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Policy Priorities: Career and College Readiness
Find out what educators and policymakers in the United States and other nations are doing to more fully connect and prepare students for life after high school—whether it's college or a career.
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Hear Assignments Matter Book Author
Hear what ASCD author Eleanor Dougherty has to say about streamlining designs for quality standards-based assignments and their impact on teaching and learning—all in her new book Assignments Matter: Making the Connections That Help Students Meet Standards.
Learning to Teach? Now Learn to Lead!
ASCD is seeking leaders in education programs across the globe who wish to establish an ASCD student chapter at their institution. Learn more and request an application at www.ascd.org/chapters.
Teachers Need Time, Tools, and Trust
The quality of school leadership and staff cohesion contribute more to keeping teachers happy in their job, reports the Education Trust.
Blog Watch: Teaching with the Library of Congress
This U.S. Library of Congress blog draws from a deep well of archival sources to help teachers and students who seek the benefit of using primary sources in the classroom. Plus, it offers lesson suggestions for teachers on the go.
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Feedback for Learning
This issue will look at multiple forms of effective feedback. What does research say about the optimal frequency, timeliness, and content of feedback? Which assessment practices furnish effective feedback? Which ones don't? How do teachers effectively respond to student projects and group work? What kinds of feedback from other sources—for example, from fellow students, community experts, social media, or computer programs—push students to grow? How can teachers differentiate feedback to meet the needs of all their students?
Creating, Cultivating, and Sustaining a Culture of Achievement
A school's culture makes a difference, for good or ill, in the lives of students and educators. The culture of a school is also a major factor that helps cultivate and promote student achievement. High expectations for students' learning and behavior helps focus students' classroom effort and promotes mutual support among all stakeholders—students, school leaders and staff, and parents.
This issue of ASCD Express provides examples and advice about what schools need to create a positive school culture that best supports student learning and achievement.
Less Is More: Shortlist of Priorities Focuses Culture of Achievement
From her experiences working in the frenetic pace and complex organization of a popular high-end restaurant, teacher Linda Reid draws lessons for creating a high-expectations classroom and school culture that intrinsically motivates students.
Arts Integration Program Uses Collaborative Culture to Improve Student Learning
The Perpich Arts Integration Project in Minnesota brings together arts educators and content area teachers to work together on standards-based lessons that bring meaningful arts integration to subject areas.
Cultivating Relationships Promotes a Culture of Achievement
A visit to five schools in India brought home the importance of relationships in promoting and sustaining a school culture that nurtures each student's academic and social growth.
Cultivate a Culture of Achievement
Supporting Student Achievement: A Visit to a Motivated Classroom
A combination of student-directed and teacher-directed strategies helps a math teacher forge a partnership with students centered on motivation and achievement.
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Tech for Teachers: The Value of Programming for Students
Learning how to program computer language code can motivate students to build something tangible, whether a website or a smartphone app, and teach them to persevere in problem solving.
My Back Pages: A Group Creates Its Climate (1948)
A positive social environment in the classroom or school doesn't just happen, but rather takes the concerted efforts of adults and students, time to air issues and provide guidance, and the good will of all involved.
Focus on the Why of Learning Instead of the What
Continuous improvement; a focus on the whole student; and rigor, relevance, and relationships are key practices for creating a culture of achieve, writes Willard Daggett.
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