Nearly 18 months ago, I started a third graduate program and about six months ago, I shared an update on this latest academic pursuit. So far, I’ve completed five semesters of coursework, a combination of research methodology, core doctoral classes and now dissertation research hours. Coursework The past two semesters have involved completing two courses
Starch (1913): The adoption of a uniform scale of grades as well as a uniform standard in the frequency with which the different grades are assigned is a pressing need among colleges and secondary schools. (p. 636) Several years later at John Marshall High School: Our system requires (1) that the mark which is given
I subbed for a while in 2nd grade for a while this afternoon. A few quick take-aways: It was different than subbing in Kindergarten and preschool (last year’s doses of classroom reality) and a lot different than teaching high school students (six years of trying to get better). Flat Stanley is a humorous book. The end-of-day routine
Three siblings and their spouses annually draw names for a Christmas exchange. How many different possibilities are there? (Perhaps it’s not obvious, but married couples would not ever be asked to but a gift for each other in the exchange). Another way of thinking about this scenario: after how many years are we guaranteed to
Here it is. Yet another, “Oh my goodness…can you believe the Common Core is doing this to our kids and families?” news story. After a friend shared this article with me in jest, I thought to myself, “I am a curriculum director, former math teacher and relatively informed educator, do the Common Core standards really prescribe
Agree or disagree with the following statement? Students learn at different rates and different paces. As an educational deeply entrenched in thinking through effective grading practices, I have asked the statement above to 1,000+ teachers and administrators. To date, not a single practitioner has argued with the premise students (and adults!) learn at different rates.