Stanford professor Carol S. Dweck discusses how teachers can promote growth-mindsets in their classrooms, leading to higher confidence among students. She emphasizes that teachers must first create a culture of risk-taking, where it is the process, and not the outcome, that is the most important part of mastering a new concept.
The article outlines an instructional practice occurring in Newark Public School district, wherein middle school students, under the instruction of teachers and National Urban Alliance mentors, guide the rest of their class through a lesson, assuming the role of primary instructor.
Teacher Stacy Kitsis shares her experiences with small-group literature discussions held through social-networking and how doing so differed from in-class small-ground literature discussions.
Teacher Dana H. Maloney discusses how she has incorporated student-based projects in her classroom and the results.
Robert J. Marzano quickly and succinctly addresses the differentiated treatment that stems from inherent biases and suggests ways that teachers can overcome them.
The Literacy Design Collective offers sample curricula and resources to allow teachers to build lessons to support their specific classroom goals.
Larry Ferlazzo discusses the importance of reflection in the classroom and shares his 2010-2011 school year resolutions.
Christina A. Samuels reviews a study that examined the traits of effective school principals and found that high student achievement is linked to collective leadership.
A report for a six-year study funded by the Wallace Foundation with the purpose of identifying the nature of successful educational leadership and to better understand how such leadership can improve educational practices and student learning.
The authors attempt to clarify the idea of use of self and explain how to use it in action. They explain use of self as “the conscious use of one’s whole being in the intentional execution of one’s role for effectiveness in whatever the current situation is presenting.”