Pub Date : 2024-01-30DOI: 10.1177/00317217241230798
Patty Lofgren shares her experiences as a judge at the Educators Rising conference. Educators Rising student officer Taylor Jenkins, scholarship winner McKenna Seay, and emerging leader Alexander Uryga are spotlighted.
{"title":"PDK Connection: Heritage News","authors":"","doi":"10.1177/00317217241230798","DOIUrl":"https://doi.org/10.1177/00317217241230798","url":null,"abstract":"Patty Lofgren shares her experiences as a judge at the Educators Rising conference. Educators Rising student officer Taylor Jenkins, scholarship winner McKenna Seay, and emerging leader Alexander Uryga are spotlighted.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":"5 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139945648","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 : 2024-01-30DOI: 10.1177/00317217241230776
Sarah Miles, Caitlin Ciannella
In this regular column, Kappan authors share books and articles that have inspired and influenced them. Sarah Miles and Caitlin Ciannella discuss an article from Contemporary Educational Psychology. Seth Parsons describes Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do, edited by Linda Darling-Hammond and John Bransford.
在这个定期专栏中，Kappan 的作者们将分享启发和影响他们的书籍和文章。Sarah Miles 和 Caitlin Ciannella 讨论了《当代教育心理学》中的一篇文章。Seth Parsons 介绍了《为不断变化的世界做好教师准备》：Linda Darling-Hammond 和 John Bransford 编著的《教师应该学习什么和能够做什么》。
{"title":"Bookshelf: Kappan authors on their favorite reads","authors":"Sarah Miles, Caitlin Ciannella","doi":"10.1177/00317217241230776","DOIUrl":"https://doi.org/10.1177/00317217241230776","url":null,"abstract":"In this regular column, Kappan authors share books and articles that have inspired and influenced them. Sarah Miles and Caitlin Ciannella discuss an article from Contemporary Educational Psychology. Seth Parsons describes Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do, edited by Linda Darling-Hammond and John Bransford.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139954893","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 : 2024-01-30DOI: 10.1177/00317217241230790
Phyllis L. Fagell
Phyllis Fagell offers workplace advice for educators in this regular Kappan column. This month, a math teacher is looking for ideas to ease students’ test anxiety.
{"title":"Career Confidential: Teacher wants to support students with test anxiety","authors":"Phyllis L. Fagell","doi":"10.1177/00317217241230790","DOIUrl":"https://doi.org/10.1177/00317217241230790","url":null,"abstract":"Phyllis Fagell offers workplace advice for educators in this regular Kappan column. This month, a math teacher is looking for ideas to ease students’ test anxiety.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":"242 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139954896","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 : 2024-01-30DOI: 10.1177/00317217241230779
Sarah Miles, Denise Pope, Caitlin Ciannella
Research on engagement in schools as well as research from the Challenge Success-Stanford Survey of School Experiences on how high school studentsʼ perceptions of classroom practices correlate with their engagement levels shows that more students are engaged in school when educators emphasize practices that promote learning and mastery. Authors Sarah Miles, Denise Pope, and Caitlin Ciannella offer mastery-based strategies teachers can use to increase student engagement by tweaking some approaches to grading and assessment.
有关学校参与度的研究，以及 "挑战成功-斯坦福学校经历调查"（Challenge Success-Stanford Survey of School Experiences）关于高中生对课堂练习的看法与其参与度相关性的研究表明，当教育者强调促进学习和掌握知识的练习时，更多的学生会参与到学校中来。作者莎拉-迈尔斯（Sarah Miles）、丹尼斯-波普（Denise Pope）和凯特琳-钱内拉（Caitlin Ciannella）提供了基于掌握的策略，教师可以通过调整一些评分和评估方法来提高学生的参与度。
{"title":"Helping students to learn and grow","authors":"Sarah Miles, Denise Pope, Caitlin Ciannella","doi":"10.1177/00317217241230779","DOIUrl":"https://doi.org/10.1177/00317217241230779","url":null,"abstract":"Research on engagement in schools as well as research from the Challenge Success-Stanford Survey of School Experiences on how high school studentsʼ perceptions of classroom practices correlate with their engagement levels shows that more students are engaged in school when educators emphasize practices that promote learning and mastery. Authors Sarah Miles, Denise Pope, and Caitlin Ciannella offer mastery-based strategies teachers can use to increase student engagement by tweaking some approaches to grading and assessment.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":"19 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139954919","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 : 2024-01-30DOI: 10.1177/00317217241230774
Teresa Preston
The articles in the February 2024 Kappan focus on motivation and engagement. Teresa Preston, Kappan’s editor in chief, reflects on the problems of using grades as a primary motivator for students.
{"title":"The Editor’s Note: Chasing what matters","authors":"Teresa Preston","doi":"10.1177/00317217241230774","DOIUrl":"https://doi.org/10.1177/00317217241230774","url":null,"abstract":"The articles in the February 2024 Kappan focus on motivation and engagement. Teresa Preston, Kappan’s editor in chief, reflects on the problems of using grades as a primary motivator for students.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":"44 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139955009","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 : 2024-01-30DOI: 10.1177/00317217241230785
Brent Duckor, Carrie Holmberg
Learning is iterative. It takes time and effort. Real progress in any subject requires we engage, motivate, and support learners as they take next steps to improve their work. Brent Duckor and Carrie Holmberg show how teachers can use progress guides as a formative feedback tool to re-engage and support students where they are, while keeping the focus on concrete steps they can take to move forward in the learning cycle. Drawing from research and case study evidence, they highlight how students and teachers can move conversations forward in safe and respectful ways. Without relying on graded judgments, the progress guide approach preserves the goals of continuous improvement and recenters learning for all students.
{"title":"Engaging, motivating, and supporting students through feedback","authors":"Brent Duckor, Carrie Holmberg","doi":"10.1177/00317217241230785","DOIUrl":"https://doi.org/10.1177/00317217241230785","url":null,"abstract":"Learning is iterative. It takes time and effort. Real progress in any subject requires we engage, motivate, and support learners as they take next steps to improve their work. Brent Duckor and Carrie Holmberg show how teachers can use progress guides as a formative feedback tool to re-engage and support students where they are, while keeping the focus on concrete steps they can take to move forward in the learning cycle. Drawing from research and case study evidence, they highlight how students and teachers can move conversations forward in safe and respectful ways. Without relying on graded judgments, the progress guide approach preserves the goals of continuous improvement and recenters learning for all students.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":"10 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139945536","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 : 2024-01-30DOI: 10.1177/00317217241230781
Miranda S. Fitzgerald, Annemarie Sullivan Palincsar
Project-based learning (PBL) is gaining momentum as a rich and multifaceted instructional approach that is motivating and engaging. Miranda S. Fitzgerald and Annemarie Sullivan Palincsar argue that PBL provides a particularly rich context for fostering students’ literacy motivation and engagement. One reason for this is that characteristic features of PBL closely align with research-supported instructional practices for fostering literacy motivation and engagement, such as peer collaboration, communicating with real audiences, and solving meaningful problems. They describe supporting research and share how educators can use the SMILE concept — sharing, me, importance, liking, engagement — to design and implement PBL to foster literacy motivation and engagement in K-12 classrooms.
{"title":"Screech owls, Super Soakers, and school gardens","authors":"Miranda S. Fitzgerald, Annemarie Sullivan Palincsar","doi":"10.1177/00317217241230781","DOIUrl":"https://doi.org/10.1177/00317217241230781","url":null,"abstract":"Project-based learning (PBL) is gaining momentum as a rich and multifaceted instructional approach that is motivating and engaging. Miranda S. Fitzgerald and Annemarie Sullivan Palincsar argue that PBL provides a particularly rich context for fostering students’ literacy motivation and engagement. One reason for this is that characteristic features of PBL closely align with research-supported instructional practices for fostering literacy motivation and engagement, such as peer collaboration, communicating with real audiences, and solving meaningful problems. They describe supporting research and share how educators can use the SMILE concept — sharing, me, importance, liking, engagement — to design and implement PBL to foster literacy motivation and engagement in K-12 classrooms.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":"16 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139954920","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 : 2024-01-30DOI: 10.1177/00317217241230786
Colby Gull, Leslie Rush
New teachers benefit from mentoring from more experienced colleagues, and the Wyoming Teacher Mentor Corps (WTMC) provides high-quality training for master teachers to provide this mentoring support. As part of the program, mentors learn about assessment, communication, feedback, and work-life balance. Colby Gull and Leslie Rush describe how, as part of the training, mentors identified and prioritized critical principles for maintaining work-life balance. Strategies include shutting down and disconnecting from work, acknowledging one’s own humanity when making mistakes, and prioritizing and saying no when needed. The authors discuss these and other suggestions and how they might be used in school settings.
{"title":"Mentors’ recommendations for work-life balance","authors":"Colby Gull, Leslie Rush","doi":"10.1177/00317217241230786","DOIUrl":"https://doi.org/10.1177/00317217241230786","url":null,"abstract":"New teachers benefit from mentoring from more experienced colleagues, and the Wyoming Teacher Mentor Corps (WTMC) provides high-quality training for master teachers to provide this mentoring support. As part of the program, mentors learn about assessment, communication, feedback, and work-life balance. Colby Gull and Leslie Rush describe how, as part of the training, mentors identified and prioritized critical principles for maintaining work-life balance. Strategies include shutting down and disconnecting from work, acknowledging one’s own humanity when making mistakes, and prioritizing and saying no when needed. The authors discuss these and other suggestions and how they might be used in school settings.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":"242 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139954921","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 : 2024-01-30DOI: 10.1177/00317217241230800
The public is divided on the severity of teacher shortages: 51% call it either a crisis (16%) or a serious problem but not a crisis (35%). Nearly as many, 47%, call it either not a serious problem (31%) or not a problem at all (16%).
{"title":"Poll Points: What’s the public perception of teacher shortages?","authors":"","doi":"10.1177/00317217241230800","DOIUrl":"https://doi.org/10.1177/00317217241230800","url":null,"abstract":"The public is divided on the severity of teacher shortages: 51% call it either a crisis (16%) or a serious problem but not a crisis (35%). Nearly as many, 47%, call it either not a serious problem (31%) or not a problem at all (16%).","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":"130 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139954918","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 : 2024-01-30DOI: 10.1177/00317217241230788
Jonathan E. Collins
Education technology companies make millions of dollars from their education products and services. Ed tech companies could reinvest in school customers. Columnist Jonathan E. Collins suggests they could do this by incorporating teachers, especially teachers of color and teachers serving vulnerable subgroups of students, into their corporate board apparatus. They should start rotating teachers onto their corporate boards or develop advisory boards made up of current teachers.
教育技术公司从其教育产品和服务中获利数百万美元。教育科技公司可以对学校客户进行再投资。专栏作家乔纳森-柯林斯（Jonathan E. Collins）建议，教育科技公司可以将教师，尤其是有色人种教师和为弱势学生群体服务的教师纳入公司董事会。他们应该开始让教师轮流进入公司董事会，或者成立由在职教师组成的顾问委员会。
{"title":"Policy Solutions: How teachers and ed tech can help each other","authors":"Jonathan E. Collins","doi":"10.1177/00317217241230788","DOIUrl":"https://doi.org/10.1177/00317217241230788","url":null,"abstract":"Education technology companies make millions of dollars from their education products and services. Ed tech companies could reinvest in school customers. Columnist Jonathan E. Collins suggests they could do this by incorporating teachers, especially teachers of color and teachers serving vulnerable subgroups of students, into their corporate board apparatus. They should start rotating teachers onto their corporate boards or develop advisory boards made up of current teachers.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":"84 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139945610","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：