.A. Unified School District data and the same methods as the Times, this study probes deeper and finds the earlier research to have serious weaknesses.
The concept of innovation has been closely tied to the push for school choice, serving as a key rationale for such choice plans as charter schools, vouchers and other alternatives to neighborhood-based school assignment. While innovation continually occurs to varying degrees throughout American education, some versions of school choice are specifically designed to accelerate the pace of innovation, not only in how education is organized, but more importantly in teaching and learning, where substantive innovation is thought to have the greatest and most direct impact for students.
Publisher Journal of Learning Disabilities, 37(3)
Page Numbers 248-255
Source: Educational Leadership
Teachers of higher-achieving classes emphasize structure in both student management and lesson management.
Source: Information Age
"Lies My Teacher Still Tells" is a chapter in Critical Race Theory Perspectives on the Social Studies that discusses how social studies curriculum must develop a "critical race perspective" that it currently lacks.
Changing Conceptions of Culture and Ethnographic Methodology: Recent Thematic Shifts and their Implications for Research
Publisher Washington, DC: American Educational Research Association
Page Numbers 209-225
Conceptual Knowledge Falls through the Cracks: Complexities of Learning to Teach Mathematics for Understanding
Publisher Journal for Research in Mathematics Education, 24
Page Numbers 8-40
Publisher Journal for Research in Mathematics Education, 23
Page Numbers 194-222
Summary This article analyzes from several vantage points a classroom lesson in which a student teacher was unsuccessful in providing a conceptually based justification for the standard division-of-fractions algorithm. The authors attempt to understand why the lesson failed, what it reveals about learning to teach, and what the implications are for mathematics teacher education.
Publisher Journal for Research in Mathematics Education, 19
Page Numbers 99-114