On March 8–10, EPIC researchers Ross Anderson, Michael Thier, and Paul Beach presented at the 41st annual conference of the Association for Education Finance and Policy (AEFP) in Denver, Colorado.…
Luba Vangelova of KQED News writes about The Independent Project at Monument Mountain Regional High School in Great Barrington, MA: The 2010 pilot involved eight students — sophomores, juniors and seniors — chosen on the basis of written applications and interviews.
Essential Skills and Dispositions: Developmental Frameworks for Collaboration, Communication, Creativity, and Self-Direction
This set of developmental frameworks was created to facilitate discussion within communities of practice and to enhance a shared understanding of the dynamic nature of four essential skills—collaboration, communication, creativity, and self-direction in learning. The frameworks define components inherent to each skill and describe performance across a beginner to emerging expert progression, informed by research on the development of expertise. Unlike discipline-specific learning progressions and rubrics, the developmental progressions reflect components essential to the skill itself and describe growth dependent on many years of active exploration, experimentation, setbacks, and reflection.
Michael Brosnan interviews organizational expert Jim Collins about his research on educational leadership.
This white paper considers innovative measures—specifically metacognitive assessments, performance assessments, and the California State Seal of Biliteracy—as potential measures to be included in California’s college and career indicator.
Cultural Awareness Logs: A Method for Increasing International-Mindedness among High School and Middle School Students
To prepare students for these increasingly global realities, I drew on American anthropologist Edward T. Hall’s cultural iceberg to design what I call Cultural Awareness Logs (CALs) as a method for encouraging students to investigate texts, analyze for depth, and understand a wide array of cultures and subcultures.
Chris Gabrieli explores ways schools have extended the school day despite financial concerns.
Pedro A. Noguera argues that education policy must address the outside-of-school challenges that students in poverty face if the system is to be just and effective. He identifies some of the ways in which concentrated poverty affects schools and discusses how to mitigate those effects.
Sir Ken Robinson discusses the roles of leadership in building creativity, innovation, and leadership in the workplace.
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.