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As 2015 comes to a close, NAESP would like to wish its members, partners and other industry professionals a safe and happy holiday season. As we reflect on the past year for the industry, we would like to provide the readers of NAESP's Before the Bell, a look at the most accessed articles from the year. Our regular publication will resume Tuesday, Jan. 5.
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By: Brian Stack
From Sept. 25:
American schools today face issues that are unprecedented in our nation's history. Among the top issues are class size, poverty, family factors, technology, bullying, student attitudes and behaviors, parental involvement, student health, funding and No Child Left Behind. For those of us who have been in the profession for 10 years or more, we have certainly seen how these issues have come to consume so many parts of our job as school principals.
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By: Savanna Flakes
From June 5:
Discipline problems and behavior issues have always been and continue to be a leading frustration for teachers. The good news is that variables can easily be manipulated to have a positive influence on student behavior. By being proactive and purposeful in our planning, we can prevent behavior problems before they arise. By building positive relationships with students and explicitly teaching classroom routines, we can manage behavior and increase student motivation.
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By: Dr. Sheri Williams
From Jan. 13:
The shift to extended-day, four-day school weeks started in New Mexico in the early 1970s. The New Mexico Legislature approved the change "to deal with the high transportation and electric costs during the energy crisis." Is your district considering moving to a four-day school week and unsure how to proceed? Take some time exploring the benefits and potential pitfalls before proceeding. The decision to move to a shorter week requires careful examination.
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By: Douglas Magrath
From March 3:
Reading is an essential means of communication. Reading involves the recognition of large units — words and word groups — along with phonetic decoding. Reading is not just a passive activity; rather it is an active skill where the reader interacts with the text bringing many different skills into the process. Strategies are deliberate steps that the learners take when processing new material. The students must not only know about these strategies, but they must also be trained in their use.
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By: Archita Datta Majumdar
From May 1:
In the light of the raging debates on school accountability and the opposition to Common Core testing, a decade-old thesis has found new relevance. "Does School Accountability Lead to Improved Student Performance?" has reached an important milestone since it has singularly influenced major education reforms since it was published in 2005. When teachers and schools are held accountable for students' performance, grades have significantly improved. But more importantly, we've also seen how test results are ineffective in determining the real picture of student achievements and growth or potential.
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By: Howard Margolis
From Feb. 6:
On Friday, Tanya's teacher sighed sorrowfully, "Tanya forgot all six sight words she knew on Monday. I spent 30 solid minutes teaching them to her. This always happens. What's wrong with her?" What's wrong? Maybe nothing. Maybe she just needs the right kind of practice. So what to do? How can you increase Tanya's chances of remembering these and other words for a lifetime? One way is distributed practice, also known as spacing.
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By: Brian Stack
From Feb. 24:
As I was walking down the hall the other day, I was struck by some recent student artwork that had been posted by one of our art teachers. I took a few pictures of them on my phone and quickly uploaded them to our Facebook page with a caption that read, "Check out some of the latest pieces of art by students in Ms. Ladd's class!" I regularly post pictures and quick updates like this to our school's Facebook page several times a day. These updates, combined with posts of links to blog articles and our weekly newsletter, help our families stay connected to our school community.
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By: Nancy Gahles
From April 3:
The angst of parenthood rears its ugly multiheaded hydra appearance around this time every year — it's time for the parent-teacher conference. The parental hopes and dreams that your child did, in fact, incorporate all the lectures from you on bringing up his/her game hang in the fateful balance of this night. The parent-teacher conference will reveal the performance of your child. From the parental perspective, this may translate into how well have "I" achieved.
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By: Pamela Hill
From March 13:
A famous proverb tells us, "Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime." When applied to teaching — and, more appropriately, to special education — it also begs a question. Who decides if the best approach is to give a fish or teach fishing lessons when teaching a student with learning disabilities? The teacher must always be negotiating and evaluating.
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By: Ronald M. Kraus (commentary)
From Oct. 2:
Though there is surprisingly scant research on motivation and learning disabilities, motivation is in fact key to helping create change for students with learning differences. It is the engine that drives the train of learning, the spark that propels the individual. To understand motivation, here is a look at what the research by Richard Ryan and Edward Deci says. It first describes a continuum of different types of motivation, followed by an explanation of each.
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By: Debra Abrams
From June 30:
According to both Immigration and Customs Enforcement and English Language Program requirements, students are supposed to be "active learners." In reality, many come and go at will. There may be all sorts of reasons behind their behavior: Perhaps, because their countries or parents are sponsoring them, the "students" have no vested interest in their education. Perhaps, as is the case where I worked until recently, it is because administrators equate students with customers who are to be served, and as businessman Harry Selfridge asserted, "the customer is always right."
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By: Savanna Flakes
From Nov. 27:
The goal of assessment is to improve instruction and provide student feedback. However, many assessments take so much time to administrator and grade that teachers aren't able to use the data immediately. Studies have been conducted on the benefits of using assessment as a resource to help students learn and self-monitor their growth. Thus, assessment doesn't just help teachers, it also supports students in understanding their learning. Enter tech tools and resources.
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By: Jane Schoenfeld
From Aug. 7:
Transition is all the rage, and it should be. But what do you do with a kid who doesn't fit neatly into any of the categories? What do you do with any kid in fact? They're all individuals with different strengths and challenges. My daughter has multiple medical conditions, no physical disabilities, many learning difficulties and a PDD-NOS diagnosis, which puts her on the autism spectrum. She graduated from high school with a full diploma and spent two years in college before she decided it was just too hard and not clearly enough structured. So, what to do?
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By: Archita Datta Majumdar
From July 28:
K-12 public education is funded by federal, state and local governments in the United States. While the federal government contributes about 10 percent to the total amount, local taxes make up for the bulk of the fund, about 40-50 percent. The Great Recession resulted in significant budget cuts across the country. However, as the economy is bouncing back, administrators, parents and teachers alike have run out of patience and are pushing for aggressive funding expansion.
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By: Cait Harrison
From June 2:
As testing season draws to a close, a whole new crop of issues is bubbling up. All 280 juniors at Nathan Hale High School in Seattle recently chose not to take a Common Core-aligned standardized test because they didn't think it accurately measured their skills. Even though those students won't receive credit for the test, most don't need it to graduate, according to Seattle Public Schools. That district is one of many taking a stance in a growing movement against high-stakes testing.
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By: Archita Datta Majumdar
From March 20:
A growing debate about copyrighting K-12 students' and teachers' work is taking place across school districts. Universities have known and valued their faculty's intellectual property for a long time, resulting in detailed contracts and intellectual property rules. We are now witnessing a similar possessiveness from school districts across the U.S. As more K-12 teachers are using the latest technology to create and sell unique lesson plans and other teaching materials, the authorities are up in arms. The question is whether these lesson plans belong to the school districts for whom those teachers work or the teachers who created the materials.
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By: Corinne Garcia
From May 26:
As a parent preparing for my child's upcoming summer vacation, I'm always on edge about the summer learning loss, also known as the infamous "summer slide." The National Summer Learning Association reports that most students lose an average of two months of grade-level equivalency in math over the summer. But that's not all. If they are not kept properly occupied, they also tend to lose precious motivation.
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By: April Smith (commentary)
From April 10:
We all know that students are different and learning is not one-size-fits-all. Some students need more academic assistance and support than others because of documented physical or cognitive disabilities. To accommodate the variety of special needs present in today's classrooms, schools have created a variety of tiered placements and intervention strategies based on the severity of needed assistance. Two instructional models dominate special education services to be given in the general education classroom: inclusion and pull-out.
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By: Dean Wiech
From Sept. 22:
The often-undiscussed importance that administrative technology has on school districts might be tantamount to suggesting that the only use for technology in a school district is in its classroom. The day-to-day management of software solutions and management protocols have a dramatic impact on educational entities. And there's more to the management of these learning technologies than simply passing out tablets to students.
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By: Erick Herrmann
From Aug. 18:
Schools today are becoming increasingly diverse. Any educator who has been working in schools for a long time has likely seen the differences between students who were in their classrooms 20 years ago and students who are in their classrooms today. As racial, ethnic and linguistic diversity in the classroom and school widens, so does the need for educators to be responsive to diverse student and family needs, beliefs, values and attitudes.
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