Pub Date : 2024-03-26DOI: 10.1177/00317217241244898
Gloria McDaniel-Hall, Nina F. Weisling
In this regular column, Kappan authors recommend favorite books and articles. Gloria McDaniel-Hall and Nina F. Weisling recommend The Four Pivots: Reimagining Justice, Reimagining Ourselves by Shawn A. Ginwright and Peter W. Cookson recommends The Dialectic of Freedom by Maxine Greene.
在这一定期专栏中，Kappan 的作者们将推荐他们最喜爱的书籍和文章。格洛丽亚-麦克丹尼尔-霍尔（Gloria McDaniel-Hall）和妮娜-魏斯林（Nina F. Weisling）推荐《四个支点》（The Four Pivots）：金莱特（Shawn A. Ginwright）所著的《重新想象正义，重新想象我们自己》（Reimagining Justice, Reimagining Ourselves）和彼得-库克森（Peter W. Cookson）所著的《自由的辩证法》（The Dialectic of Freedom）。
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Pub Date : 2024-03-25DOI: 10.1177/00317217241244906
R. Allington
Richard Allington reviews the nature of the reading achievement gap between students from low-income and high-income families, concluding that the limited access to children’s books experienced by children from low-income families lies at the base of the problem. The fact that children from low-income families lose reading achievement every summer largely explains summer reading loss. Allington and his colleagues completed two large-scale studies assessing the impact of giving free books of their choice to students from low-income families for them to read over the summer. After three years of summer books, the children gained almost a year in reading achievement compared to the students who did not receive books. The summer books project cost far less than a summer school program and produced greater achievement gains than having low-income children attend summer school programs.
{"title":"Free books to close the reading achievement gap","authors":"R. Allington","doi":"10.1177/00317217241244906","DOIUrl":"https://doi.org/10.1177/00317217241244906","url":null,"abstract":"Richard Allington reviews the nature of the reading achievement gap between students from low-income and high-income families, concluding that the limited access to children’s books experienced by children from low-income families lies at the base of the problem. The fact that children from low-income families lose reading achievement every summer largely explains summer reading loss. Allington and his colleagues completed two large-scale studies assessing the impact of giving free books of their choice to students from low-income families for them to read over the summer. After three years of summer books, the children gained almost a year in reading achievement compared to the students who did not receive books. The summer books project cost far less than a summer school program and produced greater achievement gains than having low-income children attend summer school programs.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140382953","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 : 2024-03-25DOI: 10.1177/00317217241244915
Most Americans express compassion for public school teachers. About three-quarters say they are undervalued in society, 66% say teacher salaries in their community are too low, and 58% think teachers in their area are overworked.
{"title":"Poll Points: Public perceptions of teacher working conditions","authors":"","doi":"10.1177/00317217241244915","DOIUrl":"https://doi.org/10.1177/00317217241244915","url":null,"abstract":"Most Americans express compassion for public school teachers. About three-quarters say they are undervalued in society, 66% say teacher salaries in their community are too low, and 58% think teachers in their area are overworked.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140385296","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 : 2024-03-25DOI: 10.1177/00317217241244911
Lynne Munson, Nell McAnelly
A consensus has emerged in recent years about what good reading instruction should look like. Lynne Munson and Nell NcAnelly argue that a similar movement is needed for math. A new science of mathematics instruction would focus on coherence, conceptual understanding, and real-world application.
{"title":"Backtalk: It’s time to come together around good math instruction","authors":"Lynne Munson, Nell McAnelly","doi":"10.1177/00317217241244911","DOIUrl":"https://doi.org/10.1177/00317217241244911","url":null,"abstract":"A consensus has emerged in recent years about what good reading instruction should look like. Lynne Munson and Nell NcAnelly argue that a similar movement is needed for math. A new science of mathematics instruction would focus on coherence, conceptual understanding, and real-world application.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140384313","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 : 2024-03-25DOI: 10.1177/00317217241244907
Kim Marshall
Traditional teacher evaluations – full-lesson observations, write-ups, and debriefs — are time-consuming and largely ineffective. As a principal, Kim Marshall found that mini-observations — short, frequent, unannounced classroom visits, each followed by a face-to-face coaching conversation and brief narrative summary — actually improved teaching and learning. With the benefit of hindsight, he shares ways mini-observations could be even more effective and shares some common observation practices he believes leaders should rethink.
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Pub Date : 2024-03-25DOI: 10.1177/00317217241244905
Andy Hargreaves, Dennis Shirley
As educators have pushed for inclusion of all marginalized students of different identities, we’ve seen a backlash of political and parental indignation. Andy Hargreaves and Dennis Shirley suggest that while it’s sometimes clear who is right and who is wrong in these disputes, some issues aren’t so clear, and people’s multiple identities can come in conflict. They suggest that better representation, drawing upon our capacity for sympathy, not giving up on the power of learning, seeking out what serves the common good, and conducting disagreements with consideration for each other’s rights, are some of the best ways to define and defend the inclusive school and get through the storms of outrage and indignation.
{"title":"Reclaiming inclusion in an age of indignation","authors":"Andy Hargreaves, Dennis Shirley","doi":"10.1177/00317217241244905","DOIUrl":"https://doi.org/10.1177/00317217241244905","url":null,"abstract":"As educators have pushed for inclusion of all marginalized students of different identities, we’ve seen a backlash of political and parental indignation. Andy Hargreaves and Dennis Shirley suggest that while it’s sometimes clear who is right and who is wrong in these disputes, some issues aren’t so clear, and people’s multiple identities can come in conflict. They suggest that better representation, drawing upon our capacity for sympathy, not giving up on the power of learning, seeking out what serves the common good, and conducting disagreements with consideration for each other’s rights, are some of the best ways to define and defend the inclusive school and get through the storms of outrage and indignation.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140382101","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 : 2024-03-25DOI: 10.1177/00317217241244904
Adriana L. Medina, Rachelle Kuehl, E. Pendarvis
Teaching literacy skills through high-quality trade books that provide diverse cultural perspectives is increasingly difficult due to challenges to teachers’ book selections. To meet their professional responsibilities, teachers must select literature they judge effective for developing students’ awareness and understanding of others’ perspectives. Adriana L. Medina, Rachelle Kuehl, and Edwina Pendarvis discuss how teachers can prepare for challenges by relying on learning standards, consulting book awards lists, and building trust with families. They offer methods for navigating controversy while fostering social responsibility and global competencies and protecting students’ access to literature that teaches perspective-taking and promotes understanding of people with differing backgrounds, experiences, and societal contributions.
由于教师在选书方面面临的挑战，通过提供多元文化视角的高质量贸易图书来教授识字技能变得越来越困难。为了履行其专业职责，教师必须选择他们认为能有效培养学生对他人观点的认识和理解的文学作品。Adriana L. Medina、Rachelle Kuehl 和 Edwina Pendarvis 讨论了教师如何依靠学习标准、参考图书获奖名单以及与家庭建立信任来应对挑战。他们提出了在培养社会责任感和全球能力的同时应对争议的方法，以及保护学生获得文学作品的方法，这些文学作品教授学生如何看待问题，并促进学生了解具有不同背景、经历和社会贡献的人。
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Pub Date : 2024-03-25DOI: 10.1177/00317217241244908
James F. Lane
Luvelle Brown, superintendent of the Ithaca City School District in New York, talks with James F. Lane about his work on leadership, equity, and transforming instruction. As an educator, he’s committed to promoting excellence for students who have been denied opportunities. As a district leader, he’s sought to bring greater diversity to leadership. He encourages educators to find joy in their mission and commit to doing the work.
纽约州伊萨卡市学区校长 Luvelle Brown 与 James F. Lane 谈论了他在领导力、公平和教学改革方面的工作。作为一名教育工作者，他致力于促进那些被剥夺机会的学生取得优异成绩。作为一名地区领导者，他努力使领导层更加多元化。他鼓励教育工作者从自己的使命中找到快乐，并致力于开展工作。
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Pub Date : 2024-03-25DOI: 10.1177/00317217241244910
Robert Kim
Social media companies are increasingly being called to account for how their apps are affecting young people. Robert Kim explores In re: Social Media Addiction, a lawsuit that combines multiple cases that have been brought against social media companies for their addictive effects. The cases illustrate the tension between product liability and free speech laws. To what extent can companies be held liable for consequences resulting from speech on their platforms? And what aspects of the products’ design fall under speech laws and what aspects fall under product liability laws?
越来越多的人要求社交媒体公司对其应用程序如何影响年轻人负责。罗伯特-金（Robert Kim）探讨了 "关于：社交媒体成瘾"（In re: Social Media Addiction）一案。这些案件说明了产品责任法和言论自由法之间的矛盾。公司可以在多大程度上为其平台上的言论所造成的后果承担责任？产品设计的哪些方面属于言论法的范畴，哪些方面属于产品责任法的范畴？
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Pub Date : 2024-03-25DOI: 10.1177/00317217241244899
Peter W. Cookson
Children need life-affirming and authentic relationships; genuine deeply felt inclusion comes when we share our humanity openly and honestly. This article draws on the research of author Peter W. Cookson Jr., who recently completed a study of success strategies for educating children living in deep poverty. An inclusive school is one where every student, in the words of Martin Luther King Jr., is somebody. Creating an inclusive school means educating the whole child, connecting at a deep level, sharing our humanity, healing rather than punishing, leading from the heart and head, and protecting children from harm.
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