Rick Ginsberg and Yong Zhao want educators to question the status quo and clear out ineffective practices to make room for K-12 reforms that work. Their 2023 book, Duck and Cover: Confronting Dubious Practices in Education, Ginsberg and Zhao examine kindergarten readiness, college- and career-readiness, reading proficiency by 3rd grade, social and…

The DCU Changemaker Schools Network is a collaborative professional learning network of schools chosen for their pioneering work in the development of empathy, creativity, leadership, and teamwork. Adopted by Dublin City University (DCU) in September 2020, the current network of 18 primary schools has moved into Phase 2 of its development, with…

Based on a belief that providing all students with the best opportunities for academic success requires a constant focus on improvement, the North Dakota Department of Public Instruction (NDDPI), in partnership with the Region 11 Comprehensive Center, released the latest version of its School Renewal Guide for North Dakota Public Schools. Using…

In this article, we provide guidance about when planned ignoring should be considered, questions that may arise, and step-by-step procedures for implementing. A scenario of a kindergarten student is used to illustrate planned ignoring and possible questions regarding implementation in an educational setting. Forms and resources are provided to…

As we settled into a new reality with COVID-19, there were calls for educators to use the crisis as a time to initiate changes desperately needed in education (Zhao & Watterston, 2021). Highlighting an elementary school as a case study (Hungerford-Kresser et al., 2022), we now reflect on what we learned during the early stages of the pandemic,…

The Kappa Delta Pi 2020 Diversity Summit addressed current issues in the teaching profession. This article targets the constructs from the breakout sessions focusing on White privilege as it relates to teacher education and teachers of color.

Getting it Right from the Start (GIRFTS) is a research study that aims to implement a response to intervention (RTI) framework in early primary school (Foundation and Grade 1) to improve oral language and reading. RTI is a multi-tiered conceptual framework that supports student learning through delivery of high-quality classroom instruction, early…

Reinhart's (2000) article "Never Say Anything a Kid Can Say!" shared the lessons he learned as he journeyed from a teacher-centered model of instruction to one that puts students at the center of the teaching and learning process. Within his narrative, he itemized the strategies he used and learned from, balanced recommendations with…

Use of high-probability request sequences is a low-intensity intervention for increasing student compliance. There are several subtleties in implementing high-probability request sequences that make the process more complex. Review of supporting research raises concerns about how well the intervention translates into practice. This article…

Educational assessments, from kindergarden to 12th grade (K-12) to licensure, have a long, well-documented history of oppression and marginalization. In this paper, we (the authors) ask the field of educational assessment/measurement to actively disrupt the White supremacist and racist logics that fuel this marginalization and re-orient itself…

With many states facing budget cuts over the last ten years, reconfiguration and school closings have been an unfortunate reality for public school districts. Building trust is a critical component in creating, leading a learning organization and being an effective cultural change agent (Tshannen-Moran 2015). This article tells the story of how a…

Over a century of attention to "science literacy for all" has not produced a public that can appreciate a common body of core science facts, concepts, and methods; nor have many acquired from their years in K-12 education the ability to apply science learning to everyday problems or to the scientific issues that concern a democracy. Some…

Given the time and resources invested in teacher professional development, it is important to find ways to extend positive outcomes over the long term. Judith Haymore Sandholtz, Cathy Ringstaff, and Jessica Triant investigated whether modest follow-up supports influenced the sustainability of outcomes for elementary school teachers who had…

This brief comes out of a 4-year partnership between Policy Analysis for California Education (PACE) and California Education Partners (Ed Partners) aimed at improving school district outcomes. Ed Partners' efforts focus on two key areas: prekindergarten and transitional kindergarten through third grade coherence and increasing the number of…

Token economies are a helpful, research-based tool for behavior intervention. However, the design and implementation process can be overwhelming. To address common challenges with token economy implementation, we describe the basic behavioral science behind a token economy, how to implement a token economy effectively, and how to avoid pitfalls…