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
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
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
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?
Twelve years ago, in 2007, Ready or Not: Leadership Choices in Early Care and Education, provocatively put forth the question of what defines and bounds early care and education (ECE) as a field of practice. Twelve years later, the field’s defining questions remain unanswered. And it’s showing!
Wayne Journell, author of Unpacking Fake News, and winner of the Exemplary Research in Social Studies Award from the National Council for the Social Studies (NCSS) speaks with the TSSP about the recent Michael Cohen hearings and how to successfully teach media literacy in the K-12 classrooms.
