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  • Common Core State Standards, Factors Influencing Student Achievement, Responsive Coaching, Teacher Evaluation, Autism

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  • JP brings together several critical factors in the development of an effective school.
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Gifted students benefit from ability grouping

Schools should use both ability grouping and acceleration to help academically talented students, reports a new Northwestern University study that examined a century of research looking at the controversial subject.

Ability grouping places students of similar skills and abilities in the same classes. Acceleration, most commonly known as grade skipping, subject acceleration or early admission into kindergarten or college, gives students the chance to access opportunities earlier or progress more rapidly.

The widely debated educational techniques effectively increase academic achievement at a low cost and can benefit millions of students in U.S. school systems, according to the study, published in Review of Educational Research.

"Although acceleration is widely supported by research as an effective strategy for meeting the needs of advanced learners, it's still rarely used, and most schools do not systematically look for students who need it," said study co-author Paula Olszewski-Kubilius, director of the Center for Talent Development at the Northwestern's School of Education and Social Policy.

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How to Practice Effectively

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Practice is the repetition of an action with the goal of improvement, and it helps us perform with more ease, speed, and confidence. But what does practice actually do to make us better at things? Annie Bosler and Don Greene explain how practice affects the inner workings of our brains.

 

 

How to Practice Effectively

U.S. Department of Education Launches New Idea Website

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Site features updated and expanded information, improved navigation and design
 
JUNE 1, 2017
 
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Today, the U.S. Department of Education launched a new website dedicated to the Individuals with Disabilities Education Act (IDEA).

Secretary of Education Betsy DeVos directed the Department to expedite the development of a new, updated and more robust site specific to the IDEA after the Department's Building the Legacy: IDEA 2004 (Legacy) site experienced a prolonged outage in February due to technical issues.

"The launch of this new and improved site is a big win for children with disabilities, their families and the entire IDEA community," said Secretary DeVos. "It is incumbent upon the government to provide accessible and accurate information to our citizens. That's why one of my first actions as Secretary was to order the Department to fix and revitalize its woefully outdated IDEA site so that parents, educators and service providers could readily access the resources they need.

"The Department will continue to improve upon the new site by seeking and incorporating feedback from IDEA stakeholders in the coming months. We are committed to ensuring all children with disabilities and their families have the supports and services guaranteed under the IDEA."

The Department's Office of Special Education and Rehabilitative Services (OSERS) spent more than two months collecting feedback from parents, educators, administrators, service providers and advocates for infants, toddlers, children and youth with disabilities as to what they would like to see on a new IDEA site.

The initial launch of the new website incorporates feedback such as improved search capabilities, expanded content and an easier-to-navigate design compared to the previous Legacy site.

The IDEA is a law that ensures a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children. IDEA stakeholders can continue to provide feedback on the new IDEA website to the Department on the OSERS Blog.

How People Learn: An Evidence-Based Approach

Four students are swinging on a swing set, and another student is standing by one of them.

 

 

Proposals to "professionalize teaching" are popular today, but agreement about what this should entail is elusive. At Deans for Impact, an organization composed of leaders of programs that prepare new teachers, we believe that part of what distinguishes members of a profession is general agreement on a body of domain-specific knowledge that is relevant to practice. We recently released "The Science of Learning," a report that summarizes the cognitive science related to how students learn. The principles in this post are drawn from that report.   

Teachers will always need to use their knowledge of students and content to make professional judgments about classroom practice. However, we believe the art of teaching should also be informed by a robust understanding of the learning sciences so that teachers can align their decisions with our profession's best understanding of how students learn.

6 Scientific Principles Every Teacher Should Know

Unfortunately, our education system is rife with misconceptions and confusion about learning. So let's clear away the myths and focus on well-established cognitive principles and their implications for the classroom:

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Teacher Shortages: Top 10 Ideas from the First State ESSA Plans

 

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A large body of research over the last decade points to the critical importance of teachers. Yet recent AIR research for the National Center on Education Statistics adds to the mounting evidence-base that shows students from poor and minority backgrounds are systematically shortchanged in their access to qualified, experienced, and excellent teachers.

These challenges with ensuring students have equitable access to great teachers are exacerbated by teacher shortages, which AIR researchers have found to be a growing topic of policy dialogue and media coverage. There is no better place for states to address this pressing challenge than through their ESSA plans.

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