Pub Date : 2024-03-05DOI: 10.1177/00317217241238119
The PDK poll shows that a majority of Americans would support expanding the amount of time students spend in school, with more Americans preferring longer school years to longer school days. This infographic shows how the data breaks down by race, region, and type of community.
{"title":"Poll Points: What does the public think about expanding time in school?","authors":"","doi":"10.1177/00317217241238119","DOIUrl":"https://doi.org/10.1177/00317217241238119","url":null,"abstract":"The PDK poll shows that a majority of Americans would support expanding the amount of time students spend in school, with more Americans preferring longer school years to longer school days. This infographic shows how the data breaks down by race, region, and type of community.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":"35 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140053949","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 : 2024-03-05DOI: 10.1177/00317217241238118
Phi Delta Kappan is committed to publishing lively articles and commentary on a wide range of themes related to preK-12 education. Themes for 2024-25 include: public perception of schools, education for mastery, attendance and absenteeism, the math education students need, understanding today’s students, finding funding, addressing student learning, and the new generation of educators.
{"title":"Kappan call for manuscripts, 2024-25","authors":"","doi":"10.1177/00317217241238118","DOIUrl":"https://doi.org/10.1177/00317217241238118","url":null,"abstract":"Phi Delta Kappan is committed to publishing lively articles and commentary on a wide range of themes related to preK-12 education. Themes for 2024-25 include: public perception of schools, education for mastery, attendance and absenteeism, the math education students need, understanding today’s students, finding funding, addressing student learning, and the new generation of educators.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":"85 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140053976","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}
{"title":"Browsing: Further thoughts on this month’s theme","authors":"","doi":"10.1177/00317217241238099","DOIUrl":"https://doi.org/10.1177/00317217241238099","url":null,"abstract":"Past articles, research reports, and discussion questions related to the theme of the March 2024 Kappan, Change That Matters.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":"58 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140053758","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 : 2024-03-05DOI: 10.1177/00317217241238101
Arielle Lentz, Laura Desimone, Amy Stornaiuolo, Katie Pak, Nelson Flores, Philip Nichols, Morgan Polikoff, Andy Porter
Many education leaders may wonder how to implement sustainable policy changes that will benefit youth, families, and the community. Arielle Lentz, Laura Desimone, Amy Stornaiuolo, Katie Pak, Nelson Flores, Philip Nichols, Morgan Polikoff, and Andy Porter share findings from school change efforts in more than 170 districts in five states. They present six key strategies based on this work, and they share examples of how districts employed the success factors of specificity, consistency, power, and stability to help build authority, which in turn led to successful implementation of new policies, curriculums, and professional learnings.
{"title":"Changes that stick","authors":"Arielle Lentz, Laura Desimone, Amy Stornaiuolo, Katie Pak, Nelson Flores, Philip Nichols, Morgan Polikoff, Andy Porter","doi":"10.1177/00317217241238101","DOIUrl":"https://doi.org/10.1177/00317217241238101","url":null,"abstract":"Many education leaders may wonder how to implement sustainable policy changes that will benefit youth, families, and the community. Arielle Lentz, Laura Desimone, Amy Stornaiuolo, Katie Pak, Nelson Flores, Philip Nichols, Morgan Polikoff, and Andy Porter share findings from school change efforts in more than 170 districts in five states. They present six key strategies based on this work, and they share examples of how districts employed the success factors of specificity, consistency, power, and stability to help build authority, which in turn led to successful implementation of new policies, curriculums, and professional learnings.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":"5 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140053759","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 : 2024-03-05DOI: 10.1177/00317217241238102
Sharon Greenberg, Anthony S. Bryk
Districts are struggling to accelerate students’ learning, support their health and wellness, and close the achievement gap. Labeled “worst” in 1987, by 2017 Chicago Public Schools was among the nation’s most improved school systems. Chicago’s story embeds many lessons about system change. Sharon Greenberg and Anthony S. Bryk illustrate how local research evidence helped leaders target a few high-leverage processes and informed their ongoing efforts to improve outcomes. Achieving quality enactment of these processes at scale depended on building capacity, which, in turn, took time.
各学区都在努力加快学生的学习进度，为他们的健康和幸福提供支持，并缩小成绩差距。芝加哥公立学校在 1987 年被评为 "最差"，但到 2017 年，它已跻身全美进步最大的学校系统之列。芝加哥的故事包含了许多关于系统变革的经验。莎伦-格林伯格（Sharon Greenberg）和安东尼-布里克（Anthony S. Bryk）阐述了当地的研究证据如何帮助领导者锁定几个高杠杆率的流程，并为其改善成果的持续努力提供依据。要大规模、高质量地实施这些流程，有赖于能力建设，而能力建设又需要时间。
{"title":"Changing the school system improvement narrative","authors":"Sharon Greenberg, Anthony S. Bryk","doi":"10.1177/00317217241238102","DOIUrl":"https://doi.org/10.1177/00317217241238102","url":null,"abstract":"Districts are struggling to accelerate students’ learning, support their health and wellness, and close the achievement gap. Labeled “worst” in 1987, by 2017 Chicago Public Schools was among the nation’s most improved school systems. Chicago’s story embeds many lessons about system change. Sharon Greenberg and Anthony S. Bryk illustrate how local research evidence helped leaders target a few high-leverage processes and informed their ongoing efforts to improve outcomes. Achieving quality enactment of these processes at scale depended on building capacity, which, in turn, took time.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":"35 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140053898","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 : 2024-03-05DOI: 10.1177/00317217241238105
David Stroupe, Lindsay Berk, Anna Kramer
As people with power in schools, teachers and administrators make instructional decisions that shape opportunities in classrooms for students to learn. Educators’ words and actions, especially related to the treatment of students and their ideas, are foundational for creating equitable learning communities in our classrooms and schools. David Stroupe, Lindsay Berk, and Anna Kramer examine the creation and growth of learning communities through a particular lens of inequity: epistemic injustice. Briefly, epistemic injustice is a philosophical perspective that deals with inequities associated with knowledge and knowledge production practices. The authors provide concrete examples from two classrooms in which the teachers actively disrupt epistemic injustice.
{"title":"Classroom communities for everyone","authors":"David Stroupe, Lindsay Berk, Anna Kramer","doi":"10.1177/00317217241238105","DOIUrl":"https://doi.org/10.1177/00317217241238105","url":null,"abstract":"As people with power in schools, teachers and administrators make instructional decisions that shape opportunities in classrooms for students to learn. Educators’ words and actions, especially related to the treatment of students and their ideas, are foundational for creating equitable learning communities in our classrooms and schools. David Stroupe, Lindsay Berk, and Anna Kramer examine the creation and growth of learning communities through a particular lens of inequity: epistemic injustice. Briefly, epistemic injustice is a philosophical perspective that deals with inequities associated with knowledge and knowledge production practices. The authors provide concrete examples from two classrooms in which the teachers actively disrupt epistemic injustice.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140053953","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 : 2024-03-05DOI: 10.1177/00317217241238113
Robert Kim
In June 2023, the Supreme Court held that the admissions systems at the University of North Carolina (UNC) and Harvard University were racially discriminatory, effectively ending affirmative action. Are race-neutral admissions policies at selective K-12 schools next? Bob Kim considers two circuit court cases — Coalition for TJ v. Fairfax County School Board and Boston Parent Coalition for Academic Excellence v. City of Boston — in which plaintiffs alleged that schools’ race-neutral admissions policies were discriminatory against Asian American students. In both cases, courts found that the cases were not discriminatory. Although how the Supreme Court might rule if it hears these cases is unclear, the bar for finding policies discriminatory is high, requiring not only a desire to increase diversity but also an intent to harm a particular racial group.
2023 年 6 月，最高法院认定北卡罗来纳大学（UNC）和哈佛大学的招生制度存在种族歧视，从而有效地终止了平权法案。接下来，K-12 选校中种族中立的招生政策是否会被废除？Bob Kim 审理了两起巡回法院案件--TJ 联盟诉费尔法克斯县教育局案和波士顿学术卓越家长联盟诉波士顿市案，在这两起案件中，原告指控学校的种族中立招生政策歧视亚裔美国学生。在这两起案件中，法院都认定不存在歧视。虽然最高法院在审理这些案件时可能会如何裁决尚不清楚，但认定政策具有歧视性的门槛很高，不仅要求有增加多样性的愿望，还要求有伤害特定种族群体的意图。
{"title":"Under The Law: Recent developments in the quest for racial diversity in K-12 schools","authors":"Robert Kim","doi":"10.1177/00317217241238113","DOIUrl":"https://doi.org/10.1177/00317217241238113","url":null,"abstract":"In June 2023, the Supreme Court held that the admissions systems at the University of North Carolina (UNC) and Harvard University were racially discriminatory, effectively ending affirmative action. Are race-neutral admissions policies at selective K-12 schools next? Bob Kim considers two circuit court cases — Coalition for TJ v. Fairfax County School Board and Boston Parent Coalition for Academic Excellence v. City of Boston — in which plaintiffs alleged that schools’ race-neutral admissions policies were discriminatory against Asian American students. In both cases, courts found that the cases were not discriminatory. Although how the Supreme Court might rule if it hears these cases is unclear, the bar for finding policies discriminatory is high, requiring not only a desire to increase diversity but also an intent to harm a particular racial group.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":"226 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140054192","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 : 2024-03-05DOI: 10.1177/00317217241238116
Educators Rising students share their ideas for changes schools should make.
教育工作者和正在崛起的学生分享他们对学校改革的想法。
{"title":"Students Speak Up: The changes students want","authors":"","doi":"10.1177/00317217241238116","DOIUrl":"https://doi.org/10.1177/00317217241238116","url":null,"abstract":"Educators Rising students share their ideas for changes schools should make.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140053830","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 : 2024-03-05DOI: 10.1177/00317217241238106
Kathleen Vail
Rick Ginsberg and Yong Zhao want educators to question the status quo and clear out ineffective practices to make room for K-12 reforms that work. Their 2023 book, Duck and Cover: Confronting Dubious Practices in Education, Ginsberg and Zhao examine kindergarten readiness, college- and career-readiness, reading proficiency by 3rd grade, social and emotional learning, education technology, class size, dress codes, state standardized testing, meta-analysis, and more.
里克-金斯伯格（Rick Ginsberg）和赵勇（Yong Zhao）希望教育工作者质疑现状，清除无效做法，为行之有效的 K-12 改革腾出空间。他们在 2023 年出版的新书《躲避与掩护》（Duck and Cover：在这本书中，金斯伯格和赵勇研究了幼儿园准备、大学和职业准备、三年级前的阅读能力、社会和情感学习、教育技术、班级规模、着装规范、州标准化测试、荟萃分析等问题。
{"title":"Letting go of what doesn’t work in education: A conversation with Rick Ginsberg and Yong Zhao","authors":"Kathleen Vail","doi":"10.1177/00317217241238106","DOIUrl":"https://doi.org/10.1177/00317217241238106","url":null,"abstract":"Rick Ginsberg and Yong Zhao want educators to question the status quo and clear out ineffective practices to make room for K-12 reforms that work. Their 2023 book, Duck and Cover: Confronting Dubious Practices in Education, Ginsberg and Zhao examine kindergarten readiness, college- and career-readiness, reading proficiency by 3<jats:sup>rd</jats:sup> grade, social and emotional learning, education technology, class size, dress codes, state standardized testing, meta-analysis, and more.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":"22 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140053894","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 : 2024-03-05DOI: 10.1177/00317217241238110
James F. Lane
PDK CEO James F. Lane talks with Shaun Nelms, former superintendent of Rochester Public Schools, about his work building a partnership between East High School in Rochester, New York, and the University of Rochester to turn around a high school on the brink of closure. Nelms discusses the importance of involving the community in transformation and building on success over time. Now at the University of Rochester, he hopes to help strengthen connections between preK-12 and higher education. Additionally, he is the CEO of the Nelms Consulting Group, where he provides expertise and guidance on creating equitable school systems and effective administrative leadership.
PDK 首席执行官詹姆斯-F-莱恩（James F. Lane）与罗切斯特公立学校前校长肖恩-内尔姆斯（Shaun Nelms）畅谈了他在纽约州罗切斯特市东高中与罗切斯特大学之间建立合作关系，使一所濒临倒闭的高中转危为安的工作。内尔姆斯讨论了让社区参与转型和长期巩固成功的重要性。现在在罗切斯特大学，他希望帮助加强学前教育与高等教育之间的联系。此外，他还是 Nelms 咨询集团的首席执行官，为创建公平的学校系统和有效的行政领导提供专业知识和指导。
{"title":"Learning with Leaders: Partnering for innovation and growth: Shaun Nelms","authors":"James F. Lane","doi":"10.1177/00317217241238110","DOIUrl":"https://doi.org/10.1177/00317217241238110","url":null,"abstract":"PDK CEO James F. Lane talks with Shaun Nelms, former superintendent of Rochester Public Schools, about his work building a partnership between East High School in Rochester, New York, and the University of Rochester to turn around a high school on the brink of closure. Nelms discusses the importance of involving the community in transformation and building on success over time. Now at the University of Rochester, he hopes to help strengthen connections between preK-12 and higher education. Additionally, he is the CEO of the Nelms Consulting Group, where he provides expertise and guidance on creating equitable school systems and effective administrative leadership.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":"18 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140053939","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}
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