Surgeons learn about the body before operating. So why don’t teachers learn about the brain before educating? In this free white paper, McREL CEO Bryan Goodwin makes the case for incorporating brain science into the practice of teaching. Knowing how memory works can suggest classroom tactics that aid the acquisition and recall of information. Furthermore, adopting a model for learning rather than relying solely on the increasingly common (and increasingly detailed) instructional framework can help teachers layer innovation upon tradition, in the much same way that models help screenwriters and composers to be creative within the audience’s expectations.
Read our most recent and most requested reports and white papers on education issues, trends, and challenges. We dig deep into the research, analyzing the data and the best practices we’ve seen firsthand in our decades of work in thousands of schools across the U.S. and around the world. Our goal is to provide educators and leaders with new ideas and practical guidance to make lasting, systemic improvements that benefit students. If you don’t find the report you’re looking for, please contact us with your request and we’ll get a copy to you.
Journalists and reporters: McREL’s team of expert researchers, program evaluators, authors, and education consultants can provide background information, research findings, and interviews regarding our research reports and other education-related issues. Download our press kit for more information.
What if every student were curious, self-motivated, and passionate about their learning? Wouldn’t our classrooms be more joyful and dynamic and our schools be more innovative? In this white paper, Kristin Rouleau lays the groundwork for a powerful new model for school improvement—an inside-out, curiosity-driven approach—that looks for and builds on schools’ bright spots in ways that go beyond improvement and help unleash both student and educator curiosity. This innovative approach relies on a school’s readiness to commit to shared values within a purposeful community, a focus on teaching and learning, support for professional growth among teachers using a triad peer coaching model, and a consistent, deep practice that weathers the storms of change.
Teachers are surrounded by the greatest professional development resource ever created: other teachers. So, doesn’t it make sense to team up for mutual support and growth? In this white paper, we describe the research that supports peer coaching and lay out the components of an effective coaching triad, with participants taking turns coaching, being coached, and observing. While school leadership can promote an environment that values and encourages trusting working relationships, the real work of coaching needs to be planned and executed by teachers themselves, the authors say.
Managing a school district has become an increasingly complex endeavor. But one school district in Pinedale, Wyoming, has found that taking a systems approach to strategic planning not only simplifies district work but also increases the success of principals, teachers, and students.
In this white paper, Jay Harnack, the superintendent of Sublette County School District #1, and Matt Seebaum, senior director at McREL, show how a strategic planning process reduces redundancy and workload by integrating district goals, strategic planning, and school improvement into one streamlined process. By establishing conditions for success rather than reacting to problems, this process creates meaningful, sustainable change that results in the ultimate outcome: improved student achievement districtwide.
In this white paper, McREL’s Bryan Goodwin and Erika Twani from the Learning One to One Foundation propose a new way of looking at online learning—not just as a different way to deliver standard classroom instruction, but as a way to provide personalized learning to students who may not thrive in typical school settings. Goodwin and Twani argue that low success rates in online schools may be, at least in part, the end result of translating a typical Carnegie-unit approach to a digital learning setting, rather than personalizing the learning process to encourage problem solving, curiosity, and real-world learning. The paper describes a research-based framework for creating learning paths for students based on their abilities, interests, and preferred learning styles, while leveraging the promise of education technology to serve struggling groups of students.