Press Room: Opinions
Displaying articles 10 to 20 of 61.
Teachers aren't being heard in education reform policy debates, but they should be, writes Professor Jeff Henig, guest-blogging for Rick Hess on Edweek.org. Reformers should ask teachers "how various reform initiatives bear upon their sense of accomplishment, pride, and long-term commitment to the field," Henig says.
TC's Jeffrey Henig, with co-author S. Paul Reville, write in Education Week that Americans need to address social factors such as socioeconomic status, concentrations of poverty, and school and residential mobility, if children are going to meet achievement marks set by No Child Left Behind legislation.
With Israeli-Palestinian conflict again at stalemate, TC Emeritus Professor Morton Deutsch and current faculty member Peter Coleman argue (in a piece published in The Huffington Post) that the current upheaval in the Mideast offers a critical opportunity for citizens on both sides to push their governments for progress.
Writing in Education Week, TC's Amy Stuart Wells argues that while education represents a rare area of consensus between Democrats and Republicans right now, "the most agreed-upon solutions-'"testing, privatization, deregulation, stringent accountability systems, and placement of blame on unions for all that is wrong-'"are doing more harm than good."
Writing in The Huffington Post, TC faculty member Peter Coleman writes that gridlock in Washington, D.C. is so extreme that U.S. politicians and their chief supporters are "engaged in patterns of behavior that resist change" and that they "reenact repeatedly and often automatically, even when they may at times prefer not to." Calling upon average citizens to "destabilize this fixed system" from the bottom up, he advises us to "beware absolute certainty-' take responsibility for the state of our state-' reflect on our own contradictions-' go new-'and see possibilities."
In "Room for Debate" on the New York Times website, Luis Huerta, Associate Professor of Education and Public Policy, says G.O.P. proposal for tax credits for home schooling may be rooted in deeper culture wars promoted by fiscal and social conservatives.
As early as today, the courts could potentially authorize the public release of the Teacher Data Reports for 12,000 New York City elementary and middle school teachers. Writing in the Daily News, TC's Aaron Pallas cautions that value-added measures, in conjunction with other measures of teachers' skills and abilities, shed useful light on a teacher's performance. Taken in isolation, however, these measures fall far short of telling us all that we want to know. (NY Daily News)
Assistant Professor Douglas Ready, and professors Jeffrey Henig and Aaron Pallas, experts in testing and accountability measures, are available to discuss the planned release of teacher evaluation data by the New York City Department of Education.
Writing for Psychology Today, TC's Sue and Rivera draw on two recent books.
In an Education Week opinion piece this week, professors Jeffrey Henig and Henry Levin say contracting with private, or more-autonomous public, providers can increase flexibility, foster constructive variation, and offer an infusion of human capital and energies. Yet there are many places at which things may go awry.