Research & Resources

John Larmer and John R. Mergendoller advocate student-driven projects. To facilitate such projects, the authors propose that every teacher make sure he or she includes the seven essential elements of project-based learning in every long-term assignment.

Authors Nancy Frey and Douglas Fisher assert that teachers pay attention to these indicators of productive group work and suggest ways to ensure them...

Linda Darling-Hammond explores Finland’s successful educational reforms and the lessons from it that can be applied in the United States.

Stanford professor Carol S. Dweck discusses how teachers can promote growth-mindsets in their classrooms, leading to higher confidence among students. She emphasizes that teachers must first create a culture of risk-taking, where it is the process, and not the outcome,…

The article outlines an instructional practice occurring in Newark Public School district, wherein middle school students, under the instruction of teachers and National Urban Alliance mentors, guide the rest of their class through a lesson, assuming the role of primary…

Teacher Stacy Kitsis shares her experiences with small-group literature discussions held through social-networking and how doing so differed from in-class small-ground literature discussions.

Teacher Dana H. Maloney discusses how she has incorporated student-based projects in her classroom and the results.

Robert J. Marzano quickly and succinctly addresses the differentiated treatment that stems from inherent biases and suggests ways that teachers can overcome them.

The Literacy Design Collective offers sample curricula and resources to allow teachers to build lessons to support their specific classroom goals.

Larry Ferlazzo discusses the importance of reflection in the classroom and shares his 2010-2011 school year resolutions.