Homework is, once again, in the hot seat. A recent Education Week blog post described a new homework policy in an elementary school in Quebec that is giving its students a year off from homework. Just last year, NJ.com reported that French President Francois Hollande proposed eliminating homework in all French elementary and junior high schools. And, according to the NY Daily News, Townsend Harris High School, a high performing school in Queens, has mandated no homework nights. What does the research tell us about homework and what are the implications for schools?
Category Archives: Blog
In our study we were less interested in what superintendents bring to the job (personal characteristics such as gender, age, or ethnicity) than what they do on the job (leadership behaviors). We wanted to learn if the effect of superintendent leadership is positive, negative, or non-existent. We also wanted to learn which leadership behaviors/practices of superintendents, if any, had the largest effects on achievement. We discovered positive relationships between key, specific practices of superintendents—and, perhaps more importantly, their leadership teams—and higher average measures of district-level achievement.
I want my child to be a confident learner who understands the importance of effort and wants to do his best. I believe reinforcing effort early is tied directly to development of lifelong motivation and achievement. Throughout his young life, I’ve helped my son connect with the good feeling that arises from belief in himself and hard work directed at a goal. Having read about the detrimental effects of praise about being smart or having natural talent, I try to reinforce practice and effort with him, even in areas where he appears be naturally gifted, such as baseball.
As the summer winds down and thoughts of the new school year begin to surface, what changes are you considering to improve your school’s climate? One component of your school’s overall climate that should not be overlooked, literally, is the visual appearance of your facility, inside and out. The physical appearance of your school sends implicit and explicit messages to your parents, students, staff, and visitors about the quality of the learning environment and care to be found inside.
Given the pace and breadth of technology innovation these days, keeping up with the latest in instructional technology is difficult to do alone, especially if you’re not sure where to begin. Establishing a personal learning network (PLN) can keep you on the cutting edge of instructional technology, creating many layers of support that you can access when necessary.
There’s something special about being there when “the light bulb goes on,” when students who have been wrestling with a concept finally get it, seeing the world in a different way that allows them to understand it more fully. This is one of the primary reasons I was excited to join McREL’s science, engineering, technology, and mathematics (STEM) team, which brings emerging STEM content, specifically nanoscience and technology (NS&T), to classrooms in a way that helps students truly grasp it.
If I were to create a word cloud of emerging concepts that I find most exciting in education today, it would include “creativity,” “design thinking,” and “maker spaces.” It seems that a grass-roots movement celebrating art and design, partnered with practical problem-solving, has taken hold in nearly every aspect of our culture.
McREL’s Power Walkthrough Coach, available July 1, builds upon our successful informal walkthrough platform for school leaders, providing tools and protocols to help coaches more specifically address instructional needs with the teachers they serve. This is in line with emerging trends we’ve seen in schools and districts, where coaches or peers give feedback to one another, yet don’t often have a vehicle for doing so in way that captures look-fors and progress without being evaluative.
For too long, though, education has been marked not so much by a pattern of incremental improvement, but rather by a swinging pendulum. We’ve lurched from one untested idea to the next—explicit instruction, inquiry-based instruction, whole language, phonics only—the list goes on and on. The point of research is to sift through various approaches to identify what has worked and what hasn’t, so we can lock in what we know works most of the time. Only then should we explore those edges where further improvements in professional practice are necessary.
On the NASA Wavelength blog, McREL STEM consultant Sandra Weeks takes a look at how scientists and engineers work together to accomplish NASA satellite mission objectives, and applies that model to implementation of the Next Generation Science Standards (NGSS) with a focus on the role of engineering. Read her blog post, Finding and supporting the E in STEM, here.
Sandra Weeks is a STEM consultant for McREL. As a former high school science teacher, her expertise in STEM education and NGSS lends to the design of K-12 instructional materials and professional development on a variety of STEM topics, including NGSS and Science Notebooks, for out-of-school-time programs such as Cosmic Chemistry, NanoExperiences, NASA’s Dawn Mission, and the NASA Science Mission Directorate Education and Public Outreach forums. You can also follow McREL’s STEM pages on Facebook and Twitter for more information about our STEM initiatives.