Evidence-based teaching methods for helping students who are at risk for school failure or who have disabilities.
This time the folks at “Weapons of Math Destruction” have raised the spectre of the Follow Through study of early education models. The cartoon characters (has a ring to it, doesn’t it?) are examining a graph showing the results of a comparison of alternative models of instruction.
Continue reading ‘WMD on FT’
One of the folks at the Access Center wrote to me a while ago to promote its Web presence. There are some free resources available, and some readers might find them instructive.
The Access Center: Improving Outcomes for All Students k-8 (www.k8accesscenter.org), [is] a federally funded national technical assistance center. I am taking this time to introduce you to our free resources. Our resources focus on core content areas – language arts, math, and science – as well as on instructional and learning strategies to provide students with disabilities access to rigorous academic content. We have a series of professional development modules and information briefs that are available on our Web site as well as on a CD-ROM, if requested.
Continue reading ‘Access Center materials’
Don Hirsch published an editorial in Education Week that tells it true. We need, he argues, to place a greater emphasis on what and how we teach during children’s early school years. Of course, he champions his recommendation for adopting a clear curriculum during the early years, too. But, the big idea is that the primary and elementary grades are very important if students are to be able to excel in high school and college.
Continue reading ‘Hirsch hits homer’
Over on d-edreckoning, Ken De Rosa has a wonderful post explaining how some widely discussed educational constructs fail to have the impact that teaching effectively has. He’s constructed normal curves showing the relative effects of class size and socio-economic status on the average achievement when low-level achievement is the base.
Continue reading ‘Sucky pet reforms’
The Division for Research of the Council for Exceptional Children (DR-CEC) awarded Michael Coyne, of the University of Connecticut, its 2008 award for distinguished achievement in research about special education. This prestigious award recognizes Professor Coyne’s substantial contribution to understanding individuals with disabilities and the provision of services to those individuals. According DR-CEC,
Continue reading ‘Coyne receives early career award’
Well, folks, I closed the poll about bogus reasons for not teaching effectively. It was a close contest:
Now it’s time to start a new poll. This time we’ll examine bogus reasons for failing to test whether students actually learn what educators say they “teach.”
Continue reading ‘Bogus Bowl III’
Former “reading czar” G. Reid Lyon has responded to questions posed by Michael F. Shaughnessy about the U.S. Reading First program. As those who have been paying attention know, the federal foray into guiding schools to use scientifically based reading instruction ran into rocky allegations of malfeasance, allegations that at least one reporter has questioned strongly. Mr. Lyon describes his disagreement with some of those allegations, and you can read why he does.
Continue reading ‘Lyon on Reading First’
Bad Behavior has blocked 764 access attempts in the last 7 days.
Recent Comments