Beyond ‘adopt and hope’
High-quality instructional materials alone won’t fuel achievement gains. What else is needed?
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Tag: Spring 2026
‘There’s just no way’: Time poverty as an obstacle to pedagogical change
A lack of time prevents teachers from adopting instructional practices they know are likely to be effective. Where can leaders reduce demands to increase effectiveness?
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Time well spent? Teacher perspectives on time-saving reforms
What reforms do teachers believe will be most effective in helping them manage their time?
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Local stories lead to global understanding
A Wisconsin oral history initiative motivates students to learn more about their community and then expand their understanding to the world.
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Purposeful moments and planned journeys spark student curiosity
How can teachers create space for learning experiences that will stick with students for life?
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What does effective high-quality preschool curriculum look like?
A new vision of curriculum quality offers guidance for what a high-quality preschool curriculum looks like.
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Further thoughts on curriculum and instruction
Research notes, a look back, and discussion ideas related to the Spring 2025 Kappan theme.
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Checking for understanding: What to do with data
It’s one thing to collect data (hopefully the useful kind), and it is a whole other thing to know what to do with it.
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Curriculum doesn’t cook itself: Why instruction makes the difference
Curriculum defines what students are expected to learn. But how learning unfolds is just as important.
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Developing deep learning in students at risk: Enhancing understanding
The first catalyst for moving beyond mastery and failed reforms is to foster general thinking.
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Cellphones in American schools
On the 2025 PDK Poll, 86% of Americans supported some kind of cellphone ban in schools.
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Hidden assets: Student and teacher introverts
Introverted students and educators can flourish if schools make space for them.
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