In 1999, I embarked on my first year of teaching, eagerly anticipating leading my own classroom and filled with much hope, promise, and possibility. However, as my initial year unfolded, it turned out to be a no good, terrible, very bad year (so disappointing that I even wrote an editorial about it for the Denver Post). I consider myself a very positive person—a team player—so this experience was as much a surprise to me as anyone else. What changed my hope to despair and, eventually, my profession from teacher to education consultant?
Our expert researchers, evaluators, and veteran educators synthesize information gleaned from our research and blend it with best practices gathered from schools and districts around the world to bring you insightful and practical ideas that support changing the odds of success for you and your students. By aligning practice with research, we mix professional wisdom with real world experience to bring you unexpectedly insightful and uncommonly practical ideas that offer ways to build student resiliency, close achievement gaps, implement retention strategies, prioritize improvement initiatives, build staff motivation, and interpret data and understand its impact.
In his latest Research Says column for Educational Leadership, McREL President and CEO Bryan Goodwin sheds light on the psychological phenomenon known as “stereotype threat,” its effects on learning, and how schools can help their students overcome it. Stereotype threat, he explains, refers to situations in which people feel at risk of confirming negative stereotypes about their race, gender, or social group. In the classroom, especially as students get older and begin internalizing negative messages about stereotypes and developing their personal identities, this subtle but powerful phenomenon has a tangible effect on achievement.
How do we teach our students to pursue a line of inquiry that connects personal, community, and global decisions to an understanding of relevant science, technology, engineering, and math? “GreenSTEM” is an engaging and innovative approach for both students and teachers.
In an effort to distinguish traditional science, technology, engineering, and math (STEM) programs from those with a focus on ecology and sustainability, some educators have recently been adding “green” to STEM programs. The concept is so new that a standard definition of GreenSTEM—one that fuses the real-world connections intrinsic to STEM learning with the deeper concept of sustainability—has yet to be penned.
When a school needs to improve, school leaders can approach it one of two ways—tell your staff what to do and how to do it, or work together to figure out what to do and how to do it. Because the direction you take will shape the success of your improvement efforts, it’s crucial to choose the approach that’s best for your school’s needs and will help reach your long-term achievement goals.
Being an academic standards consultant was once a fairly anonymous, low-profile job. Relatively few people seemed to know or care about the importance of educational standards, and news stories about standards were rare. Just a year or two ago, when I talked with other parents at the neighborhood park about the Common Core State Standards (CCSS), they politely smiled and nodded, not really understanding what I meant. But, as the CCSS slowly began to be implemented over the last couple of years, people who had never given a second thought to educational standards began to take notice and discuss what exactly it is that they thought our students should understand and be able to demonstrate.
Educators face many challenges each day—large and small—that when addressed effectively have the ability to inspire better teaching, leading, and learning. Our staff continually ask themselves the same question you might ask yourself: As educators, how can we make a bigger, better difference in student engagement and knowledge?
STEM is a hot education initiative these days, with numerous schools investing energy and resources to create more, and more robust, learning experiences for students in science, technology, engineering, and math, all with a goal of boosting student interest and readiness for post-secondary STEM education and careers. Yet despite the investment and focus, research studies show that many of these efforts fall flat, producing few, if any, gains in student achievement and interest.