- DC Teachers’ Union to Protest Washington Post
If you don’t like the message, you might as well muzzle the messenger. Or at least that’s the strategy being employed by the Washington Teachers’ Union this week as it plans to protest The Washington Post for what it describes as slanted coverage of D.C. education reform.
- Turning the Classroom Upside Down
I soon discovered that people all over the world were watching my YouTube videos. More important, teachers were using them to change the basic rhythm of their classrooms. They asked their students to watch the videos at home and then used class time for actual problem-solving. Instead of 30 students listening passively to a one-size-fits-all lecture, they were learning at their own speed.
- Public’s Right to Know Critical for Truth in Wisconsin
The public has a right to know who or what is influencing its government. That’s why Education Action Group, a Michigan-based national education reform organization, submitted an Open Records request to Dane County (Wisconsin) District Attorney Ismael Ozanne to obtain any and all communications he had surrounding litigation to block Gov. Scott Walker’s budget repair bill.
- Haslam, Memphis Teachers Discuss Teacher Evaluations
Gov. Bill Haslam tried to reassure Memphis teachers about a controversial new evaluation system during a meeting Thursday attended by his education chief and the Memphis schools’ superintendent.
- The NEA Strikes Back
But considering that school reformers now call education the greatest civil rights issue of this era — and that taxpayers realize they are funding lavish retirements for teachers and other public sector workers at the expense of their own retirements and that of their kids. The NEA is also looking to bolster its hefty political war chest. In February, the NEA announced plans to enact a two-fold increase in the member dues dedicated to political campaigning.
- An Experimental Study of the Project CRISS Reading Program on Grade 9 Reading Achievement in Rural High Schools
The study found that the Project CRISS literacy program did not produce significantly greater improvement in grade 9 students’ reading comprehension relative to the students whose teachers did not experience Project CRISS and that reading comprehension did not differ between male and female students.