Category Archives: Research Insights

The “Innovator’s Mindset”

I recently read a blog post on developing innovation by George Couros, a principal with the Parkland School Division in Stony Plain, Alberta, Canada. I’m a regular reader of Mr. Couros’ blog, “The Principal of Change,” but this one struck a particular chord with me. In his blog post, Couros refers to Carol Dweck’s work on “fixed” versus “growth” mindsets. Building on Dr. Dweck’s work, and encouraged by the knowledge that mindsets are impermanent—one can move from one to the other—Mr. Couros proposes that it is also possible to move past the growth mindset to what he calls the “innovator’s mindset.”

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Are you identifying and developing your leadership talent?

Successful school systems understand the need to attract, select, develop, and retain the right leaders. In a 2004 study for the Wallace Foundation, Kenneth Leithwood and the study’s authors found that effective leadership is second only to good teaching when ranking school and classroom factors that have a measurable effect on improving school outcomes and student performance. A later report from McKinsey & Company further emphasized that school improvement requires a strong pedagogy, supported by collaborative practices and leadership continuity.

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Supporting nontraditional education programs in traditional settings

Given all of the recent media attention on domestic violence and child maltreatment, from Ray Rice to Adrian Peterson and a recent National Public Radio story about a former abuser, the question lingers: how do we teach children about healthy relationships when they grow up with unhealthy models? Healthy relationship education largely resides in nontraditional education settings—part of 4-H and other community-based character development programs. Yet, it is something all youth should learn. Traditional education settings—schools—can give much wider exposure to this important facet of education.

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Building academic optimism with changing demographics — infographic

Many factors can dramatically affect a school’s population in a short period of time. Maybe a new industry moves into town. Maybe a new school opens or an old school closes. Maybe school or district boundaries are redrawn.
Sound familiar?
Regardless of the causes, new student demographics bring both challenges and opportunities, and school faculty must decide how to respond. The experience may be both rewarding and disorienting. As faculty work to improve student outcomes, they may ask, “How do we adapt?”

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Some schools say no to homework: Is that a good idea?

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?

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Student success is influenced by district leadership

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.

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A “fresh eyes” perspective on school climate change

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.

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What does “You 2.0” look like in the classroom?

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.

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