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ASCD Express is our free email newsletter. Published twice a month, Express provides practical, actionable strategies from teachers, school leaders, and education researchers around the world—straight to your inbox. We develop each themed issue with an eye for relevance to the real experiences of working educators.
We seek articles for each issue's topic from classroom teachers, leaders, researchers, and specialists. Submissions typically range from 600 to 1,000 words and have actionable takeaways. We welcome research-based strategies and solutions, examples from your own classroom, and advice about how to overcome specific challenges. Send submissions or suggestions for themes to express@ascd.org.
In your submission, please include your name, a brief professional bio, links to any sources, and the issue theme. Because of the volume of submissions we receive, we ask that you wait one month after the submission deadline to send any inquiries.
We look forward to reading your work!
Research in neuroscience is shedding new light on how students learn and develop. How can educators make the most of this information—and how can they sort genuine scientific findings from myths and hearsay? This issue will offer a solution-oriented look at brain science and education, highlighting both groundbreaking findings and practical takeaways. Key questions to be examined include: How might recent findings in neuroscience inform instructional practices and lesson planning? What aspects of learning have schools conventionally overlooked or discounted? How can schools create the best conditions to support student learning, including in the case of students suffering from trauma or adverse experiences? And what does the latest research on the brain and learning really say—or not say?
Submissions closed
In the K–12 years, there are clear steps for how to prepare from one grade to the next. But the space after graduation is different: Students can take many different paths, whether to college or careers or alternative programs, and there's no set roadmap for getting them there. In fact, research by author Paul Tough found the transition can be incredibly stressful and confusing for students (especially those from low-income backgrounds) and opportunities for higher education are less democratic than many envision. What are the most effective methods and programs schools can use for college and career readiness? In what ways should schools' preparation processes change? How can educators support students in navigating a complex system of choices? What role should the higher education community and other outside stakeholders play in improving these pathways?
All students benefit from being taught by a teaching force that is more representative of the world's racial and cultural diversity. Studies show that teacher diversity especially corresponds with higher academic achievement and social emotional supports for students of color. Although teaching has become more diverse in the U.S. over the past 30 years (20 percent teachers of color), the profession is nowhere near alignment with the diversity of the U.S. population (40 percent people of color) or the population of students in school (50 percent students of color). Furthermore, teachers of color have a higher turnover rate than White teachers and the number of Black and Native American teachers is actually declining. What are the barriers to recruiting and retaining Black and Brown teachers? How can districts create more supportive hiring practices and pathways to teaching? What are the working conditions that influence whether a teacher of color stays or leaves? How can school leaders be more responsive to needs and challenges once teachers are on the job?
This series of Express issues will address the challenges educators are facing as they plan for the new school year and the promising practices they are applying to not only reopen but also re-envision teaching and learning post-pandemic.
Gender has become an increasingly significant and sometimes fraught topic in schools. This issue will look at various aspects of gender and gender identity in relation to education. Among other topics, it will examine research on gender and learning and highlight ways schools can be more responsive to students' gender differences and expressions. Articles will discuss gender and development, gender opportunity gaps, the role of single-sex classes and schools, how to avoid stereotyping, and ways to support transgender students.
Submissions due: May 15, 2020
Submissions due: July 1, 2020
In recent years, the debate over the merits of homework has continued to grow. How much is too much? What types of assignments are most effective for reinforcing and deepening learning? Should homework be graded? And is homework necessary at all? This issue will look at how schools are responding and will tackle important factors in the debate, including the over-scheduling of students' lives, inequity in assignments and home support, and learning and the developing brain.
Submissions due: July 15, 2020
This series of Express issues will address the challenges educators are facing as they embark on the new school year and the promising practices they are applying to not only reopen but also re-envision teaching and learning post-pandemic.
Submissions due: August 1, 2020
Grading reform has become a growing priority in K–12 education, one that is closely tied to equity and instructional policy. This issue will delve into models and practices designed to make grading more accurate and meaningful, with a particular focus on the shift to standards-based grading. Additional topics to be considered include grading alignment and fairness, assessment and progress monitoring improvements, homework changes, and report card redesign; the overall focus will be on grading for learning and to better support student growth. The issue will explore philosophical and pedagogical reasoning behind grading shifts, as well as practical implications and best practices for implementation
Submissions due: August 15, 2020
This series of Express issues will address the challenges educators are facing as the new school year unfolds and the promising practices they are applying to not only reopen but also re-envision teaching and learning post-pandemic.
Submissions due: September 2, 2020
Partnerships between students' school and home lives spell success, especially when educators and parents or caregivers work together well. How can educators foster and maximize genuine relationships with families, mitigate challenges around communication and engagement, and agree on students' best interests? How can schools remove barriers to engagement? What are the signs of effective relationships with families? This issue will dive deeper into the successful tactics school communities use to strengthen the bonds between students' in-school and out-of-school supporters.
Submissions due: September 15, 2020
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