The Limitations of Brain Research

What Every School Leader Needs to Know about Educational Research – Part 3

In our last two parts, we looked at how basics of research and experimental design can impact the strength of a study’s results—and how much we can trust results when determining which programs and strategies to implement in our schools. Nothing might be trendier today than programs and strategies that profess to be “brain-based.” Seems[…]

What Every School Leader Needs to Know about Educational Research – Part 1

By Kate and James Maxlow PART ONE: Is the Research Generalizable to YOUR students? So, your colleagues in the next school district over are raving about this great new program they have for helping “catch up” struggling students.  They say that you should really look into it for your school district.  The catch?  It’s pretty[…]

6 Reasons New Teachers Leave the Profession—And What Leaders Can Do About It part three

6 Reasons New Teachers Leave the Profession—And What Leaders Can Do About It – Part 3

So far in this years, we’ve seen the very real problems that new teachers face—but we’ve also seen that there’s a lot that effective school leaders can do to off-set those problems. Let’s recap so far: previously, we’ve explored Difficult Work Assignments, Unclear Expectations, Inadequate Resources, and Isolation. We’ve seen that the assignment of strong[…]

6 Reasons New Teachers Leave the Profession—And What Leaders Can Do About It

6 Reasons New Teachers Leave the Profession—And What Leaders Can Do About It – Part 2

Remember your first day of teaching—waiting outside your classroom door, pencils freshly sharpened, bulletin board freshly stapled with inspiring slogans and posters? Remember being full of expectation (and maybe some anxiousness), ready to fill the minds of young people with the love of learning?  And then the students enter your classroom…and you realize that none[…]