Academic-Resilience_IB-Policy-Paper.pdf (1009 downloads) This policy paper presents findings from a wide range of literature on academic resilience in primary and secondary education to help shape the approach schools can take…
Growth-Mindset_IB_PolicyPaper.pdf (1186 downloads) This policy paper presents findings from a wide range of literature on growth mindset in primary and secondary education. Part 1 describes key insights from research on…
MetaCognition_IB_PolicyPaper.pdf (1176 downloads) This policy paper presents findings from a wide range of literature on metacognition in primary and secondary education. To help make the abstract explicit for school leaders…
Ownership of learning means a learner is motivated, engaged, and self-directed with a sense of autonomy, choice, and responsibility in their actions. All learners have a fundamental need to feel autonomy in what they do. Decades of research has shown that when students feel autonomous, they have higher motivation to learn and achieve stronger academic performance in school. Naturally, learners want to make decisions that matter, pursue directions that feel meaningful to them, and hold a sense of responsibility and control for both their successes and setbacks.
Want to learn more about Inflexion, our approach, and the work we do? Download an annotated version of our 2020 keynote presentation to read examples of how we are working with educators, students, communities, and an impressive list of partners who are dissatisfied with the status quo and motivated to find what really works.
Too many school improvement initiatives dive immediately into reforms of learning approaches or processes. This is skipping steps. Defining your school’s Identity and a Vision for Student Readiness must come…
As we partner with educators to develop a common understanding around a holistic definition of student readiness, many school communities are utilizing explicit and common language to operationalize what readiness means to their community. Many schools already have a holistic definition that their staff, students, and families have bought into to or sometimes have even helped to design.
This study argues that varied perspectives should be a critical component in the methodological and analytical choices of education research, especially when the sought after outcome is deeper understanding of the impact, both positive and negative, of an education program or policy. In this study, rather than using one researcher to confirm the reliability of the other, the study explores the outcome of drawing on the positional reflexivity of two researchers, each with a distinct perspective, as a potential strength to cogenerate themes and theory in the evaluation of complex policy or programs.
ArtCore is an evolving model for arts-based school enhancement that unites community based teaching artists with middle school educators to generate creative, challenging and sustainable learning opportunities for historically marginalized students. Teaching artists work side by side with one grade level of educators per year during three years, modeling arts integration approaches across the school. This collaboration cultivates skilled cohorts of students and renews a strong school culture that values the unique creativity of every student and educator. By engaging every member of the school community as a learner, ArtCore goes to the heart of integrative, imaginative and culturally responsive learning.
The overarching goals of this four-year National Science Foundation–funded Discovery Research K–12 project include the following: 1) Implement a high-quality situated PD model for K–6 teachers in science; 2) conduct a comprehensive and rigorous program of research to study the impacts of this model on teacher and student learning; and 3) disseminate project outcomes to a variety of stakeholders to produce broader impacts.