Pub Date : 2024-09-02DOI: 10.1177/00317217241282196
Karen L. Terrell
The latest content and practice standards for mathematics have promoted the use of academic language and discourse in this content area. As such, the WIDA Consortium has evolved its guidelines to deepen teachers’ conceptual understanding of language in their content areas, and thus, enable them to provide more effective instruction to multilingual learners. Karen L. Terrell explores one of the primary “key language uses” in mathematics — the narrative genre. She also considers how visuals can be powerful scaffolds and means of expression for multilingual learners and discusses how visuals can be used for students to both receive and express knowledge. The use of narrative and visuals can make mathematics more accessible to all students.
最新的数学内容和实践标准提倡在这一内容领域使用学术语言和话语。因此，WIDA 联合会不断改进其指导方针，以加深教师对其教学内容领域中的语言概念的理解，从而使他们能够为多语言学习者提供更有效的教学。Karen L. Terrell 探讨了数学中主要的 "关键语言使用 "之一--叙事体裁。她还探讨了视觉效果如何成为多语种学习者的强大支架和表达手段，并讨论了如何利用视觉效果让学生既接受知识又表达知识。叙事和视觉的使用可以让所有学生更容易理解数学。
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Pub Date : 2024-09-02DOI: 10.1177/00317217241282193
Sarah Novicoff, Susanna Loeb
Since the COVID-19 pandemic, tutoring has gained popularity as a strategy to improve the academic achievement of struggling students. Intensive, relationship-based tutoring is a highly effective academic support for many students. A range of tutoring approaches are available to accelerate young students’ literacy. Sarah Novicoff and Susanna Loeb discuss the research into early literacy tutoring and share the key elements found in effective programs.
{"title":"Lessons from the early literacy tutoring landscape","authors":"Sarah Novicoff, Susanna Loeb","doi":"10.1177/00317217241282193","DOIUrl":"https://doi.org/10.1177/00317217241282193","url":null,"abstract":"Since the COVID-19 pandemic, tutoring has gained popularity as a strategy to improve the academic achievement of struggling students. Intensive, relationship-based tutoring is a highly effective academic support for many students. A range of tutoring approaches are available to accelerate young students’ literacy. Sarah Novicoff and Susanna Loeb discuss the research into early literacy tutoring and share the key elements found in effective programs.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":"44 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-02DOI: 10.1177/00317217241282192
Preparing students to enter the workforce and attracting and retaining good teachers are Americans’ top educational priorities for the next administration in Washington, regardless of who wins the upcoming presidential election, the 2024 PDK Poll finds. While eight in 10 or more Americans pick those two items as priorities, other policy priorities also win broad support. Seven in 10 — or more — favor an increased focus on addressing student mental health, helping students who have fallen behind academically, and college affordability. The survey was produced by Langer Research Associates for PDK International, with data collected June 21 to July 1, 2024, in English and Spanish, among a representative, random national sample of 1,009 adults.
2024 年 PDK 民意调查发现，无论谁在即将到来的总统大选中获胜，为学生进入劳动力市场做好准备以及吸引和留住优秀教师都是美国人对华盛顿下届政府的首要教育任务。每10个美国人中就有8个或更多的人选择这两项作为优先事项，但其他政策优先事项也赢得了广泛支持。十分之七或更多的美国人赞成更加重视解决学生的心理健康问题、帮助学业落后的学生以及大学的可负担性。该调查由兰格研究协会（Langer Research Associates）为PDK国际公司制作，数据收集于2024年6月21日至7月1日，采用英语和西班牙语，在全国范围内随机抽取了1009名成年人作为样本。
{"title":"Federal focus on education initiatives wins broad public support Findings from the 56th annual PDK Poll","authors":"","doi":"10.1177/00317217241282192","DOIUrl":"https://doi.org/10.1177/00317217241282192","url":null,"abstract":"Preparing students to enter the workforce and attracting and retaining good teachers are Americans’ top educational priorities for the next administration in Washington, regardless of who wins the upcoming presidential election, the 2024 PDK Poll finds. While eight in 10 or more Americans pick those two items as priorities, other policy priorities also win broad support. Seven in 10 — or more — favor an increased focus on addressing student mental health, helping students who have fallen behind academically, and college affordability. The survey was produced by Langer Research Associates for PDK International, with data collected June 21 to July 1, 2024, in English and Spanish, among a representative, random national sample of 1,009 adults.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":"37 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-02DOI: 10.1177/00317217241282201
Robert Kim
New Title IX regulations issued by the Department of Education expand the types of sexual harassment schools must address and give schools greater flexibility in how they handle hearings. But the Supreme Court’s recent ruling in Loper Bright Enterprises v. Raimondo expands courts’ roles in how federal agencies interpret and enforce regulations like Title IX. Robert Kim considers how the Loper Bright ruling might affect Title IX.
{"title":"Under the Law: Title IX and the SCOTUS power grab","authors":"Robert Kim","doi":"10.1177/00317217241282201","DOIUrl":"https://doi.org/10.1177/00317217241282201","url":null,"abstract":"New Title IX regulations issued by the Department of Education expand the types of sexual harassment schools must address and give schools greater flexibility in how they handle hearings. But the Supreme Court’s recent ruling in Loper Bright Enterprises v. Raimondo expands courts’ roles in how federal agencies interpret and enforce regulations like Title IX. Robert Kim considers how the Loper Bright ruling might affect Title IX.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":"20 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-02DOI: 10.1177/00317217241282190
Mark Hlavacik, Jack Schneider
PDK polls consistently show that parents give their children’s schools high marks but are dissatisfied with the performance of public schools nationally. This paradox may be explained by the persistent narrative of failing public schools that has dominated media coverage in the past 50 years. Authors Mark Hlavacik and Jack Schneider tracked the prevalence of the failing-schools narrative in print publications, books, and other media. They found connections between national coverage of education and local education reporting. This national narrative of failing schools uses public schools as a scapegoat, which absolves us of our collective responsibility to each other. A more nuanced and multifaceted narrative of public schools is needed.
{"title":"Talking back to the failing-schools narrative","authors":"Mark Hlavacik, Jack Schneider","doi":"10.1177/00317217241282190","DOIUrl":"https://doi.org/10.1177/00317217241282190","url":null,"abstract":"PDK polls consistently show that parents give their children’s schools high marks but are dissatisfied with the performance of public schools nationally. This paradox may be explained by the persistent narrative of failing public schools that has dominated media coverage in the past 50 years. Authors Mark Hlavacik and Jack Schneider tracked the prevalence of the failing-schools narrative in print publications, books, and other media. They found connections between national coverage of education and local education reporting. This national narrative of failing schools uses public schools as a scapegoat, which absolves us of our collective responsibility to each other. A more nuanced and multifaceted narrative of public schools is needed.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":"64 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-02DOI: 10.1177/00317217241282205
Students in PDK’s Educators Rising program share what they wish the public knew about schools.
PDK 教育家崛起计划的学生们分享了他们希望公众了解的学校知识。
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Pub Date : 2024-09-02DOI: 10.1177/00317217241282198
Lucía van Ryzin
On Lucía van Ryzin’s first day as a student teacher, she was given a sheet of stickers and told to give a sticker to each student who was seated, silent, and had a notebook out. As she walked around the room, she noticed that some students were more focused on getting the sticker than on thinking about their assignment. She uses the experience to weigh the value of extrinsic motivators like stickers for motivating student learning.
在 Lucía van Ryzin 担任学生教师的第一天，她拿到了一张贴纸，并被告知要给每个坐好、保持安静并拿出笔记本的学生一张贴纸。当她在教室里走动时，她注意到有些学生更专注于拿到贴纸，而不是思考他们的作业。她利用这次经历来权衡贴纸等外在激励因素在激发学生学习方面的价值。
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Pub Date : 2024-09-02DOI: 10.1177/00317217241282206
James F. Lane
In this month’s PDK Connection, CEO James F. Lane offers an update on the association; a unique family connection from the 2024 Educators Rising National Conference is highlighted; and PDK members Michael Odell and Jordan R. Melton Jr. share their insights on change in education.
在本月的 PDK Connection 中，首席执行官 James F. Lane 介绍了协会的最新情况；重点介绍了 2024 年 "教育者崛起 "全国大会的独特家庭联系；PDK 成员 Michael Odell 和 Jordan R. Melton Jr. 分享了他们对教育变革的见解。
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Pub Date : 2024-04-29DOI: 10.1177/00317217241251877
Thomas J. Capretta, Jingyang (Max) Zhang, Eric M. Anderman, Barbara J. Boone
Thomas J. Capretta, Jingyang (Max) Zhang, Eric M. Anderman, and Barbara J. Boone revisit Joyce Epstein’s 1995 Kappan article on overlapping spheres of influence and family-school partnerships. They highlight one idea from the article that has been largely overlooked — the role of student voice and leadership. To refocus researchers’ and practitioners’ attention to the role of students in family and community partnership, they synthesize existing research to elaborate on Epstein’s original models and ideas. They provide three levels of research-based, practical recommendations for districts and schools to elevate student roles and cultivate student leadership in family-school engagement efforts. Finally, they illustrate what these practices look like in schools using an Ohio school district as an example.
Thomas J. Capretta、Jingyang (Max) Zhang、Eric M. Anderman 和 Barbara J. Boone 重温了乔伊斯-爱泼斯坦（Joyce Epstein）在 1995 年发表的《卡潘》（Kappan）一文中关于重叠影响范围和家庭-学校伙伴关系的论述。他们强调了文章中一个在很大程度上被忽视的观点--学生的声音和领导力的作用。为了让研究者和实践者重新关注学生在家庭和社区合作中的作用，他们综合了现有的研究成果，阐述了爱泼斯坦最初的模式和观点。他们为地区和学校提供了三个层次的基于研究的实用建议，以提升学生的角色，培养学生在家庭-学校参与工作中的领导力。最后，他们以俄亥俄州的一个学区为例，说明了这些做法在学校中的应用。
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Pub Date : 2024-04-29DOI: 10.1177/00317217241251881
Sonja Gedde
Relationships between and among school administrative team members are critical components of school culture. They serve as a guidepost for the behaviors and attitudes of staff and students. To invigorate these relationships, three embodied practices have high yield not only for the relationships among administrators, but also for fostering a healthy school climate. These practices include intellectual work, communicative collaboration, and inspiration-seeking practices. Sonja Gedde, a high school assistant principal, describes how these practices have been central to the administrative team’s professional relationship with their principal.
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