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Policy and Politics

The Children Are Watching...

May 11, 2020

By Carl Glickman and Ian M. Mette
Authors, The Essential Renewal of America’s Schools: A Leadership Guide for Democratizing Schools from the Inside Out

“It doesn’t matter—no one is Read More

The Prospects for Just Schools in the Wake of CO...

May 11, 2020

By Dr. Ann M. Ishimaru, author, Just Schools

As I write this, over 50 million children are now at home with their families due to school Read More

If only there had been a class on leading during...

April 27, 2020

Why leaders should consider similarities between campus uprisings and the COVID-19 outbreak
By Ty-Ron M.O. Douglas, author of Campus Uprisings: How Student Activists and Collegiate Leaders Read More

Watch for Side Effects: Important Questions to A...

April 20, 2020

By Yong Zhao, Foundation Distinguished Professor, School of Education, University of Kansas; Professor in Educational Leadership, Melbourne Graduate School of Education, University of Melbourne. You can find Dr. Zhao online at Read More

What Happens When Schools Close for the Academic...

March 20, 2020

By Karen Gross, author of Trauma Doesn’t Stop at the School Door and Breakaway Learners

Just as we are hearing about positive research efforts to combat the Read More

Are We Teaching Children to Read Too Early?...

August 26, 2019

In most Western European nations (with a few exceptions, such as the U.K.), children learn to read at the age of 6. Even in the U.S., the practice of teaching children to decode words at age 5 is fairly recent. Teaching reading in kindergarten became popular with the rise of standardized testing. This was based on the assumption that early reading would give children a head start, allowing them to do better on the standardized tests they would take in the upper elementary grades. Did the strategy work?

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