The following article by Larry Cuban, Professor of Education at Stanford University, provides an interesting historical perspective on teaching methods. Comment is invited on its application to Australia. It is republished with permission from Professor Cuban’s blog.
Most policymakers, researchers, and parents believe
that good teachers and teaching are the keys to school improvement yet these
very same folks know little about how teachers teach daily. And that is the
rub. Good teachers and teaching are the agreed-upon policy solutions to both
high- and low-performing students yet reliable knowledge of how most teachers
teach and what are the best ways of teaching in either affluent or low-income,
minority schools are absent among policymakers, researchers, and parents.
How do most teachers teach?
The short answer is that teachers draw from two
traditions of teaching.
Continue reading “How Do Teachers Teach–Then and Now”
For the past couple of decades, proponents of
vouchers for private schools have been pushing the idea that vouchers work.
They assert there is a consensus among researchers that voucher
programs lead to learning gains for students – in some
cases bigger gains than with other reforms and approaches, such as class-size reduction.
They have highlighted studies that show the positive impact of vouchers on various populations. At the very least, they
argue, vouchers do no harm.
As researchers who study school choice and education policy, we see a new consensus
emerging — including in pro-voucher advocates’ own studies — that vouchers are
having mostly no effects or negative effects on student
learning. As a result, we see a shift in how voucher proponents are redefining
what voucher success represents. They are using a new set of non-academic gains
that were not the primary argument to promote vouchers.
Continue reading “School vouchers expand despite evidence of negative effects”
The following is a summary of a new report from the Learning Policy Institute in the United States on school finance reform. It reviews reforms by four US states to undertake progressive school funding strategies in order to substantially improve learning opportunities for all students. It provides recommendations for federal and state policies to address funding inequalities that contribute to the cycle of poverty. It shows that money matters when it comes to improving schools and that how money is spent is critical.
Continue reading “How Money Matters”
US Presidential contender, Senator Bernie Sanders, has released a far-reaching program to reform public education. Many of its policies resonate in the Australian context. The following is the Introduction to the plan together with an outline of its main policies.
His first principle is fundamental:
“Every human being has the fundamental right to a good education. On this 65th anniversary of the Brown v. Board of Education decision, we are committed to creating an education system that works for all people, not just the wealthy and powerful.”
Continue reading “A Thurgood Marshall Plan for Public Education”
This article is re-printed from the website of US blogger Jan Resseger. The title is amended as suggested by Diane Ravitch.
In her profound and provocative book about the community
impact of Chicago’s closure of 50 so-called “underutilized” public schools at
the end of the 2013 school year, Eve Ewing considers the effect of school
closures on the neighborhoods they once anchored. Ewing’s book, Ghosts in the Schoolyard, is
about Chicago’s Bronzeville neighborhood and a set of school closures in
Chicago in which 88 percent of the affected students were African American, and
71 percent of the closed schools had majority-African American teachers.
(Ghosts in the Schoolyard, p. 5)
Continue reading “The Futility of School Closings”
A recent OECD report shows that
Australia has one of the most socio-economically segregated school systems in
the OECD and in the world. It also shows that Australia had the
equal largest increase in social segregation in the OECD and the world since 2006.
A research brief recently published by The Century Foundation in the United States outlines the benefits of socio-economic and racial integration in schools (references are available in the original which can be downloaded below). Research shows that socio-economic and racial diversity in schools provides a range of academic, cognitive, social and economic benefits.
is a slightly edited version of the brief. An earlier more detailed paper is
also available from the Foundation titled A Bold Agenda for School Integration.
Continue reading “The Benefits of Socio-Economically and Racially Integrated Schools”
If you ask a group of
educators, from any sector what is the most important feature of successful
teacher/student interaction invariably you get the answer relationships. And I would agree. However, personal relationships are hard work
even when both parties are committed to having such a connection. It is a challenge when the relationship you
need is between a teacher and an angry, oppositional student. It is obvious that it will be up to that
teacher to build that relationship, not only is that connection a prerequisite
for engagement, how else are they going to participate, it really is an ethical
Continue reading “Empathy is the Key to Teacher-Student Relationships”
Doubling down on Education Secretary Betsy DeVos’ recent claim that students “can learn better with larger classes, with more students to collaborate with, to learn with,” President Trump this morning bragged that the U.S. will lead the world in class size. “Under President Trump, our classes will be huge. They’ll be the biggest, most beautiful class sizes you’ve ever seen, believe me!”
Continue reading “Class Sizes will be “The Biggest Ever” Boasts President Trump”
Following a year of
teacher strikes where educators in West Virginia, Los Angeles, Denver and
beyond called for wage increases and reduced class sizes, Sen. Jeff Merkley
(D-OR) has introduced a new bill to
incentivize smaller class sizes in kindergarten and first, second and third
grades. The legislation, which would allocate $2 billion for competitive grant
funding, primarily to high-poverty school districts in the United States, is
co-sponsored by Democratic Sens. Kamala Harris (CA), Kirsten Gillibrand (NY),
Elizabeth Warren (MA), Cory Booker (NJ) and Michael Bennet (CO). The bill is
also endorsed by the American Federation of Teachers, the National Education
Association, the National Parent Teacher Association, and First Focus Campaign
Continue reading “US Senate Bill Proposes Smaller Class Sizes for High-Poverty School Districts”
A US high school student takes issue with standardised tests.
Continue reading “A Poem on the Ravages of Standardised Tests”