March Issue Brief: Whole Child Approaches

Educators have long known that focusing on academics alone is not enough. Children need support to develop academically, physically, cognitively, socially, and emotionally. Whole child approaches attempt to integrate these needs into a coherent whole. In Core Education’s March issue brief, we explore whole child approaches, look at alternatives for defining student success, and review Read more about March Issue Brief: Whole Child Approaches[…]

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Report Identifies Strategies for Scaling Work-Based Learning

Despite a low unemployment rate, many new workers are unable to secure stable employment due to lack of skills. A new report from the National Governor’s Association Center for Best Practices (NGA Center) aims to narrow the gap between what employers need and the type of skills employees entering the workforce possess, identifying core elements Read more about Report Identifies Strategies for Scaling Work-Based Learning[…]

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Boosting Soft Skills is Better than Raising Test Scores

Writing for the Hechinger Report, Jill Barshay reviews a Chicago analysis that finds that schools that foster social-emotional development get better results for students. Excerpts of the piece appear below: We hear the phrase “failing schools” a lot but what really defines a failing school? Generally, we look at test scores. Schools that aren’t getting Read more about Boosting Soft Skills is Better than Raising Test Scores[…]

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Solutions to Build a 21st Century Connected Credentialing System

As automation, AI, and other technological advances continue to disrupt jobs, more Americans will need to upgrade their skills throughout their lives to stay competitive. Right now, however, the postsecondary credentialing system is fragmented. It doesn’t acknowledge or connect the learning that happens through different sources of education–from school to work to the military. And Read more about Solutions to Build a 21st Century Connected Credentialing System[…]

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Debunking the Myth of Seat-Time: A National Analysis of Seat-Time Requirements for Credit

Time-based systems, also known as “seat-time” requirement systems, still form the basis of today’s traditional schools. The prevailing assumption has been that state policies for seat-time requirements constrict schools and hinder attempts to innovate. However, far more flexibility exists than originally thought. New research by ExcelinEd examining seat-time requirements for awarding credit and graduation reveals Read more about Debunking the Myth of Seat-Time: A National Analysis of Seat-Time Requirements for Credit[…]

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Recent Research: Taking Student-Centered Learning and Equity to Scale

Can teaching and learning practices that foster deeper learning among all students-not just the most advantaged-be successfully replicated across large numbers of schools? The answer is an unqualified “yes,” according to the Learning Policy Institute’s recently released study, Deeper Learning Networks: Taking Student-Centered Learning and Equity to Scale. The study examines how three school networks, Read more about Recent Research: Taking Student-Centered Learning and Equity to Scale[…]

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Nine Ways to Align Education Policy with the Learning Sciences

We know more than ever about the science of learning and development, but education policy hasn’t kept pace with these advancements. In a new report, iNACOL (Renamed the Aurora Institute) explores the emerging research and offers a set of recommendations to align policy with how students learn best.  Aligning Education Policy with the Science of Read more about Nine Ways to Align Education Policy with the Learning Sciences[…]

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Scientific research on how to teach critical thinking contradicts education trends

Recently for The Hechinger Report, Jill Barshay provided an overview of scientific research that finds that content knowledge is crucial to effective critical thinking. Portions of the piece appear below: Critical thinking is all the rage in education. Schools brag that they teach it on their websites and in open houses to impress parents. Some Read more about Scientific research on how to teach critical thinking contradicts education trends[…]

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Reimagining the Teaching Profession for the 21st Century

In a new issue brief, iNACOL outlines five key opportunities for state policymakers to transform the teaching profession to enable it to support the shift toward student-centered learning models in K-12 education. Modernizing the Teaching Workforce for Learner-Centered, Competency-Based, Equity-Oriented Education: State Policy Recommendations makes five recommendations to leverage the unique role of state policymaking: Read more about Reimagining the Teaching Profession for the 21st Century[…]

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How to Innovate: Options for School Districts

School district leaders know that standardized tests are a narrow view of learning outcomes. Many want to embrace a broader view of career and citizenship readiness, and want to engage young people in active learning to promote these important outcomes-but these changes come with a variety of challenges.   Typical school district dilemmas include: * Read more about How to Innovate: Options for School Districts[…]

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Issue Brief: Preparing Learners for an Uncertain Future

Children graduating from K-12 schools are largely unprepared for workplace challenges, and with the rise of smart machines, workforce readiness gaps are likely to increase. What are promising practices for preparing students for the changing world of work? How can educators help students develop their uniquely human attributes and flexible skills that can be applied Read more about Issue Brief: Preparing Learners for an Uncertain Future[…]

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Preparing All Learners for an Uncertain Future of Work

Recently in Getting Smart, Katherine Prince of Knowledgeworks discussed a new foundation for readiness for work in the 21st century. Excerpts of the piece appear below: From today’s vantage point, we can identify two critical drivers of change shaping the future of readiness for further learning, work and life: the rise of smart machines and Read more about Preparing All Learners for an Uncertain Future of Work[…]

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Mind the Gap: Will All Students Benefit From 21st Century Learning?

In an economy driven by technological innovation and a complex social landscape, schools must invest in instructional approaches that allow students to express more agency over their learning and create space to apply what they learn to solve real-world problems. Based on a two-year study of personalized learning in 39 schools across the country and Read more about Mind the Gap: Will All Students Benefit From 21st Century Learning?[…]

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How People Learn II

Learning is a conversation with the world, from a newborn’s brain lighting up as his mother sings to him, to a teenager choking on a test for fear of fulfilling a stereotype, to elderly people heading off cognitive decline by learning a new language. In an update to its landmark reports on education research, the Read more about How People Learn II[…]

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Learn Next: A Toolbox for Educators to Transform Practice

Every student deserves access to powerful learning experiences – experiences that help them develop agency, grow their skills and expand their curiosities. Many schools are shifting their practices to be more student-centered in hopes of ultimately developing these qualities in students. We know in transformative environments that the learning and facilitation looks very different. This Read more about Learn Next: A Toolbox for Educators to Transform Practice[…]

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Project Management: An Essential Skill for Students

Janice Walton recently wrote a piece for Getting Smart, focused on the need for students to practice and apply Project Management skills in the K-12 classroom. She writes: One of the keys to successfully integrating a project-based learning experience into the classroom is project management. A teacher first must effectively plan for and manage the Read more about Project Management: An Essential Skill for Students[…]

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