Article headlines
This is a collection of the "In This Issue" headlines from the first page of all of the Marshall Memo issues to make it easier for subscribers to locate articles.
Marshall Memo 326 - March 8 2010 | |
| 1. | Can good teaching be taught? |
| 2. | Mathematical knowledge for teaching |
| 3. | Using video clips to help teachers tune in to their students’ thinking |
| 4. | Lightweight and heavyweight instructional coaching |
| 5. | An online professional community in Maryland |
| 6. | What boosts motivation for bored adolescents |
| 7. | Ideas for turning around failing schools |
| 8. | Richard DuFour on asking the right question |
| 9. | Why merit pay is a distraction and a delusion |
Marshall Memo 324 - Feb. 22, 2010 | |
| 1. | How interim assessments failed in two Pennsylvania districts |
| 2. | Three ways to handle discipline |
| 3. | Helping slow learners succeed |
| 4. | Increasing the amount of informational reading in primary classrooms |
| 5. | How to maximize “brain torque” in classrooms |
| 6. | What’s most important in your high school? |
| 7. | Service learning in action |
| 8. | Making service learning count |
| 9. | Service-learning projects in Oregon |
Marshall Memo 323 - Feb. 15, 2010 | |
| 1. | The two sides of competition |
| 2. | Nancie Atwell on reading the right stuff |
| 3. | A three-step process for improving the achievement of struggling students |
| 4. | Getting students to self-assess in elementary classrooms |
| 5. | Effective use of squishiest in a New York City school |
| 6. | Criteria for effective service-learning programs |
| 7. | The Penny Harvest program in action |
| 8. | The n-effect in classroom dynamics |
| 9. | Redefining the role of the school library in the information age |
| 10. | Problems with requiring algebra in middle school |
| 11a. | A powerful film about a Paris classroom |
| 11b. | More on merit pay |
| 11c. | Black History Month websites |
Marshall Memo 322 - Feb. 8, 2010 | |
| 1. | Is quality learning possible while multitasking? |
| 2. | Getting ready to write |
| 3. | A push to improve teaching in college classrooms |
| 4. | Teaching morality in school |
| 5. | Applying the concept of distributed learning |
| 6. | Succeeding with students who are hard to like |
| 7. | A multi-dimensional learning plan |
| 8. | Robert Marzano on effective classroom games |
| 9. | What works in sex education? |
| 10a. | A principal’s blog |
| 10b. | Learning disabilities website |
| 10c. | Khan Academy |
| 10d. | National Lab Day website |
| 10e. | Teaching finance website |
Marshall Memo 321 - Feb. 1, 2010 | |
| 1. | The pedagogy of poverty (an oldie but goodie) |
| 2. | Lessons from effective Chicago elementary schools |
| 3. | Marilyn Burns on math interviews |
| 4. | Fair and accurate grades for exceptional learners |
| 5. | Tuning in to students’ “currencies” |
| 6. | Teaching insights from computer games |
| 7. | Response to Intervention as a strategy for ELLs |
| 8. | The benefits of having recess before lunch |
Marshall Memo 320 - Jan. 25, 2010 | |
| 1. | What qualities predict a teacher’s success with students? |
| 2. | Good handwriting – right from the start |
| 3. | Using iPods to help students learn literary analysis |
| 4. | Targeted instruction to help ELLs succeed in content-area classes |
| 5. | Why do so many students hit the wall in college calculus? |
| 6a. | Another Hans Rosling masterpiece |
| 6b. | Foreign language video clips |
| 6c. | Exploring French art |
| 6d. | Spanish language practice online |
| 6e. | Teaching medieval Islam |
Marshall Memo 319 - Jan. 18, 2010 | |
| 1. | How educators’ and students’ mind-sets influence achievement |
| 2. | “I’m just not good at math” – why do we tolerate this statement? |
| 3. | A high school eliminates tracking |
| 4. | A school district and a university work together on a common problem |
| 5. | Success for students with high-functioning autism |
| 6. | Restorative dispute resolution |
| 7. | How a school cleared the halls by the end of passing time |
| 8. | Outdoor recess in a middle school? |
| 9. | A survivor tells all |
Marshall Memo 318 - Jan. 11, 2010 | |
| 1. | What Teach for America is learning about highly effective teachers |
| 2. | Should teachers try to match instruction to students’ learning styles? |
| 3. | Adapting |
| 4. | Using peer coaches to build oral reading fluency |
| 5. | A new tool for evaluating principals |
| 6. | What to novels teach about Muslim girls? |
| 7. | Richard DuFour on improving ‘good’ schools |
| 8. | When student evaluations of teachers become popularity contests |
Marshall Memo 317 - Jan. 4, 2009 | |
| 1. | What kind of learning works best? |
| 2. | Teaching more challenging mathematics in preschool |
| 3. | A Massachusetts high school’s students write and produce films |
| 4. | Changing beliefs in a tumultuous time |
| 5. | Preparing special-needs students for success in college |
| 6. | How children shape their own environment – not always for the best |
| 7. | Boosting students’ mindfulness |
| 8a. | Project Explorer website |
| 8b. | Shakespeare website |
| 8c. | Grants website |
| 8d. | Using cell phones as “clickers” |
| 8e. | Foreign language websites |
Marshall Memo 316 - Dec. 27, 2009 | |
| 1. | Teacher self-efficacy and adopting new techniques |
| 2. | How instructional coaches can work with resistant teachers |
| 3. | Seven keys to effective professional development |
| 4. | Applying the lessons of The Elements of Style to teaching |
| 5. | What works in all-boy classes? |
| 6. | Ideas, evidence, and argumentation in science classes |
| 7a. | Virtual college fairs |
| 7b. | Alternatives to dropping out |
| 7c. | Street games |
| 7d. | Newspaper front pages online |
Marshall Memo 315 - Dec. 21, 2009 | |
| 1. | How is the health care crisis like the problems in our schools? |
| 2. | Getting the most out of instructional coaches |
| 3. | Individual merit pay for teachers: an idea whose time has not come |
| 4. | Using performance-based rubrics to evaluate teachers |
| 5. | Detecting problems early and intervening |
| 6. | Diagnosing struggling students’ vision problems |
| 7. | Wellness education in a Massachusetts school |
| 8. | The best motivator is… |
| 9. | Resilience in a crisis |
| 10. | An evaluation of three school-reform programs |
| 11. | Neuroscience for Kids website |
Marshall Memo 314 - Dec. 14, 2009 | |
| 1. | What will it take to improve all schools? |
| 2. | Ten turnaround keys |
| 3. | The critical importance of reteaching |
| 4. | Robert Marzano on a powerful way to improve student learning |
| 5. | A graphic organizer to facilitate math problem-solving |
| 6. | Strategies for helping students who harm themselves |
| 7. | Addressing nutrition and health in a Bronx classroom |
| 8. | Are the “best” schools really the best? |
| 9. | Stories and novels that teach math |
| 10. | Ideas on parent involvement |
Marshall Memo 313 - Dec. 7, 2009 | |
| 1. | Revisiting Dan Lortieís ìunholy trinityî from Schoolteacher |
| 2. | ìPositive devianceî as a strategy for solving difficult problems |
| 3. | Why turnarounds seldom work |
| 4. | Faculty meetings that build skills and school culture |
| 5. | Nutrition 101 |
| 6. | Students getting enough sleep |
| 7. | Teaching civility |
Marshall Memo 312 - Nov. 30, 2009 | |
| 1. | Making connections with all students |
| 2. | How to boost the quality of classroom discussions |
| 3. | More about improving classroom discussions |
| 4. | Ensuring academic rigor for English language learners |
| 5. | Student-led report card conferences in Kentucky |
| 6. | What it takes for teachers to maintain high expectations |
| 7. | Using trained dogs to help reluctant readers |
| 8. | Presuming competence with special-needs students |
| 9. | Financial literacy for teens |
| 10a. | We Can Change the World Challenge |
| 10b. | Citizen Science Central |
Marshall Memo 311 - Nov. 23, 2009 | |
| 1. | Why math teaching lags in the U.S. ñ and what we can do about it |
| 2. | Improving the teaching of history at Indiana University |
| 3. | How to radically improve a low-performing school |
| 4. | What kind of parent involvement is best in middle and high school? |
| 5. | Five skills needed to be an effective innovator |
| 6. | Crisis management 101 |
| 7. | Stereotype threat in action |
| 8a. | Play scripts online |
| 8b. | Life magazine photos online |
| 8c. | Engineering magazine online |
Marshall Memo 310 - Nov. 16, 2009 | |
| 1. | Five ways to get the best from students |
| 2. | Getting girls tinkering |
| 3. | Involving students in the assessment process |
| 4. | Using on-the-spot assessments |
| 5. | Robert Marzano on interactive whiteboards |
| 6. | Making marking meaningful |
| 7. | A trap some college professors fall into ñ and K-12 teachers too? |
| 8. | Is going to college worth it? |
| 9. | Whatís involved in closing the achievement gap? |
| 10. | The impact ñ and limitations ñ of smaller classes |
| 11a. | Creative activist toolkit |
| 11b. | Instructional videos online |
Marshall Memo 309 - Nov. 9, 2009 | |
| 1. | The difference between strategic planning and having a strategy |
| 2. | Using improv theater in English language learning classrooms |
| 3. | Collaborative professional learning in a Chicago school |
| 4. | A balanced assessment system |
| 5. | Effective use of during-the-year assessments in Vermont |
| 6. | The pros and cons of elementary departmentalization |
| 7. | Variations in instructional practices from classroom to classroom |
Marshall Memo 308 - Nov. 2, 2009 | |
| 1. | High expectations ñ what do they look like in schools? |
| 2. | Students as potential leaders against bullying |
| 3. | Guidelines for resolving ethical dilemmas |
| 4. | Alcohol- and drug-related suspensions from athletic events |
| 5. | Heading off a suicide contagion |
| 6. | Advice on preventing dropouts ñ from a former dropout |
| 7. | The characteristics of idealistic, contented, and disheartened teachers |
| 8. | A proposal on merit pay |
| 9. | The relationship between a sense of efficacy and job stress |
| 10. | A California teacher surveys her students |
Marshall Memo 307 - Oct. 26, 2009 | |
| 1. | Teacher teams getting results |
| 2. | James Popham on improving assessments in schools |
| 3. | Turning Bloomís taxonomy upside down in history classes |
| 4. | An unexpected study/memory strategy |
| 5. | Tips for difficult conversations |
| 6. | Ideas on decision-making from the business world |
| 7. | Conductors as leadership models |
Marshall Memo 306 - Oct. 19, 2009 | |
| 1. | What it takes to sustain good teachers |
| 2. | Using behavior-based interviewing with teacher candidates |
| 3. | What makes an effective math teacher |
| 4. | Key components of new teacher induction |
| 5. | Avoiding false choices and doing what's right for students |
| 6. | The impact of “stereotype threat” on eighth graders |
| 7. | Three principles of leadership |
| 8. | School boards and effective policy-making |
| 9. | Cellphone cheating in schools |
| 10a. | Social justice websites |
| 10b. | Connecting with schools around the world |
| 10c. | Websites to enhance use of digital whiteboards for foreign-language teaching |
| 10d. | Foreign language Web resources |
Marshall Memo 305 - Oct. 12, 2009 | |
| 1. | Five keys to highly effective inner-city schools |
| 2. | Elementary mathematics - harder to teach than we think |
| 3. | A surprising way to develop “executive function” in kindergarten |
| 4. | Gay, lesbian, and bisexual youth in middle school |
| 5. | A more ambitious approach to family involvement |
| 6. | Statistics on the fate of high-school dropouts |
| 7. | Using data to prevent youth violence in Chicago |
| 8. | Paintings from the New Deal |
Marshall Memo 304 - Oct. 5, 2009 | |
| 1. | Brilliant, eccentric teachers who hook students |
| 2. | Robert Marzano on maximizing student learning of new information |
| 3. | Key characteristics of high-performing schools |
| 4. | Using integrated literacy circles in middle-school content classes |
| 5. | E.D. Hirsch on the history and importance of core knowledge |
| 6. | Total student load: a key factor in student achievement |
| 7. | Principals learning to listen, collaborate, and lead |
| 8. | Carpe diem, says Frederick Hess |
| 9. | A simplified college financial aid form makes a big difference |
| 10. | Math and science portal |
Marshall Memo 303 - Sept. 28, 2009 | |
| 1. | Why physics matters |
| 2. | Middle-school students watch a play about drinking and smoking |
| 3. | Dealing with adolescents' test and performance anxiety |
| 4. | The right kind of test preparation |
| 5. | Rethinking the way we teach and assess literacy in the digital age |
| 6. | Getting Web 2.0-addicted secondary students writing |
| 7. | Restructuring a middle-school math inclusion class |
| 8. | A principal who texts with her 2,000 high-school students |
| 9. | What happens when high achievers go to lower-tier colleges? |
| 10. | Ten tips for effective presentations |
| 11a. | Test yourself for hidden bias |
| 11b. | Online Mandarin Chinese |
| 11c. | High-school biology blog |
Marshall Memo 302 - Sept. 21, 2009 | |
| 1. | The curious dynamics of being new to a leadership position |
| 2. | Robert Marzano sets the record straight |
| 3. | Douglas Reeves on fixing grading practices |
| 4. | What makes effective schools soar |
| 5. | Teaching students how to engage in effective argumentation |
| 6. | The influence of effective teachers on their colleagues |
| 7. | What's working in Montgomery County, Maryland |
| 8. | Categories for evaluating teaching |
| 9. | Value-added reports for teachers in New York City |
Marshall Memo 301 - Sept. 14, 2009 | |
| 1. | How children's racial attitudes are shaped |
| 2. | Keys to turning around failing schools |
| 3. | Robert Marzano on vocabulary acquisition |
| 4. | Girls in math and science |
| 5. | Merit pay in Portugal: is it working? |
| 6. | Online curriculum resources |
| 7. | Quest Atlantis |
Marshall Memo 300 - Sept. 7, 2009 | |
| 1. | Three suggestions for effective teaching - with caveats |
| 2. | Deep skills for the 21st century |
| 3. | Teaching 21st-century skills well |
| 4. | Six myths about creativity |
| 5. | Teaching the core concepts of K-12 science |
| 6. | How good are state curriculum standards for evolution? |
| 7. | A middle-school dropout prevention program in Philadelphia |
| 8. | Is Accelerated Reader's point system reducing high-quality reading? |
| 9a. | Big Apple eighth graders show their stuff |
| 9b. | College choices website |
| 9c. | Band leaders website |
| 9d. | Author directory website |
| 9e. | Weight bias website |
Marshall Memo 299 - Aug. 31, 2009 | |
| 1. | Why people misunderstand us |
| 2. | Procrastination - the triumph of impulsivity over future benefits |
| 3. | A Georgia teacher takes the plunge for reading workshop |
| 4. | Ten ways to get students involved |
| 5. | A cautionary note on two-way bilingual classes |
| 6. | Making civics education stick |
| 7. | The impact of good teaching |
| 8a. | Hans Rosling does it again |
| 8b. | Five videos on classroom management |
Marshall Memo 298 - Aug. 24, 2009 | |
| 1. | Advice from the business world on handling e-mail |
| 2. | How distributed leadership affects student achievement |
| 3. | What's most important as teachers decide where to teach? |
| 4. | Effective ways to communicate with parents |
| 5. | A balance of rigor and play in kindergarten |
| 6. | Which is best for ELLs, an English or a Spanish reading intervention? |
| 7. | Effective use of comics in world-language classrooms |
| 8. | Eight first-rate new children's books |
| 9a. | Teacher collaboration website |
| 9b. | RTI websites |
| 9c. | World languages websites |
Marshall Memo 297 - Aug. 17, 2009 | |
| 1. | Key factors in turning around failing schools |
| 2. | Quality problems in district and state evaluations of school principals |
| 3. | The best ways to expand kindergarten students' vocabularies |
| 4. | An effective intervention with a struggling third grader |
| 5. | A low-cost way to accelerate high-achieving students |
| 6. | Mike Schmoker on capturing wasted classroom time |
| 7. | Ideas on teaching evolution |
| 8. | Are “dumb” students really dumb? |
| 9. | An online math textbook |
Marshall Memo 296 - Aug. 10, 2009 | |
| 1. | Solving the standards/compassion impasse (an “oldie but goodie” article) |
| 2. | Schools where failure is not an option |
| 3. | Doing remediation right |
| 4. | What can be done to prevent dropouts? |
| 5. | Can whole-class instruction help all students learn? |
| 6. | Pointers for teaching unfamiliar material |
| 7. | The rappin' math teacher |
| 8a. | Through Students' Eyes website |
| 8b. | Photovoice website |
Marshall Memo 295 - July 20, 2009 | |
| 1. | Which works best for teaching reading: strategies or content? |
| 2. | Twenty-five ideas from a talented New York City teacher |
| 3. | Another precinct heard from on “value-added” assessment of teachers |
| 4. | Getting boys reading |
| 5. | Parent input on class placement decisions |
| 6. | A CEO's advice on giving feedback and hiring |
Marshall Memo 294 - July 13, 2009 | |
| 1. | Cooperative learning's strengths - and what it takes to make it work |
| 2. | An oldie but goodie article: Advice to a rookie principal: stroll! |
| 3. | Online quizzes on everything |
Marshall Memo 293 - July 6, 2009 | |
| 1. | Examining the use of interim assessments in Philadelphia |
| 2. | Strategies for supporting four types of teachers |
| 3. | Having real conversations |
| 4. | Wendy Kopp on finding good teachers and dumping strategic planning |
| 5. | Getting the most out of every professional development dollar |
| 6. | Is there such a thing as foreign language learning disability? |
| 7. | Unregulated, pernicious sex education |
| 8. | A protocol for small-group discussion of a text |
| 9a. | An online arts education handbook |
| 9b. | TWIPs |
Marshall Memo 292 - June 29, 2009 | |
| 1. | Can deferring gratification be taught? |
| 2. | How to make professional development stick |
| 3. | The benefits of full-service community schools |
| 4. | Five school-reform ideas that didn't work out |
| 5. | Is abolishing teacher tenure the answer? |
| 6. | The importance of phonological awareness for Spanish ELLs |
| 7a. | Getty Museum website |
| 7b. | It helps to be able to see well |
Marshall Memo 291 - June 22, 2009 | |
| 1. | A Canadian province goes for whole-system reform using six principles |
| 2. | A high school makes good use of content-area tutoring |
| 3. | What we know (and don't know) about literacy instruction for ELLs |
| 4. | Bridging the gap between students' Internet savvy and in-school literacy |
| 5. | Fifth graders read e-books, respond, and chat electronically |
| 6. | Using joke books to improve a student's prosody |
| 7. | Using British singer Susan Boyle as a lesson on expectations |
Marshall Memo 290 - June 15, 2009 | |
| 1. | Help for privileged students |
| 2. | Working smart when teaching affluent students about social justice |
| 3. | Douglas Reeves on teaching social responsibility |
| 4. | Shifting a large high school's culture from “me” to “we” |
| 5. | A schoolwide, community-wide reading experience |
| 6. | Effective use of literacy coaches in secondary schools |
| 7. | Hard questions about scripted reading programs |
| 8. | A Kentucky teacher shapes middle-school students' behavior |
| 9. | A Norwegian approach to dealing with bullying |
| 10. | What's the best way to calculate the high-school graduation rate? |
| 11. | Stopping “summer slide” in Baltimore elementary schools |
| 12. | Children's book recommendations |
| 13. | National Writing Day |
Marshall Memo 289 - June 8, 2009 | |
| 1. | Sense and nonsense on grade inflation |
| 2. | Developing moral children |
| 3. | Doing a better job with environmental education |
| 4. | A five-step strategy for differentiating fourth-grade math |
| 5. | Preventing last-minute high-school dropouts |
| 6. | Three types of school-district culture - and which is most effective |
| 7. | Using “balanced scorecards” in school districts |
| 8. | Gender differences in math |
| 9a. | A new report on teacher evaluation |
| 9b. | Open-source lessons |
| 9c. | Discussion boards |
| 9d. | Online teacher discussion forum |
Marshall Memo 288 - June 1, 2009 | |
| 1. | Problematic student beliefs about school |
| 2. | Enhancing literacy and family involvement with one activity |
| 3. | Ideas for family writing activities |
| 4. | Problem-solving conferences |
| 5. | Gradual release of responsibility |
| 6. | Three levels of scaffolding in early phonemic awareness |
| 7. | Two views on teaching online college courses |
| 8. | A community college decides on outcome goals and assessments |
| 9. | Hugging is the new “hello” |
| 10. | Velocity: how the medium affects the message |
| 11a. | Three-minute explanations |
| 11b. | A new interactive programming language |
| 11c. | Poetry slams |
Marshall Memo 287 - May 25, 2009 | |
| 1. | How some schools in Israel become safe havens in tough communities |
| 2. | How the achievement gap widens - and how to close it |
| 3. | Rick Stiggins and Rick DuFour on common interim assessments |
| 4. | Nine tips for making word study effective in grades K-2 |
| 5. | Ten myths about schools |
| 6. | Seven skills that students need |
| 7. | College readiness defined |
| 8a. | College readiness standards and resources |
| 8b. | Math resources website |
| 8c. | Facts about religions |
Marshall Memo 286 - May 18, 2009 | |
| 1. | What can effective parenting tell us about teaching? |
| 2. | Purpose-driven school work |
| 3. | Three additional Rs: reasoning, resilience, and responsibility |
| 4. | Ten ways to support students' resilience |
| 5. | Building trust |
| 6. | Ten fatal leadership flaws |
| 7. | Neutralizing “stereotype threat”I |
| 8. | A program to build academic vocabulary in middle school |
| 9. | Early identification and treatment of alcohol abuse |
| 10. | A national poll of students' state of mind |
| 11. | Negative findings on four supplementary reading programs |
Marshall Memo 285 - May 11, 2009 | |
| 1. | David Brooks on how geniuses are made |
| 2. | Mike Schmoker on 21st-century learning |
| 3. | Preventing the early grades from becoming an academic boot camp |
| 4. | “Warm demanders” and “compassionate disciplinarians” in high school |
| 5. | A schoolwide prevention program for student behavior |
| 6. | The value of a comprehensive school climate survey |
| 7. | Should schools teach empathy? |
| 8. | “Instructional rounds” in schools |
| 9. | How good are the five most popular reading basals? |
| 10. | The similarities between managing and mothering |
| 11. | Literacy Cookbook website |
Marshall Memo 284 - May 4, 2009 | |
| 1. | Five lessons on using data |
| 2. | Active recall - the key to remembering |
| 3. | Improving teaching by building and sharing a repository of knowledge |
| 4. | Larry Cuban on what works in classrooms |
| 5. | What is the most important precursor to college success? |
| 6. | Learning from failure |
| 7. | Turning around a Philadelphia high school |
| 8. | Douglas Reeves on Web 2.0 |
Marshall Memo 283 - Apr. 27, 2009 | |
| 1. | What's involved in addressing an ethical dilemma? |
| 2. | Making teams effective |
| 3. | The abuses - and uses - of multitasking |
| 4. | Teaching students how to do Internet research |
| 5. | How to develop digital literacy - in students and ourselves |
| 6. | Getting the most from elementary math coaches |
| 7. | Ways to identify gifted and talented students |
| 8a. | Causes of World War I |
| 8b. | Flat classroom project |
| 8c. | Great plant escape |
| 8d. | Flashcard exchange |
| 8e. | Language island |
| 8f. | French linguistics |
Marshall Memo 282 - Apr. 20, 2009 | |
| 1. | Grim statistics on teen pregnancy and ideas for prevention |
| 2. | Is single-sex education a silver bullet? |
| 3. | Teaching ELLs the art of conversation |
| 4. | A better way to teach a textbook chapter |
| 5. | Advice for teacher leaders presenting to colleagues |
| 6. | Evidence-based coaching of teachers |
| 7. | Tips to get students writing |
| 8. | Books to put in children's hands for the summer |
| 9. | Children's books with rhythm and rhyme |
| 10. | Subgenre booklists |
Marshall Memo 281 - Apr. 13, 2009 | |
| 1. | Richard DuFour and Robert Marzano on teacher supervision and evaluation |
| 2. | A new book on whether intelligence is inherited or acquired |
| 3. | Teaching elementary math using multiple “genres” |
| 4. | Using a powerful poem with high-school students |
| 5. | Seven steps in action research |
| 6. | Douglas Reeves on maximizing the impact of teacher leaders |
| 7. | Faculty book groups |
| 8. | Behavioral economics comes to the school cafeteria |
| 9. | Computer games that bring learning alive |
| 10. | Flashcards 2.0 |
Marshall Memo 280 - Apr. 6, 2009 | |
| 1. | Why real thinking is hard - and how to maximize it in the classroom |
| 2. | Counteracting beliefs about innate intelligence |
| 3. | A broader view of school accountability |
| 4. | A study of the teaching of writing in high school |
| 5. | The Teacher Advancement Program (TAP) |
| 6. | What schools should teach about sex |
| 7. | Are unions to blame for failing urban schools? |
| 8. | Twelve principles for successful labor-management collaboration |
| 9. | The president speaks out on saggy pants |
| 10a. | Quarterly goals for student reading levels |
| 10b. | PBS's teacher website |
Marshall Memo 279 - Mar. 30, 2009 | |
| 1. | Leadership lessons from Honest Abe |
| 2. | The uses of regret |
| 3. | E.D. Hirsch on reading tests that could narrow the achievement gap |
| 4. | New York Times readers respond to Hirsch's article |
| 5. | A New York middle school involves students in improving their writing |
| 6. | Fluency and comprehension: why can't they just get along? |
| 7. | Standards-based report cards: how are they faring? |
| 8. | Picture books that hook middle-school readers |
| 9. | Websites for teachers |
Marshall Memo 278 - Mar. 23, 2009 | |
| 1. | The anatomy of a turnaround |
| 2. | “Learning walks” help transform a Rhode Island middle school |
| 3. | A report on the state of professional development here and abroad |
| 4. | A district's high schools focus on using after-school PD time well |
| 5. | How goal-setting can cause problems |
| 6. | Six ways schools can cope in a time of scarce resources |
| 7. | What makes a difference for students arriving from other countries |
| 8. | How touch helps learning |
| 9. | Involving students in assessment and self-improvement |
| 10. | Mostly disappointing results from software programs |
Marshall Memo 277 - Mar. 16, 2009 | |
| 1. | Mike Schmoker on practices that could transform schools |
| 2. | Key steps in overcoming teachers' resistance to new ideas |
| 3. | What works in teacher professional development |
| 4. | How literacy coaches can be more effective |
| 5. | Teaching “executive skills” to adolescents |
| 6. | Chicago's new high-school data project |
| 7. | Understanding foreign-born students' math approaches |
| 8. | What to include in an effective post-interview thank-you letter |
| 9a. | Teen reading website |
| 9b. | Forms of government website |
Marshall Memo 276 - Mar. 9, 2009 | |
| 1. | Howard Gardner on developing intellectual qualities for the future |
| 2. | Leaders who are smart and creative but lack wisdom |
| 3. | Survey findings on American teachers |
| 4. | The role of socio-emotional skills in developing proficient readers |
| 5. | How state reading tests sell students short |
| 6. | Weak vocabulary instruction in ten pre-K reading programs |
| 7. | Which are the best elementary math curriculum programs? |
| 8. | A revision of Bloom's taxonomy |
| 9. | Using dance steps to teach chemistry |
Marshall Memo 275 - Mar. 2, 2009 | |
| 1. | A sea change on race |
| 2. | James Popham spotlights six areas for improvement |
| 3. | Collaboration between schools and child welfare agencies |
| 4. | How far will value-added assessment of teachers get us? |
| 5. | Do cash incentives improve student achievement? |
| 6. | Rick Stiggins on getting students involved in the assessment process |
| 7. | Effective questions for interviewing principal candidates |
| 8. | Should principals talk about “my teachers” and “my school”? |
| 9. | Getting the most out of a tutoring program |
| 10. | Early vocabulary enrichment |
| 11. | The importance of recess |
| 12. | Students stand and deliver in a Minnesota elementary school |
| 13. | Mapping Africa website |
Marshall Memo 274 - Feb. 23, 2009 | |
| 1. | Can a BlackBerry addict be a focused, productive leader? |
| 2. | Dealing with the “leadership trap” |
| 3. | Applying the “broken-windows” theory to schools |
| 4. | Two teachers at opposite ends of the spectrum |
| 5. | Four keys to effective teaching |
| 6. | Standards-based grading that benefits students with special needs |
| 7. | Upper-elementary students' social and psychological development |
| 8. | What is the impact of achievement grouping in the lower grades? |
| 9. | The power of intentional, explicit vocabulary instruction |
Marshall Memo 273 - Feb.16, 2009 | |
| 1. | A young teacher learns from her veteran colleagues |
| 2. | A new report on professional development of teachers |
| 3. | Closing the achievement gap the smart way |
| 4. | A step-by-step process for implementing peer assessment |
| 5. | A program that gives students instant feedback on their writing |
| 6. | What Reading First got wrong - and what schools need to do now |
| 7. | Five pillars of literacy instruction |
| 8. | Principles for using “Response to Intervention” in literacy classrooms |
| 9. | Should children be allowed to just read? |
| 10. | Children's book recommendations |
| 11a. | Online “field trips” |
| 11b. | Four helpful programs |
| 11c. | A website to learn about neurobiological disorders |
| 11d. | Poetry website |
Marshall Memo 272 - Feb. 9, 2009 | |
| 1. | Insights on procrastination - and ways to avoid it |
| 2. | Doing mini-observations right |
| 3. | An outstanding middle school in Boston |
| 4. | Getting students involved in self-assessment and self-improvement |
| 5. | Gradual release of responsibility in classrooms |
| 6. | Clearing up myths about Advanced Placement courses |
| 7. | Preparing seniors for college and work |
| 8. | Figuring the cost of an out-of-school program |
| 9. | The virtues - and limits - of recess |
| 10a. | Cyberbullying websites |
| 10b. | Old newspapers online |
| 10c. | Real-world math applications |
Marshall Memo 271 - Feb. 2, 2009 | |
| 1. | A spontaneous fifth-grade inquiry project |
| 2. | Important caveats on classroom “clickers” |
| 3. | New consequences for misbehaving high-school students |
| 4. | A New York high school's R-E-S-P-E-C-T plan |
| 5. | Alcohol and drug use, abuse, and dependence: what schools can do |
| 6. | What's really going on with teenage sex? |
| 7. | “Broadening School Accountability” |
| 8. | “Response to intervention” at the high-school level |
| 9. | Two books on intelligence |
| 10. | A new idea for classroom seating |
Marshall Memo 270 - Jan. 26, 2009 | |
| 1. | Sometimes you have to call people out |
| 2. | Warm and competent - can people be both? |
| 3. | Avoiding dumb decisions |
| 4. | Tips for making a presentation |
| 5. | Riffing on the dream |
| 6. | Marie Carbo on matching teaching strategies to students' learning styles |
| 7. | An alternative to Ruby Payne's approach to teaching poor children |
| 8. | Ruby Payne defends her work |
| 9. | Collaborative problem-solving with difficult students |
| 10a. | 44 morphing presidents |
| 10b. | Blog to improve students' writing |
| 10c. | Interactive computer models website |
| 10d. | Bullying prevention website |
| 10e. | Continuing math education for teachers |
Marshall Memo 269 - Jan. 19, 2009 | |
| . | |
| 1. | Teaching “outrageous” lessons |
| 2. | Using poetry to teach grammar |
| 3. | Changing low expectations about student learning |
| 4. | Four myths about Asian-American students |
| 5. | Supporting first-generation college-going students |
| 6. | Are good teachers made - or born? |
| 7. | A test for unconscious bias and unintentional racism |
| 8. | The Civil War in four minutes! |
Marshall Memo 268 - Jan. 12, 2009 | |
| 1. | How can we help students remember more? |
| 2. | Explicit teaching of spelling in the elementary grades |
| 3. | A strategy for improving math instruction |
| 4. | A freshman advisory program in a New York high school |
| 5. | Can cell phones be instructionally useful? |
| 6. | Less mayhem and more learning at recess |
| 7. | Virginity pledges don't work |
| 8a. | Virtual books online |
| 8b. | A unit on baseball and unionism |
| 8c. | Child labor curriculum material |
| 8d. | David Macaulay's new book on the human body |
Marshall Memo 267 - Jan. 5, 2009 | |
| 1. | What helps develop students' self-efficacy beliefs? |
| 2. | Do commercial teacher selection interviews pick the best teachers? |
| 3. | Trouble-shooting and addressing possible learning barriers for ELLs |
| 4. | Using cooperative learning to support English language learners |
| 5. | Beefing up ninth-grade teacher teams |
| 6. | The benefits of student-led report card conferences |
| 7. | What kind of home reading support makes the biggest difference? |
Marshall Memo 266 - Dec. 29, 2008 | |
| 1. | Newly appointed leaders want quick wins, but beware of the traps! |
| 2. | Fine-tuning leadership for five types of entry challenge |
| 3. | Getting “the vision thing” right |
| 4. | How to implement a strategic plan so it works |
| 5. | What fosters creativity in a leadership team? |
| 6. | Response to intervention: timely help for struggling students |
| 7. | Sustained silent reading: research evidence and common sense |
| 8. | Using “sound boxes” to help beginning readers with phonemic awareness |
Marshall Memo 265 - Dec. 22, 2008 | |
| 1. | How changeable are people's personalities over time? |
| 2. | The long-term impact of an elementary student intervention |
| 3. | Should elementary schools think in terms of college readiness? |
| 4. | The two sides of teacher burnout: demands and resources |
| 5. | Are scripted reading programs the solution? |
| 6. | An Indiana schools hangs 45 art masterpieces in the hallways |
| 7. | Best practices at four high-performing high schools |
| 8. | Museum websites |
Marshall Memo 264 - Dec. 15, 2008 | |
| 1. | Leading with passion |
| 2. | A critique of Ruby Payne's Framework for Understanding Poverty |
| 3. | Is more time in school the answer? |
| 4. | “Response to intervention” - why isn't it catching on? |
| 5. | How can a public library be a gap-widener? |
| 6. | Essay-writing as a strategy for fostering resilience in children |
| 7. | Reaching diverse learners in reading classes |
| 8. | Matching text difficulty to students' reading levels |
| 9. | Highly recommended children's fiction |
| 10. | Nonfiction book picks |
Marshall Memo 263 - Dec. 8, 2008 | |
| 1. | What works in the world's best schools |
| 2. | Six keys to turnaround efforts |
| 3. | Overcoming denial and resistance |
| 4. | The potential of instructional coaching - and how to do it right |
| 5. | Literacy coaches - mentors or directors? |
| 6. | Running an effective workshop |
| 7. | Improving a fifth/first-grade reading buddies program |
Marshall Memo 262 - Dec. 1, 2008 | |
| 1. | What constitutes “good work”? |
| 2. | Five rules for effective leadership |
| 3. | Using student “guardians” to deal with high-school bullying |
| 4. | How to promote “word consciousness” in elementary classrooms |
| 5. | A list of staff-student “boundary invasions” |
| 6. | Helping to combat stereotyping of Arabs |
| 7a. | What was this beautiful machine? |
| 7b. | Online teacher resources |
| 7c. | Online e-Books |
Marshall Memo 261 - Nov. 24, 2008 | |
| 1. | The debate over single-sex classrooms and schools |
| 2. | Maximizing time on task in classrooms |
| 3. | Using film clips to spark advisory-group discussions on character education |
| 4. | How good are computer-adaptive tests? |
| 5. | New math courses for high-school seniors |
| 6. | “Boundary invasions” as possible precursors to sexual abuse |
| 7. | A 21st-century school-home communications system |
| 8. | A free online K-3 supplementary reading program |
Marshall Memo 260 - Nov. 17, 2008 | |
| 1. | Skill deficits that underlie student behavior problems |
| 2. | Seven skills that students need to succeed in college and beyond |
| 3. | Lesson study in American schools |
| 4. | Programs for English language learners - and how they stack up |
| 5. | Pluses and minuses of book leveling systems |
| 6. | Alfie Kohn frets about the dark side of self-control |
Marshall Memo 259 - Nov. 10, 2008 | |
| 1. | Are boys “naturally” better at math and science? |
| 2. | At what age should students learn about the Holocaust? |
| 3. | Mentoring new teachers - what best practice looks like |
| 4. | Putting a stop to sexual harassment |
| 5. | High expectations in action |
| 6. | Advisory groups help turn around a Washington high school |
| 7. | Successful advisory groups in Virginia |
| 8. | An enhanced homeroom period in a California high school |
| 9a. | One more election resource |
| 9b. | After-school program resources |
| 9c. | Five freedoms project |
Marshall Memo 258 - Nov. 3, 2008 | |
| 1. | What we know and don't know about merit pay for teachers |
| 2. | Parent involvement in low- and high-performing high schools |
| 3. | The power of surveying students - and listening to what they say |
| 4. | The “marshmallow test” - can kids be taught to defer gratification? |
| 5. | The sorry state of science curriculum standards and textbooks |
| 6. | Teaching social justice in schools |
| 7. | The answers to last week's quiz on teachers' legal liability |
Marshall Memo 257 - Oct. 27, 2008 | |
| 1. | How a leader can avoid being a “dictator by default” |
| 2. | Speechmaking 101 - being authentic and connecting with your audience |
| 3. | The basics of differentiated instruction |
| 4. | Guidelines for writing tests that are fair to everyone |
| 5. | A middle ground between retention and social promotion |
| 6. | Using riddles to improve reading comprehension - and have fun |
| 7. | Adapting interactive writing for a third-grade class |
| 8. | A quiz on teachers' legal liability |
| 8. | A quiz on teachers' legal liability |
| 8. | A quiz on teachers' legal liability |
Marshall Memo 256 - Oct. 20, 2008 | |
| 1. | Strategies for turning around failing schools |
| 2. | Nine characteristics of effective school leaders |
| 3. | Using stories effectively in the classroom |
| 4. | Combating summer reading loss with a strong home reading program |
| 5. | Professional development and coaching: the one-two punch |
| 6. | To have a word wall or not, that is the question |
| 7. | Counteracting students' stereotypes about Africa |
| 8. | How content-area teachers can motivate students to read |
| 9. | Rethinking “gifted” education |
| 10. | Recess without mayhem |
| 11a. | Election resources website |
| 11b. | Mix It Up lunch day |
Marshall Memo 255 - Oct. 13, 2008 | |
| 1. | Are we ready for value-added assessment of teachers? |
| 2. | Test preparation: the good, the bad, and the ugly |
| 3. | Failure is not an option: the A-B-I grading system |
| 4. | Douglas Reeves on teacher leadership |
| 5. | Websites for classroom study of the presidential election |
| 6. | Insights on during-instruction assessment |
| 7. | Children choose their favorite books |
| 8. | Recommendations for new children's books |
| 9a. | Review of Accelerated Math |
| 9b. | Caution on calculators |
Marshall Memo 254 - Oct. 6, 2008 | |
| 1. | Peer assistance and review - a better way to evaluate teachers? |
| 2. | The long-range impact of kindergarteners' school attendance |
| 3. | A college professor on five types of problem students |
| 4. | The importance of coherence |
| 5. | A consumer guide to elementary math programs |
| 6. | How well are Gates-funded small high schools working? |
| 7. | Census website |
Marshall Memo 253 - Sept. 29, 2008 | |
| 1. | Three reasons why learning about evolution matters |
| 2. | Five standards for evaluating a leader |
| 3. | How to foster creativity and innovation |
| 4. | Should colleges stop using the SAT and ACT for admissions decisions? |
| 5. | What discourages girls from pursuing STEM careers? |
| 6. | Ideas for preventing student cheating |
| 7. | A curriculum unit treating a high-stakes state test as a genre |
| 8. | A system for explicitly teaching reading comprehension |
| 9. | Using pictures to understand the S-T-O-R-Y |
| 10. | Children's books with characters who write |
Marshall Memo 252 - Sept. 22, 2008 | |
| 1. | Five to ten minutes of “Poetry Academy” a week boosts reading achievement |
| 2. | Nurturing independent writers in the primary grades |
| 3. | A study of Florida middle-school literacy coaches |
| 4. | What produces high student engagement in middle-school classrooms? |
| 5. | A theory on why computers aren't helping student achievement |
| 6. | Should elementary students rotate to different classes or stay put? |
| 7. | What teachers should say - and not say - during a political season |
| 7. | What teachers should say - and not say - during a political season |
| 8. | Online college tours |
Marshall Memo 251 - Sept. 15, 2008 | |
| 1. | Interim assessments: avoiding pitfalls and using best practices |
| 2. | Alfie Kohn on teaching and learning |
| 3. | Making the best use of school time |
| 4. | Teachers of color respond to racial challenges |
| 5. | Instructional uses of cellphones |
Marshall Memo 250 - Sept. 8, 2008 | |
| 1. | Teaching evolution in a Florida high school |
| 2. | The “new paternalism” in successful inner-city schools |
| 3. | Are financial incentives for students a good idea? |
| 4. | Does paying students and teachers for AP results improve outcomes? |
| 5. | A college teacher criticizes Advanced Placement |
| 6. | Leveling the gender playing field |
Marshall Memo 249 - Sept. 1, 2008 | |
| 1. | Jay McTighe on using assessments for learning |
| 2. | A Georgia district orchestrates three levels of interim data analysis |
| 3. | Student-led conferences in a California middle school |
| 4. | A teacher reflects on the pluses and minuses of e-mail |
| 5. | Writing as a key to college-bound student achievement |
| 6. | Four ways to promote adult learning in schools |
| 7. | Is this the best way to get high-school students to love reading? |
| 8. | Using videotapes of classes to improve teaching |
| 9. | Why aren't more young women becoming engineers? |
| 10. | Researchers' doubts about Open Court and Reading Mastery |
| 11a. | Online comparison of state standards |
| 11b. | Teacher leaders blog |
Marshall Memo 248 - Aug. 25, 2008 | |
| 1. | Social intelligence as a key to good leadership |
| 2. | How Pixar revs up its creative juices |
| 3. | The promise and pitfalls of Response to Intervention (RTI) |
| 4. | The power of two-way bilingual programs |
| 5. | Making class work as involving as football and drama |
| 6. | What to look for in a meeting |
| 7. | A Wisconsin principal on paperwork, meetings, and reluctant teachers |
| 8. | Children's books for the presidential race |
| 9a. | Online election game |
| 9b. | Online pre-algebra and Algebra I games |
| 9c. | Teen Read Week |
| 9d. | Banned books |
| 9d. | Banned books |
| 9e. | Lesson plans on picture books |
Marshall Memo 247 - Aug. 18 2008 | |
| 1. | A veteran high-school teacher on discipline (an oldie but goodie article) |
| 2. | Going beyond “sweating the small stuff” |
| 3. | Homophobia, harassment, and murder in a California junior high school |
| 4. | Giving elementary students a vision of college in their future |
| 5. | Two different kinds of school leaders |
Marshall Memo 246 - Aug. 11, 2008 | |
| 1. | How teachers and leaders can make their ideas stick |
| 2. | Using digital storytelling in the classroom |
| 3. | Using frequent assessments as part of flexible, agile teaching |
| 4. | Rick and Becky DuFour weigh in on tracking |
| 5. | A book about being a Muslim teenager in America |
| 6a. | A website for using Civilization |
| 6b. | An ancient history simulations website |
Marshall Memo 245 - Aug. 4, 2008 | |
| 1. | Dangling on a climbing wall and feeling students' pain |
| 2. | Mentors, moxie, motivation, and Moms - four keys to college |
| 3. | Using song lyrics with literature in a middle-school classroom |
| 4. | Seven principles of effective vocabulary learning |
| 5. | Learning how not to handle a student's annoying question |
| 6. | Billy Beane's (indirect) advice on hiring teachers |
| 7. | Getting and keeping effective teachers |
| 8. | Three keys to improving student achievement |
| 9. | Hands-on classroom computer projects |
| 10. | Busting myths about early readiness |
| 11a. | Science and current events website |
| 11b. | History website |
| 11c. | C.I.A. website |
Marshall Memo 244 - July 21, 2008 | |
| 1. | The art of nudging - improving decisions by wise “choice architecture” |
| 2. | Bringing “gifted” education to the masses |
| 3. | Are extracurricular activities the secret weapon of American schools? |
| 4. | More debunking of myths about male-female brain differences |
| 5. | Peer mediation at work in a Rhode Island high school |
| 6. | Braille makes a comeback |
| 7. | Teachers, parents, and the “math wars” |
| 8. | Getting middle-school students on track for college |
| 9. | Free curriculum websites - the wave of the future? |
| 10. | “Clickers” as achievement boosters and gender-gap closers |
Marshall Memo 243 - July 14, 2008 | |
| 1. | If they don't read much, how they ever gonna get good? |
| 2. | A consumer report on grade 6-12 reading programs |
| 3. | Improving writing in middle and high schools |
| 4. | A professor's experience grading AP history exams |
| 5. | Making the best use of short classroom observations |
| 6. | Kentucky fifth graders engrossed in a local history project |
| 7. | The yin and yang of critical and creative thinking |
Marshall Memo 242 - July 7, 2008 | |
| 1. | Key research findings on teaching English language learners |
| 2. | A thoughtful refutation of Piaget's developmental stages |
| 3. | Insights about elementary math teaching |
| 4. | The importance of well-chosen wrong answers |
| 5. | Does keeping back first and second graders work? |
| 6. | Is Reading Recovery an effective intervention for ELLs? |
| 7a. | Arts website |
| 7b. | A website for ELLs' teachers and parents |
Marshall Memo 241 - June 230, 2008 | |
| 1. | In-the-moment assessments in physics instruction - an oldie but goodie articlen |
| 2. | Building learning into an organization |
| 3. | How to fulfill the drives that motivate employees |
| 4. | A Pennsylvania district targets failing middle-school students |
Marshall Memo 240 - June 23, 2008 | |
| 1. | Dylan Wiliam on using minute-by-minute and day-to-day assessments |
| 2. | Students who pretend to understand when they don't |
| 3. | Teachers give candid advice to a first-year principal |
| 4. | What would get more girls to study physics and engineering? |
| 5. | Rhode Island's performance-based assessments for high-school seniors |
| 6. | Children's book recommendations |
| 7a. | Route 21 website |
| 7b. | Crossword-creating website |
Marshall Memo 239 - June 16, 2008 | |
| 1. | Jay McTighe on three roles teachers can play in their teams |
| 2. | Helping English language learners navigate U.S. group dynamics |
| 3. | Helping young people find purpose |
| 4. | Zero-tolerance discipline policies - problems and alternatives |
| 5. | Delaware's new system for evaluating principals |
| 6. | Young teacher leaders hit the wall |
| 7. | Combat pay for teaching ninth graders? |
| 8. | Comics-making website |
Marshall Memo 238 - June 9, 2008 | |
| 1. | Amitai Etzioni on moral education in schools |
| 2. | Teaching the big ideas of science and lighting a fire in students' minds |
| 3. | Three C's for improving urban science education |
| 4. | The power of a science lab in a Kansas elementary school |
| 5. | Twelve qualities of powerful professional learning |
| 6. | What will it take to get the best teachers into the neediest schools? |
| 7. | What do students need to be ready for college success? |
| 8. | Too much test prep, too late, doesn't work |
| 9. | Preparing for a teacher interview |
| 10a. | Safe Internet surfing |
| 10b. | Kid-friendly browsers |
| 10c. | Online ecology game |
| 10d. | Physical education video |
Marshall Memo 237 - June 2, 2008 | |
| 1. | Cultural shifts to launch successful professional learning communities |
| 2. | The seven stages of teacher teamwork |
| 3. | Five key conditions of PLCs |
| 4. | Judith Warren Little on effective teacher teams |
| 5. | Freeing up principals to be instructional leaders |
| 6. | How can educators make their meetings more effective? |
| 7. | Developing self-regulation in elementary school students |
| 8. | CD-ROM storybooks in the classroom |
| 9a. | Turnaround schools |
| 9b. | Spanish sayings, tongue-twisters, and riddles |
| 9c. | Online language learning |
| 9d. | French slang |
| 9e. | Latin “Mad Glibs” |
Marshall Memo 236 - May 26, 2008 | |
| 1. | Why are all the newbies teaching ninth grade? |
| 2. | An analysis of three effective high-school reform models |
| 3. | Findings from the business world about implementing ideas effectively |
| 4. | A Georgia “core knowledge” school struts its stuff |
| 5. | Grant Wiggins and Jay McTighe on teaching for understanding |
| 6. | Douglas Reeves on not using grades to leverage attendance |
| 7. | How are Millennial teachers different from Gen-X and Boomers? |
| 8. | Teacher book groups enrich professional practice |
| 9. | A deaf tutor's advantages teaching English |
| 10. | The treatment of Islam in ten world history textbooks |
| 11. | What are the most important factors in pre-school classrooms? |
Marshall Memo 235 - May 19, 2008 | |
| 1. | Twelve symptoms of a school in decline - and what can be done |
| 2. | Four recommendations for turning around underperforming schools |
| 3. | Preparing students for new 21st-century literacies |
| 4. | The importance of teaching advanced vocabulary to young children |
| 5. | Are one-to-one laptop programs effective? |
| 6. | Who are the most famous Americans? |
| 7. | Preparing in high school for the world of work |
| 8. | Counselors as key leaders in anti-bullying efforts |
| 9. | A cry for broader, deeper high-school social studies |
| 10. | Information on child sexual abuse |
| 11. | Arts websites |
Marshall Memo 234 - May 12, 2008 | |
| 1. | Five virtues for school principals |
| 2. | Is supervising the heck out of teachers the answer? |
| 3. | Using “reflective assessment” to improve students' retention |
| 4. | How can teachers teach so students remember? |
| 5. | Stepping up math and science teaching in U.S. classrooms |
| 6. | Making time the variable in high-school math courses |
| 7. | Building middle-school students' momentum |
| 8. | An Alabama inclusion model for middle-school special-needs students |
| 9. | Why hasn't Reading First boosted students' reading comprehension? |
| 10. | A science lesson-planning format |
| 11. | Earth sciences website |
Marshall Memo 233 - May 5, 2008 | |
| 1. | E.D. Hirsch on the elementary antecedents of high-school achievement |
| 2. | Douglas Reeves on effective leadership of literacy instruction |
| 3. | Howard Gardner on excellence, engagement, and ethics in U.S. schools |
| 4. | A study zeroes in on the shortcomings of “critical friends groups” |
| 5. | Teaching African-American students to “translate” to formal English |
| 6. | A Kansas high school welcomes its new ninth graders |
| 7. | An Iowa high school beefs up senior year |
| 8. | Minimizing teacher absenteeism |
| 9. | High student mobility - what can schools do? |
| 10. | How board games build preschoolers' math understanding |
| 11. | Collecting and analyzing data on youth services |
| 12. | A map showing carbon emissions across the U.S. |
Marshall Memo 232 - Apr. 28, 2008 | |
| 1. | What brain research says about learning, health, exercise, and stress |
| 2. | An expert comments on resilience and happiness |
| 3. | Getting the best teachers to the students who need them the most |
| 4. | Giving the children of poverty a fair shake |
| 5. | Ruby Payne on boosting disadvantaged students' achievement |
| 6. | The potential of full-service schools - and lessons learned |
| 7. | School refusal behavior and what schools can do |
| 8. | Putting books in students' hands over the summer |
| 9. | Are real-world math examples helping kids learn? |
| 10. | College Summit video |
Marshall Memo 231 - Apr. 21, 2008 | |
| 1. | How a sense of efficacy affects teaching and learning |
| 2. | The ingredients of effective professional development |
| 3. | Transactional strategies instruction for reading |
| 4. | Five elements in students' motivation to read |
| 5. | Using read-alouds in high-school ELL classes |
| 6. | Websites where students can post their own book reviews |
| 7. | Keys to an effective early-childhood literacy program |
| 8. | The value of play for early-childhood students with special needs |
| 9. | How principals can support student teachers |
| 10. | Assessing a school's parent outreach and involvement |
| 11. | Kindergarteners lead parent conferences with PowerPoint scripts |
| 12. | The best response to the “What is your weakness?” interview question |
| 13a. | Get it, Got it, Go! A preschool growth measure website |
| 13b. | Websites where students can post art projects |
| 13c. | Evaluating websites |
| 13d. | Conducting an arts audit |
Marshall Memo 230 - Apr. 14, 2008 | |
| 1. | Strategies for keeping promising new teachers in the profession |
| 2. | Analyzing the costs and benefits of educational improvement strategies |
| 3. | The five roles of transformational leaders |
| 4. | Dealing with staff members' illnesses and tragedies |
| 5. | Can assistant principals get beyond the three Bs? |
| 6. | Using students' “Daily News” stories in primary-grade ELL classes |
| 7. | Emphasizing output with English language learners |
| 8. | “Write talks” as a springboard for student writing |
| 9. | Combating obesity in the cafeteria and the gym |
| 10a. | You don't need to run marathons to stay in shape |
| 10b. | Biography website |
| 10c. | Library of Congress website |
| 10d. | United Nations website |
| 10e. | Math fun facts website |
| 10f. | Arctic exploration website |
Marshall Memo 229 - Apr. 7, 2008 | |
| 1. | Teacher teamwork and results at Adlai Stevenson High School |
| 2. | Is the five-paragraph essay a good formula for student writing? |
| 3. | Homework: Issues of fairness and effectiveness |
| 4. | One way for principals to follow up on mini-observations |
| 5. | Ten myths about brain-based learning |
| 6. | A New York high school successfully detracks |
| 7. | Tracking and a widening achievement gap in North Carolina |
| 8. | Tough love in Cheektowaga, New York |
| 9. | How computers can help achievement |
| 10. | Acing a predictable interview question |
| 11. | The impact of class size on students' on-task behavior |
| 12. | Comprehensive sex education: does it work? |
Marshall Memo 228 - Mar. 31, 2008 | |
| 1. | Are the “math wars” finally over? |
| 2. | Focus, rigor, and coherence in math standards |
| 3. | What do strong learning standards look like? |
| 4. | The special reading skills needed in each secondary content area |
| 5. | Primary students signal their comprehension strategies |
| 6. | A program to get preschool students writing their own books |
| 7. | The impact of Supplemental Educational Services (SES) |
| 8. | The importance of field trips |
| 9. | Further insights on bullying |
| 10. | How teacher absences affect student achievement |
| 11. | Why is smoking linked to educational attainment? |
Marshall Memo 227 - Mar. 24, 2008 | |
| 1. | The importance of a clear, concise strategy statement |
| 2. | Deciding what maters and sweating the details |
| 3. | Richard Elmore on effective professional development |
| 4. | Small steps to bringing your life into balance |
| 5. | The art of paraphrasing well in meetings |
| 6. | How to avoid getting blindsided by bad news |
| 7. | School board member guidelines from Arkansas |
| 8. | Dr. Seuss story maker |
Marshall Memo 226 - Mar. 17, 2008 | |
| 1. | Basketball and track coaching - implications for the classroom |
| 2. | Developing optimism and efficacy |
| 3. | Douglas Reeves on strategic planning |
| 4. | Character education that addresses both good and evil |
| 5. | Rethinking bully-prevention programs |
| 6. | Do the arts make children smarter? |
| 7. | A media literacy course in a New York middle school |
| 8. | Alarming statistics on sexually transmitted diseases |
| 9. | Smaller primary-grade classes and the achievement gap |
| 10a. | Web-based chemistry questions |
| 10b. | A test review website |
| 10c. | Websites for first-year teachers |
Marshall Memo 225 - Mar. 10, 2008 | |
| 1. | Ten keys to managing time and priorities effectively |
| 2. | More time management tips |
| 3. | Helping failing high-school students catch up |
| 4. | Flexible modular scheduling - how it works |
| 5. | A Marine Corps officer handles a troublemaker |
| 6. | A zero-tolerance policy on drinking at high-school sports events |
| 7. | Clear video explanations of wikis, blogs, and such |
Marshall Memo 224 - Mar. 3, 2008 | |
| 1. | Are all-boy and all-girl classrooms better? |
| 2. | Addressing the “quiet” problems of at-risk youth |
| 3. | Systematically teaching academic vocabulary in middle schools |
| 4. | What's the difference between reading skills and reading strategies? |
| 5. | Phonemic awareness in Spanish helps improve reading in English |
| 6. | Using readalouds to build content knowledge and vocabulary |
| 7. | Supporting students who have epilepsy |
| 8. | Course-management systems |
| 9a. | The serious business of play |
| 9b. | A startling statistic |
Marshall Memo 223 - Feb. 25, 2008 | |
| 1. | David McCullough on leadership |
| 2. | Keys to giving students feedback |
| 3. | Invisible principals - and what they can do about it |
| 4. | Douglas Reeves on improving grading practices |
| 5. | Getting students researching and thinking on their own |
| 6. | The value of debate for secondary-school students |
| 7. | Classroom routines to structure students' thinking |
| 8. | Findings from a new poll on homework |
| 9. | Teaching students to “d-code” works of art |
| 10. | High-quality school websites |
Marshall Memo 222 - Feb. 18, 2008 | |
| 1. | Arthur Costa on five ways to deepen classroom thinking |
| 2. | Keys to teaching for understanding |
| 3. | An artist's suggestions for energizing classroom instruction |
| 4. | E.D. Hirsch on curriculum, skills, and standards |
| 5. | E.D. Hirsch on test prep |
| 6. | Alarming findings on teen smoking |
| 7. | New thinking on physical education and health |
| 8. | More on exercise and achievement |
| 9. | A computerized way to detect concussions |
| 10. | A parent reacts to a standards-based report card |
| 11. | Frederick Hess on collective bargaining agreements |
Marshall Memo 221 - Feb. 11, 2008 | |
| 1. | Eric Jensen, an advocate of brain-based education, makes the case |
| 2. | Robert Sternberg offers a critique |
| 3. | Dan Willingham joins the debate |
| 4. | Judy Willis offers more cautions on using brain research |
| 5. | Eric Jensen responds to his critics |
| 6. | How explaining something to Mom helps children learn |
| 7. | Advice for those who mentor new principals |
| 8. | The limits - and importance - of educational research |
| 9. | Research reviews of dropout-prevention programs |
| 10. | How much freedom should new teachers have with the literacy curriculum? |
| 11a. | MIT courses online |
| 11b. | A report on teacher evaluation |
| 11c. | The Doing What Works website |
Marshall Memo 220 - Feb. 4, 2008 | |
| 1. | Dealing honestly with race in schools |
| 2. | A process for handling difficult meetings |
| 3. | An Illinois high school takes on “senioritis” |
| 4. | Effective vocabulary instruction in middle schools |
| 5. | Implementing block scheduling |
| 6. | Dealing with bullying at the secondary level |
| 7. | Mix It Up at Lunch Day to get students out of their cliques |
| 8. | The crucial role of arts education |
| 9. | Psyching middle school students for college |
| 10. | Recent college graduates help high-school students aim for college |
| 11a. | Geography knowledge website |
| 11b. | Math help website |
| 11c. | NASA website |
| 11d. | Plagiarism and copyright website |
| 11e. | Middle-school practical math website |
| 11f. | Math teaching videos |
| 11g. | Adolescent literacy website |
Marshall Memo 219 - Jan. 28, 2008 | |
| 1. | Malcolm Gladwell looks at intelligence and I.Q. tests |
| 2. | Holding our ground against achievement-lowering test prep |
| 3. | The curriculum gap that widens the achievement gap |
| 4. | Ways to get students reading at home |
| 5. | Can one urban school's success be transferred to other schools? |
| 6. | “Response to intervention” in Iowa |
| 7a. | Another incredible Hans Rosling video |
| 7b. | Primary-grade literacy website |
| 7c. | Website for teaching the First Amendment |
| 7c. | Website for teaching the First Amendment |
| 7d. | Website with NBC News archives |
Marshall Memo 218 - Jan. 21, 2008 | |
| 1. | Insights on effective physical education programs |
| 2. | How can we get elementary students to be more physically active? |
| 3. | Research on boosting teaching and learning |
| 4. | Ideas on improving teacher evaluation |
| 5. | Jay McTighe on making classroom assessments effective |
| 6. | Student humiliation in middle schools - and what to do about it |
| 7. | Student-led, teacher-supported parent conferences in Anchorage |
| 8. | Middle-school students give advice to their teachers |
Marshall Memo 217 - Jan. 14, 2008 | |
| 1. | Robert Marzano on the art and science of good teaching |
| 2. | Fluency and speed: a chicken-and-egg question in literacy |
| 3. | Suggestions for managing angry and aggressive students |
| 4. | Improving staff collegiality by using the Myers-Briggs |
| 5. | Teacher interview questions tapping candidates' prior experiences |
| 6. | Do high-ego leaders produce better results? |
| 7. | Kids pick their own Newbury Award winners |
| 8a. | Twenty great children's books |
| 8b. | Websites featuring real-world math |
| 8c. | China's meteoric rise in historical perspective |
Marshall Memo 216 - Jan. 7, 2008 | |
| 1. | Debunking the myth of the “model minority” |
| 2. | Getting Asian-American students talking more in classrooms |
| 3. | Advice on rewarding students for their work |
| 4. | Effective use of interim assessments in a San Diego high school |
| 5. | Can strategic plans help? |
| 6. | How useful are “walk-throughs”? |
| 7. | A new checklist for assessing elementary classrooms |
| 8. | The new instructional leadership |
| 9. | The do's and don'ts of principal mentoring |
| 10. | The qualities of a good mentor |
| 11a. | Classic children's books |
| 11b. | Exploration history websites |
| 11c. | A contest on growing plants on the moon |
Marshall Memo 215 - Dec. 31, 2007 | |
| 1. | A college student gets it - and tries to pass the message along |
| 2. | How can we help adolescents avoid risks? |
| 3. | Effective interim assessments in two Newark schools |
| 4. | “Teacher learning communities” supporting formative assessments |
| 5. | Suggestions for giving feedback to students |
| 6. | Getting students involved in assessing their own work with rubrics |
| 7. | Zeros are not an option in this school |
| 8. | Should we grade students on current or end-of-year expectations? |
| 9. | Making good use of extra learning time |
| 10. | Middle schools or K-8 schools: does it make a difference? |
| 11. | How is the presidency like the principalship? |
| 12a. | Six-trait writing website |
| 12b. | Having fun with English website |
Marshall Memo 214 - Dec. 17, 2007 | |
| 1. | An idea that's saved thousands of lives - and could help schools |
| 2. | Tapping into students' creativity, practical skills, and wisdom |
| 3. | Orchestrating experiences and class discussions that get at big ideas |
| 4. | Thomas Guskey on effectively following up on formative assessments |
| 5. | Getting students involved in formative assessments |
| 6. | A South Carolina high school gets students reading over the summer |
| 7. | A Nebraska high school refuses to let students fail |
| 8. | Arizona schools that are effective with Latino students |
| 9. | Lessons from the Jena, Louisiana noose incident |
| 10. | After-school toolkit |
Marshall Memo 213 - Dec. 10, 2007 | |
| 1. | How to make brainstorming sessions truly productive |
| 2. | How effective leaders use stories to inspire the troops |
| 3. | Four tips for facilitators |
| 4. | A way to engage English language learners in classroom discussions |
| 5. | Giving middle-school math students a choice of difficulty level |
| 6. | A California elementary school swings for the fences |
| 7. | A high school involves parents in their children's work |
| 8. | Alarming HIV and AIDS statistics |
| 9. | A follow-up on an ADD/ADHD study |
| 10. | Why peer tutoring often produces disappointing results |
Marshall Memo 212 - Dec. 3, 2007 | |
| 1. | Closing social-class achievement gaps in math |
| 2. | Increasing minority enrollment in higher-level math classes |
| 3. | Improving math problem-solving achievement |
| 4. | What it takes to implement a district-wide vision over time |
| 5. | Helping English language learners master math terms |
| 6. | Supporting the vocabulary development of ELLs |
| 7. | Why it helps to be bad at something to teach well |
| 8. | A world-class astronomer reflects on her career |
| 9. | Do laptops help? |
| 10. | Math websites |
Marshall Memo 211 - Nov. 26, 2007 | |
| 1. | Richard DuFour on loose-tight leadership |
| 2. | Persuading teachers to buy into professional learning communities |
| 3. | Why Singapore's students do so well in math |
| 4. | Marilyn Burns on helping struggling students master math |
| 5. | Do manipulatives help students understand math? |
| 6. | How to make math more compelling in secondary schools |
| 7. | Does co-teaching in inclusion classrooms work? |
| 8. | An online vocabulary quiz that raises money for the hungry |
Marshall Memo 210 - Nov. 19, 2007 | |
| 1. | Early behavior problems do not doom a child to failure |
| 2. | Effective vocabulary teaching in kindergarten |
| 3. | Genes, race, and intelligence |
| 4. | How American and Chinese teachers respond to their students' errors |
| 5. | A structure for mastering middle-school math vocabulary |
| 6. | Teaching students to write |
| 7. | Thomas Guskey on effective professional development |
| 8. | Character education done wrong - and right |
| 9. | “Smart and good” - integrating character and performance goals |
| 10a. | Professional learning community website |
| 10b. | Video archive online |
Marshall Memo 209 - Nov. 12, 2007 | |
| 1. | How do students learn history, really? |
| 2. | Dealing with cellphones and wireless laptops in classrooms |
| 3. | How a California school district focused and improved |
| 4. | Preparing all students for college |
| 5. | Green Bay, Wisconsin shows public school students the way |
| 6. | Teaching high-school science students to read for understanding |
| 7. | Using reading strategies to improve content-area achievement |
| 8a. | 21st-century skills website |
| 8b. | Websites on blogs and wikis |
Marshall Memo 208 - Nov. 5, 2007 | |
| 1. | Good judgment - what it looks like on the ground |
| 2. | Bringing coherence to district improvement efforts |
| 3. | Douglas Reeves on good coaching |
| 4. | How to raise big money for your school |
| 5. | More advice on raising and managing funds |
| 6. | Early diagnosis of vision problems |
| 7. | Warning students about “the choking game” |
| 8. | Supervising Generation X |
| 9. | Follow-up conversations after classroom visits |
| 10. | Sorting out quality research from ideological claptrap |
| 11. | The effects of racially diverse classrooms and schools |
| 12a. | Darwin's theory attacked and defended |
| 12b. | Online leadership profile |
| 12c. | Lesson plans on racial understanding |
Marshall Memo 207 - Oct. 29, 2007 | |
| 1. | A school decides it will refuse to let students fail |
| 2. | A San Diego high school systematically develops vocabulary |
| 3. | Successfully converting large high schools into small schools |
| 4. | Counteracting “stereotype threat” in middle schools |
| 5. | Number sense: the key to helping struggling elementary students |
| 6. | “Response to intervention” for quicker, better delivery of services |
| 7. | Once a poor reader, always a poor reader? Not! |
| 8. | Do we need a longer school day and school year? |
| 9a. | Dynamic history maps website |
| 9b. | Music and lyrics for all subjects |
| 9c. | Little Rock websites |
| 9d. | Constitution website |
| 9e. | AVID article |
| 9f. | For high-school students: Be the first in your family to go to college |
Marshall Memo 206 - Oct. 22, 2007 | |
| 1. | Carol Dweck on praising for effort, not intelligence |
| 2. | What makes an effective middle-school reading program? |
| 3. | Key factors in good pre-school programs |
| 4. | Intervening in middle school and ninth grade to prevent dropouts |
| 5. | Answers to legal quiz |
| 5. | Answers to legal quiz |
| 6. | The elements of a strong K-8 science program |
| 7a. | Professor Garfield website |
| 7b. | Learning toolbox website |
| 7c. | Cornell notes website |
| 7d. | All Kinds of Minds website |
| 7e. | Social studies website |
| 7f. | Science simulations website |
| 7g. | Periodic table of elements website |
| 7h. | Exploratorium website |
Marshall Memo 205 - Oct. 15, 2007 | |
| 1. | Closing the achievement gap in Brookline, Massachusetts |
| 2. | Advice for handling interviews with reporters |
| 3. | What should teachers and principals know about school law? |
| 3. | What should teachers and principals know about school law? |
| 4. | Ethical guidelines for the use of surveillance cameras in schools |
| 5. | Three things that low-income students need to succeed in college |
| 6. | What does college readiness look like? A new report |
| 7. | Improving the odds for students whose families move frequently |
| 8. | Which DIBELS subtests are most useful for first graders? |
| 9. | The goals of public schools |
| 10. | Should No Child Left Behind be radically re-thought? |
| 11a. | Online language practice |
| 11b. | Help setting up a blog |
Marshall Memo 204 - Oct. 8, 2007 | |
| 1. | Formative assessments as an integral part of teaching |
| 2. | How Finland's schools work to prevent student failure |
| 3. | Less is more? Four ideas for American schools |
| 4. | Helping middle-school students get organized |
| 5. | Using insights from the military to improve student achievement |
| 6. | Single-sex classrooms in South Carolina |
| 7. | What makes first-born children smarter? |
| 8. | Alfie Kohn on ways that schools foster cheating |
| 9. | Using skill sheets to monitor students' writing progress |
| 10. | Online access to books and children's book illustrations |
| 11a. | Live Google clouds |
| 11b. | Historical maps online |
| 11c. | Tomasito's Mother Comes to School |
| 11d. | Teacher resources online |
| 11e. | Finding original sources online |
Marshall Memo 203 - Oct. 1, 2007 | |
| 1. | Richard DuFour on real professional learning communities |
| 2. | The science of stamina - managing our energy |
| 3. | Quirky children - are they just different or do they need help? |
| 4. | Strategies for improving middle-school classroom discussions |
| 5. | Walking in the shoes of students with disabilities |
| 6. | Books that turn on young readers |
| 7a. | A history teacher's website |
| 7b. | A virtual thesaurus |
| 7c. | Authors' websites |
Marshall Memo 202 - Sept. 24, 2007 | |
| 1. | Project-based learning done wrong - and right |
| 2. | Four cautionary notes on schools-within-schools |
| 3. | How teacher leaders can have optimal impact in classrooms |
| 4. | Teacher leaders - the why and the how |
| 5. | Ten roles for teacher leaders |
| 6. | A Texas teacher talks about reading |
| 7. | Getting to root causes with “five whys” |
| 8. | Early failure prevention in Oklahoma |
| 9. | A principal's beginning-of-the-year message |
| 10. | Four keys to high achievement |
| 11a. | Teacher Leaders Network online |
| 11b. | Technology information website |
| 11c. | Computer teachers' website |
Marshall Memo 201 - Sept. 17, 2007 | |
| 1. | Starting small to make big changes |
| 2. | Teacher professionalism and common assessments in high schools |
| 3. | Effective discipline across racial lines |
| 4. | Teachingc Internet research skills to middle-school students |
| 5. | Ways to get balanced participation in meetings |
| 6. | Should we give students second chances with their writing? |
| 7. | Two examples of literacy leadership |
| 8. | One more nail in the coffin of traditional professional development |
Marshall Memo 200 - Sept. 10, 2007 | |
| 1. | A theory about homework |
| 2. | Strategies for turning around a culture of despair |
| 3. | Eight ways that arts classes can broaden children's education |
| 4. | Uncovering the hidden intelligence of children with autism |
| 5. | What high schools can do to prepare students for college writing |
| 6. | New online computer games |
| 7. | Setting up classroom blogs |
| 8. | Underestimating the ability of shorter kindergarten boys |
| 9a. | Supporting student with cancer |
| 9b. | High-school lesson plans on race |
Marshall Memo 199 - Sept. 3, 2007 | |
| 1. | Four keys to effective parental involvement |
| 2. | “Pre-mortems” are better than post-mortems |
| 3. | Pittsburgh's summer program for rising ninth graders |
| 4. | Consumer information on reading programs |
| 5. | Writing instruction: what works for adolescents |
| 6. | Helping students understand algebra via four key concepts |
| 7. | Jonathan Kozol's advice to novice teachers |
| 8. | Bridging the gap in warring societies |
| 9. | An actress's book to help girls get serious about math |
| 10. | Service learning ideas |
Marshall Memo 198 - Aug. 27, 2007 | |
| 1. | More on effective urban schools from Karin Chenoweth |
| 2. | Building a customer-service orientation in schools |
| 3. | The best way to teach thinking |
| 4. | Can schools tap into the potential of Facebook, MySpace, wikis, etc.? |
| 5. | Information on obsessive-compulsive disorder |
| 6. | Scoring your school's technology program |
| 7a. | New listings in the What Works Clearinghouse |
| 7b. | Enhancing after-school programs |
Marshall Memo 197 - Aug. 20, 2007 | |
| 1. | Key questions to guide school improvement |
| 2. | Five success principles for African-American male students |
| 3. | From the mouths of babes |
| 4. | A California middle school's full-court press on reading |
| 5. | Three ways to get students reading |
| 6. | Sure-fire read-alouds for the elementary and middle grades |
| 7. | A Virginia school changes its approach to test preparation |
| 8. | Supporting high achievers in heterogeneous middle-school classrooms |
| 9. | Steps to effective discipline |
| 10a. | Questions for a student in trouble |
| 10b. | Rapid tobacco addiction |
Marshall Memo 196 - Aug. 13, 2007 | |
| 1. | Avoiding three common errors in school-improvement planning |
| 2. | Will New York City's student cash incentives program work? |
| 3. | Is retaining struggling students in kindergarten effective? |
| 4. | Key factors in early reading instruction |
| 5. | The impact of a service-learning project on fifth graders |
| 6. | Stamping out clichés in student writing |
| 7a. | A masterful graphic presentation |
| 7b. | TeacherTube |
| 7c. | Translation software |
| 7d. | Online author audio clips |
| 7e. | Healthy schools website |
| 7f. | Diabetes information website |
| 7g. | A new book about a successful Maryland school |
Marshall Memo 195 - July 23, 2007 | |
| 1. | A high-school English unit on how language reveals character |
| 2. | Including children with autism in regular classrooms |
| 3. | Helping districts focus on their core mission and theory of action |
| 4. | Effective schools in South Africa |
| 5. | Summer learning loss |
| 6. | Criteria for high-school computer reading programs |
| 7a. | Parent involvement study |
| 7b. | Hurricane Katrina documentary and curriculum |
Marshall Memo 194 - July 16, 2007 | |
| 1. | How Asian teachers polish lessons to perfection (an oldie but goodie) |
| 2. | Making the mission statement REAL (another oldie but goodie) |
Marshall Memo 193 - July 9, 2007 | |
| 1. | Important news about the brain's plasticity |
| 2. | Leaders who make sure they hear the bad news (an oldie but goodie article) |
| 3. | The ultimate test for a leader: failure |
| 4. | Using cognitive coaching to help students improve their writing |
| 5a. | Virtual field trips |
| 5b. | Virtual monument tours |
Marshall Memo 192 - July 2, 2007 | |
| 1. | Can schools teach critical thinking? |
| 2. | How fifteen schools beat the odds |
| 3. | What does it take to achieve at very high levels? |
| 4. | How can a verbal learner teach students who are visual learners |
| 5. | Realistic rules for cell phones |
Marshall Memo 191 - June 25, 2007 | |
| 1. | Ways to get students to give their best (an oldie but goodie article from 1993/94) |
| 2. | Can “mindfulness” help students slow down and be less violent? |
| 3. | Are single-sex schools the answer to black male underachievement? |
| 4. | Unintended consequences of fluency monitoring in reading classes |
| 5. | Beyond fluency |
| 6. | The What Works Clearinghouse rates character education programs |
| 7. | Teaching students to be critical consumers of media messages |
| 8. | Brief reviews of graphic novels |
Marshall Memo 190 - June 18, 2007 | |
| 1. | Ruby Payne - victim-blamer or class explainer? |
| 2. | Rick and Becky DuFour on what professional development might be |
| 3. | The new professional development - it's all about results |
| 4. | From “inservicing” teachers to fostering professional learning |
| 5. | Five educators talk about effective professional development |
| 6. | Five conditions under which teacher learning will flourish |
| 7. | Five pitfalls in conventional staff development |
| 8. | Three ways to personalize learning in high schools |
| 9. | The role of “citizen facilitator” in meetings |
Marshall Memo 189 - June 11, 2007 | |
| 1. | How frequent quizzes can improve long-term memory |
| 2. | Teaching algebra with a social conscience |
| 3. | The professional development potential of classroom videotapes |
| 4. | Rating whole-school improvement models |
| 5. | Bill Gates on conquering complexity with a five-step process |
| 6. | Is Sounder a good novel for classrooms? |
| 7. | High-school biology websites |
Marshall Memo 188 - June 4, 2007 | |
| 1. | Why do children favor those they see as lucky? |
| 2. | Helping teenagers make good moral decisions in a crazy world |
| 3. | How schools can build students' resilience in five key areas |
| 4. | How schools can support high-risk students with special needs |
| 5. | The shape of better testing to come? |
| 6. | Getting the right “grain size” in test reports |
| 7. | Involving parents in their children's education via a website |
| 8. | How participation in sports helps young women achieve in science |
| 9. | A principal's summer book club with his teachers |
| 10. | Evaluation tools for after-school programs |
Marshall Memo 187 - May 28, 2007 | |
| 1. | Leaders who thrive on complexity to create better solutions |
| 2. | Carol Dweck's work on acquired versus innate intelligence |
| 3. | Teaching debating in middle-school content-area classes |
| 4. | Effective school-wide programs to prevent bullying |
| 5. | Missouri educators use podcasts to reach and excite their students |
| 6. | Douglas Reeves suggests three interviewing approaches |
| 7. | How is college like a sleepover? |
| 8. | The benefits of a longer school day |
| 9. | Twins - separate or together in school? |
Marshall Memo 186 - May 21, 2007 | |
| 1. | Involving students in the improvement process |
| 2. | Four keys to high-impact teaching |
| 3. | Advice on interviewing teachers |
| 4. | New research on obesity - and its implications for educators |
| 5. | Using Universal Design for Learning to reach all students |
| 6. | Working with students who have Tourette's Syndrome |
| 7. | Professional development that promotes better use of assessments |
| 8. | Reducing the isolation of special-education teachers |
| 9. | Tracking high-school graduates |
Marshall Memo 185 - May 14, 2007 | |
| 1. | How teacher leaders can support interim assessment data analysis |
| 2. | The added value of added time |
| 3. | Purging math classrooms of four practices |
| 4. | Questions that get at the beauty of mathematics |
| 5. | A Texas school experiments with an online math program |
| 6. | When should teachers blow the whistle on violent student writing? |
| 7. | Are laptop programs worth the expense? |
| 8. | Ideas for tapping into teachers' “deep smarts” |
| 9. | The limits of brain research |
| 10. | School-based mental health supports |
Marshall Memo 184 - May 5, 2007 | |
| 1. | The inner life of employees - and how bosses affect it |
| 2. | Teaching - and measuring - vocabulary |
| 3. | Eleven ways to improve students' writing |
| 4. | The perils - and potential - of formative/interim assessments |
| 5. | A New Mexico district boosts elementary reading achievement |
| 6. | Interim reading assessments in Boston |
| 7. | Does the DIBELS accurately identify students at risk of failure? |
| 8. | Dancing up a storm in gym class |
| 9. | A review of The Power of the Positive No by William Ury |
| 10. | Protocols online |
Marshall Memo 183 - Apr. 30, 2007 | |
| 1. | Lessons from 15 highly effective schools |
| 2. | Studying the learning curve in improving schools |
| 3. | An Arizona high school shows the way |
| 4. | Helping first-generation college students succeed |
| 5. | Heterogeneous grouping in International Baccalaureate courses |
| 6. | Alternatives to “zero tolerance” discipline policies |
| 7. | The limits of hands-on math manipulatives |
| 8. | Learning to touch-type in the elementary grades |
| 9a. | Annotated book lists |
| 9b. | A third-grade podcast |
| 9c. | More student Web work |
Marshall Memo 182 - Apr. 23, 2007 | |
| 1. | The brutal facts about educational research |
| 2. | How children learn |
| 3. | Resilient principals - how they deal with adversity |
| 4. | Being a less frantic leader |
| 5. | Professional development that fosters adaptive teaching |
| 6. | Ethics 101 |
| 7. | Accountability without tears |
| 8. | Preparing students to be successful in college |
| 9. | Violence prevention |
Marshall Memo 181 - Apr. 16, 2007 | |
| 1. | Ten ineffective classroom practices |
| 2. | Mel Levine on the skills needed by high-school graduates |
| 3. | A student campaign to squash offensive language |
| 4. | Pay-for-performance: necessary but not sufficient |
| 5. | Power to the principal! |
| 6. | Exercise and the brain |
| 7a. | Leadership toolkit online |
| 7b. | Online teaching and learning resources |
| 7c. | Plagiarism websites |
| 7c. | Plagiarism websites |
| 7d. | Rhode Island curriculum website |
| 7e. | Investor education materials online |
| 7f. | “Raised by Women” |
Marshall Memo 180 - Apr. 9, 2007 | |
| 1. | Teaching “grit” - the key qualities of persistence and self-discipline |
| 2. | Finding the right balance between literary classics and newer books |
| 3. | Cooperative learning as a brain-friendly learning mode |
| 4. | Structuring literature circles for ELL students |
| 5. | Six strengths of resilient school leaders |
| 6. | Pros and cons of the co-principalship model |
| 7. | Grooming assistant principals for the big time |
| 8. | Eleven practical tips on substitutes |
| 9. | Intelligent computer tutoring programs˜ |
| 10. | A study of American elementary classrooms |
| 11a. | Online science museum |
| 11b. | Another science website |
| 11c. | Grade 7-12 math and science teaching prizes |
| 11d. | Web sharing of favorite middle school lessons and strategies |
| 11e. | Teen book website |
Marshall Memo 179 - Apr. 2, 2007 | |
| 1. | Mike Schmoker on key levers for improving teaching and learning |
| 2. | Five steps to building a diverse learning community |
| 3. | Douglas Reeves on turning school improvement plans into reality |
| 4. | Larry Cuban on the real test of a reform strategy |
| 5. | How doctors mess up - and what it can tell us about schools |
| 6. | Robert Marzano and Debra Pickering on productive homework |
| 7. | Second graders shunning a classmate: what to do? |
| 8. | Warning adolescents about the “choking game” |
| 9. | Time management 101 |
| 10. | Pointers on reaching out to a corporate partner |
| 11a. | Starting with what you can do |
| 11b. | Wisdom from NYC middle schools |
| 11c. | Thirty ways to celebrate National Poetry Month |
Marshall Memo 178 - Mar. 26, 2007 | |
| 1. | Caveat emptor on educational software |
| 2. | Common assessments and teacher teamwork in Nebraska |
| 3. | An Ohio district launches professional learning communities |
| 4. | Using coaches effectively in South Carolina |
| 5. | A New York district gets teams meeting three ways |
| 6. | What a boss should provide |
| 7. | Research on after-school and summer programs |
| 8. | A meeting agenda that focuses on results |
| 9. | A Navajo reservation school has it both ways |
| 10. | The Marines' mission-based orders |
| 11a. | Lifting the veil |
| 11b. | What it takes in middle school |
| 11c. | Reading Recovery research |
| 11d. | Do you know what a fifth grader knows? |
| 11e. | Lessons from “American Idol” |
Marshall Memo 177 - Mar. 19, 2007 | |
| 1. | “Professional learning communities” in a Michigan district |
| 2. | An Illinois high school shifts the conversation to results |
| 3. | Marilyn Burns on “peeling the onion” with struggling math students |
| 4. | Five ways to help failing students succeed |
| 5. | Ideas from the U.K. on combating self-harm |
| 6. | Advice on applying for grants |
| 7. | How some students are using MySpace, Facebook, etc. |
Marshall Memo 176 - Mar. 12, 07007 | |
| 1. | The power of feedback |
| 2. | Closing the achievement gap with the right kind of literacy instruction |
| 3. | An alternative to teaching whole-class novels |
| 4. | A pen-pal program in Chicago and Washington, D.C. |
| 5. | An advisory program in the Bronx |
| 6. | Monitoring early literacy progress in Canada |
| 7. | Duking it out on the value of homework |
| 8. | More thoughts on what makes homework productive |
| 9a. | Teaching geography in history courses |
| 9b. | Indian education website |
| 9c. | Websites on technology for special-needs students |
Marshall Memo 175 - Mar. 5, 2007 | |
| 1. | Keys to creating a professional learning community |
| 2. | Math fundamentals in the primary grades |
| 3. | Parrot math versus real math |
| 4. | Critical reviews of reports from ideologically driven think tanks |
| 5. | Dealing with an angry parent |
| 6. | A professor reflects on her life with autism |
| 7. | Think before you hit “Send” |
| 8. | What's behind the fourth-grade slump? |
| 9a. | What's the difference between dribbling and reading? |
| 9b. | A jerk by any other name |
| 9c. | Stressed out in Belfast |
Marshall Memo 174 - Feb. 26, 2007 | |
| 1. | Lessons from Virginia's “school turnaround specialist” program |
| 2. | Using “balanced scorecards” in schools |
| 3. | Anxiety and its effect on students' math performance |
| 4. | What brain research says about early reading instruction |
| 5. | Phonics advocates respond |
| 6. | Integrating the arts into the core curriculum |
| 7. | Ideas for implementing a co-teaching program |
| 8. | Differentiating instruction for a student five years below level |
| 9. | Answers to the quiz on ADD/ADHD in last week's Memo |
| 10. | The differential impact of not getting enough sleep |
| 11a. | Nipping unethical behavior in the bud |
| 11b. | A school-family-community partnerships toolkit |
Marshall Memo 173 - Feb. 19, 2007 | |
| 1. | How can we help students do their best work on state tests? |
| 2. | Differentiated instruction - watching the masters at work |
| 3. | A new view of attention-deficit disorder |
| 4. | Best practices using data |
| 5. | Fighting the myth of the “model minority” |
| 6. | Self-discipline as a variable in girls' achievement |
| 7a. | Whom do you trust? |
| 7b. | Online fundraising resources |
| 7c. | Usable knowledge website |
| 7d. | Student research help online |
| 7e. | Renewable energy website |
| 7f. | Middle-school science website |
| 7g. | International communication website |
| 7h. | Global awareness resources |
Marshall Memo 172 - Feb. 12, 2007 | |
| 1. | What schools can do to influence students who witness bullying |
| 2. | How are formative reading assessments like Apgar scores? |
| 3. | The case for teacher-led professional development |
| 4. | School phobia: what should be done |
| 5. | Making math relevant in vocational classes |
| 6. | Knowing what you're learning - and why |
| 7. | Chester Finn takes on the fatalists |
| 8a. | Which elementary math programs work best? |
| 8b. | Art enrichment online |
Marshall Memo 171 - Feb. 5, 2007 | |
| 1. | Peter Senge and colleagues on four key leadership capabilities |
| 2. | A description of how authentic leaders develop |
| 3. | Writing for freedom |
| 4. | An English school's “best practices” for its highest-risk students |
| 5. | Keys to importing the best ideas to your school |
| 6. | Effective use of computer animations to teach science concepts |
| 7. | Which is more important, package delivery or a child's education? |
| 8a. | Arts education handbook online |
| 8b. | Molecular microscope images |
| 8c. | A podcast on Byzantine rulers |
Marshall Memo 170 - Jan. 29, 2007 | |
| 1. | What will it take to close the achievement gap? |
| 2. | Which is the best alternative to middle schools: K-8 or 7-12? |
| 3. | The best way to improve adolescents' self-esteem |
| 4. | Can a single lunch period work in a large high school? |
| 5. | The principal as technology leader |
| 6. | Time management tips from England |
| 7. | Wireless “clickers” |
Marshall Memo 169 - Jan. 22, 2007 | |
| 1. | Eight steps to high-achieving schools |
| 2. | Preventing early reading difficulties |
| 3. | What's needed to get advisory groups working well |
| 4. | Ways to avoid the need for retention |
| 5. | Using case studies in professional development |
| 6. | How principals can ensure first-rate professional development |
| 7. | A checklist for staff handbooks |
Marshall Memo 168 - Jan. 15, 2007 | |
| 1. | Neutralizing “stereotype threat” in middle-school students |
| 2. | Acting courageously without being foolish |
| 3. | Six misconceptions that trip up new managers |
| 4. | A guide to networking |
| 5. | Improving high-school science labs |
| 6. | Using writing in mathematics classrooms |
| 7. | A definition of math literacy |
| 8. | If you need a friend, get a dog |
| 9a. | Teaching and learning website |
| 9b. | Teaching and learning website |
| 9c. | High-school math on the Web and TV |
| 9d. | Online lesson planning |
Marshall Memo 167 - Jan. 8, 2007 | |
| 1. | Are we all bigots? And does it matter if we just behave? |
| 2. | Questions leaders might ask themselves |
| 3. | Early, systematic teaching of sophisticated vocabulary |
| 4. | The value - and limitations - of teaching reading strategies |
| 5. | Five ways to increase student writing in math classes |
| 6. | Chronic procrastination and work avoidance - what people can do |
| 7. | Precocious sexuality on stage in a suburban middle school |
| 8a. | Discovery box websites |
| 8b. | Why study science? |
Marshall Memo 166 - Jan. 1, 2007 | |
| 1. | What it takes to get high achievement for all students |
| 2. | Doug Reeves's suggestions for improving school culture |
| 3. | Using the “Learning Cycle” to teach difficult science concepts |
| 4. | A three-step process for improving middle-school science learning |
| 5. | A report on improving high-school science labs |
| 6. | Should upper-elementary teachers specialize? |
| 7. | Using science and literacy instruction in tandem |
| 8. | Combining reading instruction with social-emotional learning |
| 9. | Ten questions to assess parent involvement |
| 10. | Doing right by “star” teachers |
| 11a. | Web resources for teachers |
| 11b. | Science ideas on the Web |
Marshall Memo 165 - Dec. 18, 2006 | |
| 1. | Formative assessments and final grades - are they compatible? |
| 2. | Learning from higher-performing countries' science teachers |
| 3. | What science teachers need to know |
| 4. | Preventing failure before student are referred for special education |
| 5. | Keys to effective youth mentoring |
| 6. | Diminishing returns from conventional reading instruction? |
| 7. | Report on successful charter high schools |
| 8a. | Online help teaching evolution |
| 8b. | Online science courses |
Marshall Memo 164 - Dec. 11, 2006 | |
| 1. | Teaching blind people to use canes - and what it can teach others |
| 2. | Lesson study thrives in a California elementary school |
| 3. | A teacher-led study group in Colorado |
| 4. | Does hands-on science teaching prepare students better? |
| 5. | Do small schools produce higher achievement? |
| 6. | Getting an impartial analysis of educational programs and products |
| 7a. | Fractured fairy tales online |
| 7b. | National Geographic maps online |
Marshall Memo 163 - Dec. 4, 2006 | |
| 1. | “The curse of knowledge” |
| 2. | Rick Stiggins on what good formative assessment can accomplish |
| 3. | Social-emotional learning programs in secondary schools |
| 4. | What is school climate? How can we improve it? |
| 5. | Helping struggling readers catch up |
| 6. | “Extreme” jobs |
| 7. | Tough love from managers |
| 8a. | History online resources |
| 8b. | Google resources for educators |
Marshall Memo 162 - Nov. 27, 2006 | |
| 1. | What will it take to close the achievement gap? |
| 2. | Under what conditions do boys learn more? |
| 3. | Grant Wiggins on “intelligent grouping” versus tracking |
| 4. | James Popham on formative assessments |
| 5. | The case for a weekly principal's memo |
| 6. | How to build trust in a school |
| 7. | Differentiation 101 |
| 8. | What principals can do about steroid use |
| 9a. | Math and science lessons online |
| 9b. | Special-needs planning resources |
Marshall Memo 161 - Nov. 20, 2006 | |
| 1. | A radical reform plan for new and restructuring schools |
| 2. | Piloting an innovative reading assessment for elementary ELL students |
| 3. | Do single-sex classrooms and schools produce better results? |
| 4. | The “big ideas” of Indian education in Montana |
| 5. | Fighting stereotypes about Native Americans |
| 6. | Five pedagogical standards for English language learners |
| 7. | Checking for understanding with classroom “clickers” |
| 8. | Five factors that propel students to success |
| 9. | Daily physical exercise for students in North Carolina |
| 10. | Grant-writing advice and websites |
| 11. | Formative assessment graphic |
Marshall Memo 160 - Nov. 13, 2006 | |
| 1. | Hidden problems that afflict middle-school girls |
| 2. | How a high school reduced its course failures by 1,000 |
| 3. | Eight ways to improve adolescent literacy achievement |
| 4. | Do timed reading speed drills improve student achievement? |
| 5. | Laying students' science misconceptions to rest |
| 6. | A middle-school advisory-group program in Omaha |
| 7. | Using short stories to combat bullying |
| 8. | Blogger no-nos |
| 9. | Cool technology websites |
Marshall Memo 159 - Nov. 6, 2006 | |
| 1. | Ronald Ferguson on the black-white achievement gap |
| 2. | How relevant is brain research to educators? |
| 3. | Richard Elmore on more effective use of time in American schools |
| 4. | A New York City high school's alternative discipline process |
| 5. | Rick DuFour on teacher collaboration for student achievement |
| 6. | Music as an essential “liberating art” |
| 7. | What makes formative assessments work - and not work |
| 8a. | Free children's books online |
| 8b. | A writing contest with a difference |
| 8c. | Two good magazines for children |
Marshall Memo 158 - Oct. 30, 2006 | |
| 1. | The role of schools in reducing economic inequality in the U.S. |
| 2. | Areas where principals can make the most difference |
| 3. | Effective writing instruction in middle and high schools |
| 4. | Students write better when they know what they're writing about |
| 5. | A California high school uses the Toulmin model to teach writing and logic |
| 6. | Making optimal use of the six-trait writing rubrics |
| 7. | A riposte to Fitzhugh on non-fiction writing |
| 8. | The case for better sex education for American teens |
| 9a. | Art museum websites |
| 9b. | MERLOT website |
| 9c. | A website on ancient Mesopotamia |
Marshall Memo 157 - Oct. 23, 2006 | |
| 1. | What the research says about good teaching of vocabulary |
| 2. | Self-defeating literacy practices in the name of higher test scores |
| 3. | Making literacy skills an integral part of content-area instruction |
| 4. | Developing critical thinking in struggling high-school readers |
| 5. | Teen readers' book choices |
| 6. | Ideas to stimulate poetry-writing in the classroom |
| 7a. | Best practices website |
| 7b. | History and current events websites |
| 7c. | U.S. history website |
| 7d. | Website on after-school science resources |
| 7e. | Free classroom posters on writing |
| 7f. | Teaching from movies website |
Marshall Memo 156 - Oct. 16, 2006 | |
| 1. | What happens when teachers don't immediately correct students' errors? |
| 2. | A different kind of high-school education |
| 3. | Learning progressions for a more coherent science curriculum |
| 4. | Can a “no cut and all play” policy work? |
| 5. | Five dysfunctional time management approaches |
| 6. | Differing teacher and parent views on parent involvement priorities |
| 7a. | Red-faced in New York |
| 7b. | Math skills websites |
| 7c. | Online lesson plans |
| 7d. | A Minnesota school's creative website |
| 7e. | Online professional development |
| 7f. | Classic books online |
Marshall Memo 155 - Oct. 9, 2006 | |
| 1. | Which tools work best to change schools? |
| 2. | Leadership advice from a symphony orchestra conductor |
| 3. | Successfully facilitating teacher team meetings |
| 4. | Getting enough sleep |
| 5. | Boy brains and girl brains: what teachers can do |
| 6. | Should high schools stop offering Advanced Placement courses? |
| 7. | A missing ingredient in the high-school curriculum |
Marshall Memo 154 - Oct. 2, 2006 | |
| 1. | Grant Wiggins on teaching so students can transfer what they learn |
| 2. | A better approach to test preparation (an oldie but goodie article) |
| 3. | School refusal behavior - what's behind it and what can be done |
| 4. | Dealing with cyberbullies and other online hazards |
| 5. | An Arkansas district deals with parent challenges to library books |
| 6. | Key characteristics of successful dropout retrieval programs |
| 7. | Ideas for rethinking the K-8 science curriculum |
| 8. | Big ideas for a school health curriculum |
| 9. | Is Reading First working? |
Marshall Memo 153 - Sept.25, 2006 | |
| 1. | What are a principal's highest-leverage activities? |
| 2. | Advisory programs in middle and high schools: problems and promise |
| 3. | Why friendship is not the best criterion for forming teams |
| 4. | How to avoid “parking lot syndrome” after staff meetings |
| 5. | Effective implementation of new professional development ideas |
| 6. | Capitalizing on students' strengths |
| 7. | Key values underlying successful differentiation of instruction |
| 8. | Questions to guide content teachers when they assess ELL students |
| 9. | Using picture books in middle school |
| 10. | Co-teaching to support ELL students in St. Paul |
| 11a. | Does a teacher's gender matter? |
| 11b. | New NCTM math expectations |
| 11c. | Singapore Math |
| 11d. | Restating purpose |
Marshall Memo 152 - Sept. 18, 2006 | |
| 1. | Mel Levine on teaching to students' strengths |
| 2. | Carol Dweck on increasing student motivation |
| 3. | Doug Reeves on pulling the weeds before planting the flowers |
| 4. | Professional development: how do we know if it's really working? |
| 5. | A principal radically reshapes her faculty meetings |
| 6. | Closing the boy-girl achievement gap in one Colorado school |
| 7. | How caring pays academic dividends |
| 8. | Howard Gardner's multiple intelligences: some cautions and some ideas |
| 9. | Preparing students to succeed in advanced high-school courses |
| 10a. | A high-school redesign toolkit |
| 10b. | A back-to-school asthma plan |
Marshall Memo 151 - Sept. 11, 2006 | |
| 1. | Getting past “walking on eggshells” on race, gender, etc. |
| 2. | E-mail: how to keep it under control |
| 3. | The case for using rubrics to evaluate teachers |
| 4. | Keys to successful middle schools |
| 5. | School safety in a Cambridge, Massachusetts high school |
| 6a. | What about science and social studies? |
| 6b. | Online literacy resources |
Marshall Memo 150 - Sept. 6, 2006 | |
| 1. | A protocol for discussing articles in faculty meetings |
| 2. | How principals can support teacher data teamwork |
| 3. | Building resilience in high-risk students |
| 4. | Keys to improving long-term retention of what's taught |
| 5. | What can large high schools learn from the small-schools movement? |
| 6. | Thinking outside curriculum boxes |
| 7. | Vancouver, Washington works to improve secondary literacy instruction |
| 8. | Sizing up state standards |
| 9. | Online homework support for students |
| 10. | How can the arts support democracy? |
Marshall Memo 149 - Aug. 28, 2006 | |
| 1. | Asking the right questions when teaching reading (an oldie but goodie article) |
| 2. | Short classroom visits - a powerful professional development tool |
| 3. | College essays that work |
| 4. | Sorting out the purposes of grading |
| 5. | Testing: the good, the bad, and the ugly |
| 6. | Can computers grade student writing? |
| 7a. | A website that deconstructs standards |
| 7b. | Social studies simulation software |
Marshall Memo 148 - Aug. 21, 2006 | |
| 1. | Checker Finn takes on the pessimists |
| 2. | The art and science of co-teaching |
| 3. | Peer tutoring to support students with special needs |
| 4. | Dropouts - what can be done? |
| 5. | Ideas to get students writing |
| 6. | Making sustained silent reading productive |
| 7. | How much freedom should teachers have to depart from the script? |
| 8. | What makes a middle-school field trip worthwhile? |
| 9a. | Getting teens to sit with kids they don't know in the cafeteria |
| 9b. | A “bio-cube” for writing biographies |
| 9c. | Getting boys to read |
| 9d. | Encouraging young writers |
| 9e. | Earth photos from space |
| 9f. | Creating for an international audience |
| 9g. | A family-involvement guide |
| 9h. | Safe in cyberspace |
Marshall Memo 147 - Aug. 14, 2006 | |
| 1. | How a Boston school boosted home reading (an oldie but goodie article) |
| 2. | Research insights on ELL instruction |
| 3. | A dozen leadership lessons from the school of hard knocks |
| 4. | How is driving on an interstate like running a school? |
| 5. | Planning an effective freshman transition program |
| 6. | What teachers should do when they can't stand a student |
| 7. | Taking phys. ed. up a notch produces academic gains |
Marshall Memo 146 - July 24, 2006 | |
| 1. | Classroom assessments as a key change lever (an oldie but goodie article) |
| 2. | Ten ways for a principal to be a staff developer (another oldie but goodie) |
| 3. | Valuable work, necessary work, and waste work (yet another oldie but goodie) |
Marshall Memo 145 - July 17, 2006 | |
| 1. | “Wise schooling” - the key to black student success (an oldie but goodie article) |
| 2. | Fixing high schools that have become “dropout factories” |
| 3. | A compromise plan for cellphones in schools |
| 4. | What the National Reading Panel said about sustained silent reading |
| 5. | Jay Mathews defends his Newsweek “best schools” list |
Marshall Memo 144 - July 11, 2006 | |
| 1. | A study of praise and students' beliefs about intelligence (an “oldie but goodie” article) |
| 2. | Reading fluency - how to foster it, and what doesn't work |
| 3. | Key factors in out-of-school-time programs |
| 4. | The overrepresentation of minority students in special education |
| 5. | Online professional development for teachers |
| 6. | Another view of single-sex schools and classes |
| 7. | Children with autism |
Marshall Memo 143 - July 10, 2006 | |
| 1. | A novel approach to closing the achievement gap (an “oldie but goodie” article) |
| 2. | Formative assessment: the engine of professional development and student learning |
| 3. | A Georgia teacher on the front lines of the evolution battle |
| 4a. | An online venue for teachers to market unit and lesson plans |
| 4b. | A consumer guide to after-school science resources |
| 4c. | Research on single-sex classes |
Marshall Memo 142 - June 26, 2006 | |
| 1. | Six conditions that foster organizational learning in schools |
| 2. | The yin and yang of shared instructional leadership |
| 3. | A comparison of Writers' Workshop with a more structured model |
| 4. | Responses to the David Brooks column on different books for boys |
| 5. | A rejoinder to E. D. Hirsch on strategies for teaching reading |
| 6. | What new teachers need |
| 7. | Power naps after lunch? |
Marshall Memo 141 - June 19,2006 | |
| 1. | Keys to turning around underperforming schools |
| 2. | Distortions from summer loss, flunking, test prep, and accommodations |
| 3. | Direct approaches to preventing teen suicide |
| 4. | Should boys and girls be assigned different novels in school? |
| 5. | The consequences of shortchanging science and social studies |
| 6. | Computers in the high-school English classroom: how not to do it |
| 7. | What makes the difference in middle-school math? |
| 8. | Aspen Institute high-school report |
Marshall Memo 140 - June 12, 2006 | |
| 1. | “Professional learning communities” produce results |
| 2. | Using interim assessments to improve writing |
| 3. | Advice on nurturing student writers |
| 4. | Keys to an effective writing program |
| 5. | Deepening literacy instruction |
| 6. | World history standards: a critical state-by-state report |
| 7. | Tips for meeting facilitators: paraphrasing with skill |
| 8. | Just-in-time worrying and other leadership pointers |
Marshall Memo 139 - June 5, 2006 | |
| 1. | What's the scoop on foreign language teaching? |
| 2. | Finding common ground in the math wars |
| 3. | Math skills are not enough; teach big ideas too! |
| 4. | Computer-chosen cold-calling in math classes |
| 5. | A study of three high-school reform models |
| 6. | A teacher fine-tunes her “do now” |
| 7. | Math lesson on plotting demographics |
Marshall Memo 138 - May 29, 2006 | |
| 1. | Project-based learning at its best |
| 2. | An Oregon elementary school's achievement surges |
| 3. | A successful high-school reading program in Kentucky |
| 4. | Audio books spur reading achievement |
| 5. | Art as a bridge to learning |
| 6. | Programs that integrate arts and technology |
| 7. | Deborah Meier and Diane Ravitch in dialogue |
| 8. | What's needed for success in real jobs? |
| 9a. | Do college-ready skills = job-ready skills? |
| 9b. | The ideal high-school graduate |
| 9c. | Ranking states on proficiency standards |
| 9d. | Ballroom dancing |
| 9e. | Creating memorials |
| 9f. | Classroom rules |
| 9g. | Summer activities for educators |
| 9h. | Billy Collins poem |
Marshall Memo 137 - May 22, 2006 | |
| 1. | Doug Reeves on making change through networks |
| 2. | What immigrant students give to their American-born peers |
| 3. | Having it both ways: a hybrid model in two high schools |
| 4. | Why a small-school effort crashed and burned in Denver |
| 5. | An Illinois high school puts seniors to work in classrooms |
| 6. | Rigorous 21st-century standards for high-school graduates |
| 7. | A MicroSociety program in a Washington elementary school |
| 8. | Departmentalizing and looping core elementary subjects |
| 9. | Reading in color |
Marshall Memo 136 - May 15, 2006 | |
| 1. | Grades that really inform students and parents |
| 2. | What principals can do to “grow” their teachers |
| 3. | Teacher researchers in North Carolina |
| 4. | Motivating middle-school students to read |
| 5. | Interview questions to spot data-savvy teachers |
| 6. | Writing as a key vocational skill |
| 7a. | A new assessment of three high-school programs |
| 7b. | Virtual field trips |
Marshall Memo 135 - May 8, 2006 | |
| 1. | “Deliberate” practice makes perfect |
| 2. | Five key messages that school leaders must convey to the troops |
| 3. | Keys to improving struggling schools |
| 4. | Memphis schools embrace Good to Great |
| 5. | Educators need to be better mediators |
| 6. | A revised Bloom's taxonomy. Who knew?! |
| 7. | Different strokes for different folks |
Marshall Memo 134 - May 1, 2006 | |
| 1. | Reading aloud with high-school juniors and seniors |
| 2. | How can Reading Recovery inform regular classroom teaching? |
| 3. | E. D. Hirsch on our flawed theory of action for reading improvement |
| 4. | Will better public libraries close the knowledge gap? |
| 5. | Grant Wiggins on “Leading by Design” |
| 6. | Supporting lesbian, gay, bisexual, and transgender youth |
| 7. | College-bound kids on steroids?! |
| 8a. | College-ready standards |
| 8b. | Math and science careers website |
| 8c. | Middle and high-school science bowls |
Marshall Memo 133 - Apr. 24, 2006 | |
| 1. | A teacher reflects on a lesson that flopped |
| 2. | Building real self-confidence in tweens |
| 3. | James Popham on how to stop educator cheating on high-stakes tests |
| 4. | Teaching students to care |
| 5. | Is gum-chewing the real issue? |
| 6. | Effective use of young adult literature |
| 7. | Taking phys ed online |
| 8. | Student filmmaking in the digital age |
Marshall Memo 132 - Apr. 17, 2006 | |
| 1. | Five strategies for teaching young adolescents |
| 2. | Grant Wiggins on effective interim assessments |
| 3. | The impact of quick, frequent assessments on teaching and learning |
| 4. | Orlando Patterson on the “cool pose culture” of black male teens |
| 5. | How looping fosters racial integration in a London secondary school |
| 6. | Flawed textbook “master narratives” of Martin Luther King, Jr. |
| 7. | Pointers for going K-8 |
| 8. | “Radical” math concepts that are now commonplace |
| 9a. | How reliable is Wikipedia? |
| 9b. | Alternatives to staff meetings |
| 9c. | Websites with free lesson plans and materials |
Marshall Memo 131 - Apr. 10, 2006 | |
| 1. | Should schools teach patriotism? |
| 2. | Robert Marzano on teaching academic vocabulary |
| 3. | Richard Allington on the three-tier reading curriculum model |
| 4. | Is there a viable alternative to tracking? |
| 5. | Detracking high-school math: how two schools made it work |
| 6. | Ideas for successful detracking |
| 7. | Dealing with cyberbullying |
| 8. | Helping third graders get better at solving math word problems |
| 9. | Using noncertified tutors to boost reading achievement |
| 10a. | Online lesson plans |
| 10b. | Student-written “wikis” |
| 10c. | Arts websites |
Marshall Memo 130 - Apr. 3, 2006 | |
| 1. | E. D. Hirsch on the critical importance of background knowledge |
| 2. | A psychologist's perspective on core knowledge |
| 3. | Mel Levine's keynote speech at ASCD |
| 4. | Effective use of computers in school |
| 5. | Keys to good after-school programs |
| 6. | Parent mini-surveys |
| 7a. | Hooking reluctant readers with iPods |
| 7b. | A way of responding to anger |
| 7c. | Online museum exhibits |
Marshall Memo 129 - Mar. 27, 2006 | |
| 1. | Guidelines on apologizing |
| 2. | A teacher tries formative assessments with her sixth graders |
| 3. | Should students be assigned roles in literature circles? |
| 4. | Theme and book ideas for literature circles |
| 5. | When it comes to literacy, there are no shortcuts |
| 6. | Tactics for helping students read difficult textbooks |
| 7. | Later starting times for high schools |
| 8. | Two teachers rebel against Open Court |
| 9. | What to look for in new teachers |
| 10a. | A new “clicker” |
| 10b. | Online poetry resources |
| 10c. | After-school math kits |
Marshall Memo 128 - Mar. 20, 2006 | |
| 1. | Interviewing all students to gather data for school improvement |
| 2. | Including teachers in classroom walkthroughs |
| 3. | What principals can do to make good teaching possible |
| 4. | Peer assistance and review for teachers |
| 5. | Four “pillar practices” for bringing out the best in teachers |
| 6. | Implementing a new program: dealing with seven stages of staff concern |
| 7. | Grant Wiggins and Jay McTighe offer nine principles for teaching |
| 8. | What a teacher learned by becoming a biology student for a year |
| 9a. | Samuel Freedman on New York schools |
| 9b. | 90/90/90 schools website |
| 9c. | McREL advice on school change |
| 9d. | High-school journalism contest |
| 9e. | Working with a school from another country |
Marshall Memo 127 - Mar. 13, 2006 | |
| 1. | Roland Barth on promoting collegiality in schools |
| 2. | The “DNA” of school leadership |
| 3. | Seven common mistakes that school leaders make |
| 4. | SMART goals and continuous improvement |
| 5. | An accelerated math curriculum in de-tracked classes |
| 6. | Getting students to understand evolution, even if they don't believe it |
| 7. | A high-school student newspaper digs deep |
| 8. | Why students drop out |
| 9. | An emerging consensus on college-ready expectations |
| 10a. | More on block scheduling |
| 10b. | Weblink to a telescope |
| 10c. | Math resource |
Marshall Memo 126 - Mar. 6, 2006 | |
| 1. | Great teaching lessons from a winning basketball coach |
| 2. | A San Diego high school boosts literacy instruction |
| 3. | Ways that principals can help teachers “think like assessors” |
| 4. | Embracing assessment |
| 5. | Popham on what makes for good classroom assessments |
| 6. | The skinny on homework |
| 7. | Does block scheduling work? |
| 8. | How the Norfolk, Virginia schools went about “reculturing” |
| 9. | Ten no-no's for principals |
| 10. | Helping students deal with anger |
| 11a. | Advisory groups in a Wisconsin high school |
| 11b. | A protocol for success with ELLs |
| 11c. | Should high schools have valedictorians? |
| 11d. | What's more important, the First Amendment or the Simpsons? |
Marshall Memo 125 - Feb. 27, 2006 | |
| 1. | A Texas teacher gets his students writing |
| 2. | Developing creativity in students |
| 3. | Math learning - and much more - in a California high school |
| 4. | Tackling low literacy skills in Rhode Island |
| 5. | An in-school mentoring program |
| 6. | Should twins be together in the same classroom? |
| 7. | Rekindling the flame for mid-career employees |
| 8. | Does Accelerated Reader work? |
| 9. | Does Voyager work? |
| 10a. | Advice on advice |
| 10b. | After-school program success factors |
| 10c. | What works with ELLs? |
Marshall Memo 124 - Feb. 20, 2006 | |
| 1. | Effective ways to get students to do their homework |
| 2. | Books that get African-American boys reading |
| 3. | Four keys to high achievement among African-American boys |
| 4. | Boosting African-American males into engineering careers |
| 5. | Connecting with Latino learners |
| 6. | Preparing students for success in math |
| 7. | Teachers who make a difference with high-risk students |
| 8. | Using “your mama” jokes to boost students' literary skills |
| 9a. | Should we reward students for good attendance? |
| 9b. | Dropout prevention |
| 9c. | Do long words impress? |
Marshall Memo 123 - Feb. 13, 2006 | |
| 1. | What's this? High-school students observing their teachers? |
| 2. | Montgomery County's professional development plan |
| 3. | Team testing - an alternative approach to assessment |
| 4. | Another way to assess student understanding |
| 5. | Jazzing up middle-school science with poems and such |
| 6. | Making the most of external partnerships |
| 7. | How can we make every child a reader? |
| 8. | “All the research says…” |
| 9a. | “Value-added” under the microscope |
| 9b. | Setting up a Teachers as Readers group |
| 9c. | Data-driven instruction weblinks |
| 9d. | History video clips |
Marshall Memo 122 - Feb. 6, 2006 | |
| 1. | How can “average” school leaders produce extraordinary results? |
| 2. | More on the male-female achievement gap |
| 3. | A Nevada principal shares his wisdom |
| 4. | How reliable is the Observation Survey? |
| 5. | What is your board's “theory of action?” |
| 6. | Kids write the darndest things |
| 7a. | Boosting the middle grades |
| 7b. | Self-discipline trumps all |
Marshall Memo 121 - Jan. 30, 2006 | |
| 1. | How tough must a leader be to get results? |
| 2. | Why are boys doing worse in school? |
| 3. | Helping English language learners succeed in content-area classes |
| 4. | Options for teacher training in the education of ELLs |
| 5. | Using online software to boost student learning |
| 6. | Don't raise your hand in this school! |
| 7. | A teacher peer-review program in Chicago |
| 8. | Take our daughters and sons to work day |
Marshall Memo 120 - Jan. 23, 2006 | |
| 1. | Teachers mentoring teachers - a model program |
| 2. | Strategic planning for schools - without the baloney |
| 3. | What can we learn from driver's ed.? |
| 4. | Lesson plans: suggested elements |
| 5. | Students win one in Philly |
| 6. | Suggested ground rules for civil discourse |
| 7a. | Can standards and differentiation coexist? |
| 7b. | No Name-Calling Week |
Marshall Memo 119 - Jan. 16, 2006 | |
| 1. | Tom Hehir speaks out on special education |
| 2. | Talking sense about science education |
| 3. | What does “rigor” look like in the classroom? |
| 4. | Nine common elementary math misconceptions |
| 5. | Using Harry Potter in middle-school classrooms |
| 6. | Dealing with bullying |
| 7. | What does it mean when a student looks away after a question? |
| 8. | What's wrong with this assignment? |
Marshall Memo 118 - Jan. 9, 2006 | |
| 1. | How praise can motivate - or kill motivation |
| 2. | The key role of spelling in students' reading and writing achievement |
| 3. | High-school miscreants working to be “students in good standing” |
| 4. | Using literature to teach character education in middle school |
| 5. | Preventing and breaking up fights |
| 6. | Checking out your school's parent-friendliness |
| 7. | Keys to high staff morale |
| 8. | Arguments against school uniforms |
| 9a. | Fundraising reforms |
| 9b. | Food allergy information |
| 9c. | Digital camera uses |
| 9d. | What works best to support new teachers |
Marshall Memo 117 - Jan. 2, 2006 | |
| 1. | Evidence-based decisions: advice from the business world |
| 2. | How did I miss that? “Bounded awareness” in decision-making |
| 3. | Is strategic planning completely useless? |
| 4. | Collaborative creation and scoring of student assessments |
| 5. | Making classroom assessments part of the learning process |
| 6. | A successful elementary writing initiative in Missouri |
| 7. | Model professional development in Kansas |
| 8. | Helping kids navigate school |
Marshall Memo 116 - Dec. 19, 2005 | |
| 1. | Bringing real, rich, and relevant learning to the “New WWW” |
| 2. | What literacy looks like in the age of the read/write web |
| 3. | Ways to bring the digital world into the classroom |
| 4. | An argument for de-emphasizing computers until the middle grades |
| 5. | What giving a laptop to every student can - and cannot - achieve |
| 6. | Thoughts on the most effective use of computers in schools |
| 7. | Making computers servants of the curriculum |
| 8. | Five principles for effective meetings |
| 9a. | Cyberbullying policy |
| 9b. | Online maps |
| 9c. | Resources for creating virtual libraries |
| 9d. | Digitized historical documents |
| 9e. | International exchanges via the Internet |
| 9f. | The dog and pony show |
Marshall Memo 115 - Dec. 12, 2005 | |
| 1. | Richard Allington on choosing an elementary reading program |
| 2. | Ratings of comprehensive school reform programs |
| 3. | How state science standards stack up |
| 4. | Does Good to Great apply to schools? |
| 5. | A middle school's four-step plan for student misbehavior |
| 6. | Administrators cross-training in New Mexico |
| 7. | Problems using data in schools |
| 8. | What high-impact high schools do |
| 9. | Eleven characteristics of good professional development |
| 10. | Do's and don'ts on accommodations for children with special needs |
| 11. | Books that teenagers love |
| 12a. | Ask-a-scientist website |
| 12b. | Standards for coaching |
| 12c. | ELA lesson plans |
| 12d. | Online scoring of student writing |
| 12e. | A hands-on lesson in germ transmission |
Marshall Memo 114 - Dec. 5, 2005 | |
| 1. | Enlisting students as data-based decision-makers |
| 2. | Important distinctions between benchmark and formative assessments |
| 3. | Teachers' reactions to formative assessments |
| 4. | Can hot-shot teachers help turn around low-performing schools? |
| 5. | Ideas for dealing with teacher transfers and bumping |
| 6. | Jonathan Kozol on the pedagogy of poverty |
| 7. | Blended special-needs classes in New York City |
| 8a. | Understanding by Design math curriculum |
| 8b. | The results of kindergarten retention |
| 8c. | A gaping gap |
| 8d. | Reports on value-added assessment |
| 8e. | Principal/counselor collaboration |
Marshall Memo 113 - Nov. 28, 2005 | |
| 1. | “Acting white” - is it an urban legend? |
| 2. | Can an authentic leader be a chameleon? |
| 3. | Are we hard-wired to be creationists? |
| 4. | What's best for “gifted” students? |
| 5. | What gets parents involved? |
| 6. | Combating summer learning loss |
| 7. | Japanese ideas on improving teaching |
| 8. | Training for effective teams |
Marshall Memo 112 - Nov. 21, 2005 | |
| 1. | Getting students involved in classroom assessments |
| 2. | Four “theories of action” for boosting teacher effectiveness |
| 3. | What we can learn from computer/video games |
| 4. | Developing America's human capital |
| 5. | How to build students' determination |
| 6. | A rapid-response team for harassment incidents |
| 7. | Distributing leadership in Edison schools |
| 8. | A parent rebellion against constructivist math |
| 9a. | More on the evolution controversy |
| 9b. | The kids are watching! |
| 9c. | Nominations for super-teacher award |
| 9d. | Equal time for criticized teachers |
| 9e. | Drug prevention and school safety modules |
Marshall Memo 111 - Nov. 14, 2005 | |
| 1. | Using assessments to improve teaching and learning in real time |
| 2. | Checking for understanding in elementary math classes |
| 3. | Planning instruction using a “table of specifications” |
| 4. | Making students partners in the use of formative assessment data |
| 5. | Six ways to judge the quality of formative assessments |
| 6. | Using grades as a communication tool rather than a goal |
| 7. | Videotaping to give students quick feedback |
| 8. | Improving reading fluency and comprehension in the elementary grades |
| 9. | Ten key concepts for teaching evolution, and how the states stack up |
| 10a. | Report on extended time |
| 10b. | Digital portfolio samples |
| 10c. | Rubrics website |
| 10d. | Student self-assessment website |
Marshall Memo 110 - Nov. 7, 2005 | |
| 1. | Seven practices that improve teaching and learning |
| 2. | Keys to success for English language learners |
| 3. | What troubled boys need to succeed in middle school |
| 4. | Meeting the needs of gay and lesbian middle-school students |
| 5. | Improving the way science is taught |
| 6. | Middle-school ideas from Arizona |
| 7. | How to turn stress to your advantage |
| 8. | Hiring with three different kinds of intelligence in mind |
| 9a. | The academic and social benefits of recess |
| 9b. | Ideas for advisories |
| 9c. | Teacher movies |
Marshall Memo 109 - Oct. 31, 2005 | |
| 1. | Intervention and access for children with special needs |
| 2. | Modifying classrooms for struggling students - and everyone else, too |
| 3. | Keys to high achievement for Latino students |
| 4. | Are you happy with the way science is taught in your school? |
| 5. | Programs that increase time for high-risk middle-school students |
| 6. | Finding and creating time for teacher teams to meet |
| 7. | Effective formative assessments |
| 8. | Appropriate uses of value-added assessments |
| 9a. | Key factors in high-achieving California schools |
| 9b. | The difference that caring teachers make |
| 9c. | Parent outreach ideas |
| 9d. | Are computer our salvation? |
| 9e. | Foreign language exchange website |
| 9f. | Design your own planet website |
Marshall Memo 108 - Oct. 24, 2005 | |
| 1. | If you build it, they won't come; five ways to lead change |
| 2. | Making better use of classroom tests |
| 3. | The keys to early literacy |
| 4. | Pre-reading strategies with a high-school novel |
| 5. | Helping students read with purpose |
| 6. | Beginning each class with sustained silent reading |
| 7. | Five steps to deeper comprehension |
| 8. | Worthwhile faculty meetings? |
| 9a. | Evolution and intelligent design duke it out on the scientific method |
| 9b. | What will help boys do better in school? |
| 9c. | Teaching kids to be savvy surfers |
| 9d. | The full-day kindergarten advantage |
Marshall Memo 107 - Oct. 17, 2005 | |
| 1. | Literacy for older students: five ineffective strategies |
| 2. | Fifteen steps for improving literacy skills for upper-grade students |
| 3. | The advantages of daily classroom journal writing |
| 4. | More criticism of the DIBELS reading assessment |
| 5. | Skepticism on brain research |
| 6. | Does coffee make your skin blacker? Dealing with tricky classroom questions |
| 7. | The new phys. ed. |
| 8. | The debate on classroom whiteboards in Great Britain |
| 9a. | Advice for first-generation college students |
| 9b. | Student-written “identity texts” |
Marshall Memo 106 - Oct. 10, 2005 | |
| 1. | Assessment for learning |
| 2. | The power of common assessments and teacher collaboration |
| 3. | Reducing the education gap |
| 4. | Why educational research is not changing the world |
| 5. | Student-led parent conferences |
| 6. | Let our seniors go! |
| 7. | Turning around a troublemaker |
| 8. | A principal's literacy tactics |
| 9a. | Does kindergarten retention work? |
| 9b. | Chess in schools |
| 9c. | Web sites on comics and graphic novels |
| 9d. | Web sites on differentiated instruction |
| 9e. | Test prep horrors |
Marshall Memo 105 - Oct. 3, 2005 | |
| 1. | Benjamin Bloom's mastery learning - is it relevant today? |
| 2. | Involving students in formative assessments |
| 3. | Why the Norfolk, Virginia schools won this year's Broad Prize |
| 4. | Using the Grow Report in New York City |
| 5. | Is DIBELS the answer for early reading assessment? |
| 6. | Doing the right thing in high-school special education classes |
| 7. | Middle schools' “organizational health” and student achievement |
| 8a. | Online children's books |
| 8b. | History websites |
Marshall Memo 104 - Sept. 26, 2005 | |
| 1. | What kind of math knowledge produce higher student achievement? |
| 2. | Teaching students to read between and beyond the lines |
| 3. | Less narrative, more non-fiction! |
| 4. | Overcoming barriers to differentiated instruction |
| 5. | How do you spell “differentiate?” |
| 6. | Examples of differentiation |
| 7. | Differentiation strategies from North Carolina |
| 8. | The principal’s new role |
| 9. | Fighting the good fight |
| 10a. | Educational triage |
| 10b. | The power of place |
| 10c. | Wellness websites |
Marshall Memo 103 - Sept. 19, 2005 | |
| 1. | Research evidence on K-8 versus middle schools |
| 2. | When a middle school isn't a middle school but still is a middle school |
| 3. | Pros and cons of shifting to K-8 schools |
| 4. | A argument for 6-8 middle schools |
| 5. | How do K-8 and 6-8 students do when they get to high school? |
| 6. | Five mental qualities our students need |
| 7. | Key characteristics of formative assessments |
| 8. | Effective use of interim assessments |
| 9. | A Google for math teaching ideas |
| 10a. | Eating healthy in the Big Apple |
| 10b. | Qualifications for “highly qualified”math teachers |
| 10c. | Do boys do better with male teachers? |
| 10d. | School website reviews |
Marshall Memo 102 - Sept. 12, 2005 | |
| 1. | A West Virginia teacher who stayed |
| 2. | Ideas on boosting struggling students after third grade |
| 3. | Classroom gestures as a window to understanding |
| 4. | An expanded vision of professional development |
| 5. | Should teachers compute grades using the median rather than the mean? |
| 6. | Ideology and teen sex |
| 7. | Ideology and mental health screening |
| 8. | Teaching the Constitution through student-oriented court cases |
| 9a. | Constitution Day resources |
| 9b. | Positive and negative assessments of New York City school reform |
Marshall Memo 101 - Sept. 5, 2005 | |
| 1. | Richard Elmore on what we can learn from improving schools |
| 2. | How new teachers can survive their first year |
| 3. | Current thinking on gifted education |
| 4. | Advice for the SAT and ACT writing tests |
| 5a. | Hurricane Katrina teaching resources |
| 5b. | Taking tests on paper and on the computer |
Marshall Memo 100 - Aug. 29, 2005 | |
| 1. | Truly unready for college |
| 2. | More on what it takes to be college-ready |
| 3. | The principal's role between “techies” and teachers |
| 4. | Doing right by African-American boys |
| 5. | A proactive approach to high-school discipline |
| 6. | Stopping booze at the prom |
| 7. | Using focus groups in schools |
| 8a. | Research project questions |
| 8b. | Teachers' challenges |
| 8c. | Website on the scientific method |
| 8d. | Consumer guide to science textbooks |
Marshall Memo 99 - Aug. 22, 2005 | |
| 1. | Reporting sexual abuse |
| 2. | New York City educators deal with their citywide curriculum |
| 3. | Jonathan Kozol on the new “separate but unequal” |
| 4a. | Technology ideas |
| 4b. | Online gym classes |
| 4c. | Seattle parent guide to schools |
| 4d. | First-year teacher survival guide |
Marshall Memo 98 - Aug. 15, 2005 | |
| 1. | Making every minute count |
| 2. | Reflecting on the big picture |
| 3. | Key issues with formative assessments |
| 4. | Formative assessments: focusing on the essence |
| 5. | Effective professional development |
| 6. | Using classroom “walkthroughs” to improve student learning |
| 7. | What principals should push for in early childhood programs |
| 8. | The power of good children's books |
| 9. | Hats, pencils, and eating in classrooms: are these the real issues? |
| 10a. | Million Father March |
| 10b. | Beginning-of-the-year activities to help students get to know each other |
| 10c. | Minimal conditions for school success |
Marshall Memo 97 - July 25, 2005 | |
| 1. | When a student is grieving, what should the school do? |
| 2. | Difficult conversations: the manager's emotions |
| 3. | A New York City teacher blows the whistle on test cheating |
| 4. | Middle-school scheduling ideas |
| 5. | Teaching sportsmanship to student athletes |
| 6. | The academic benefits of frequent physical activity |
| 7a. | Turnaround advice from parochial schools in Washington, D.C. |
Marshall Memo 96 - July 18, 2005 | |
| 1. | Prisoners of the five-paragraph essay |
| 2. | Bridging the math language gap with English-language learners |
| 3. | Vision problems: a hidden source of school failure |
| 4. | Looping benefits |
| 5. | What kind of difference does gender equity make? |
| 6. | Science assessment suggestions |
| 7a. | Preventing dating violence |
| 7b. | Mentoring advice |
| 7c. | Support materials for ELL students |
| 7d. | Live zoo cameras on line |
Marshall Memo 95 - July 11, 2005 | |
| 1. | Should students be taught in their preferred learning modality? |
| 2. | How to foster real teamwork |
| 3. | Turning a strategic plan into great performance |
| 4. | A model mental health clinic in a tough Oakland High School |
| 5. | Vocabulary development pre-k - grade 3 |
| 6. | Should sixth graders be in elementary or middle schools? |
| 7. | What schools can do about summer learning loss |
| 8. | Buyer's remorse over hiring mistakes |
| 9a. | Research on all-day kindergarten |
| 9b. | Teacher dress codes? |
Marshall Memo 94 - July 4, 2005 | |
| 1. | What's involved in becoming a performance-driven school district |
| 2. | Can a principal be a cultural leader and an instructional leader? |
| 3. | A middle-school program for twice-a-week journal writing |
| 4. | Taking responsibility for anger |
| 5a. | Yellow pages for kids with disabilities |
Marshall Memo 93 - June 27, 2005 | |
| 1. | Preparing every student for “college plus” |
| 2. | High-school reform: harder than brain surgery |
| 3. | The values behind competition in the classroom |
| 4. | There's work to be done identifying and treating mental health problems |
| 5a. | Online auction fundraising |
| 5b. | A bullied student speaks out |
Marshall Memo 92 - June 20, 2005 | |
| 1. | Richard Allington on five essential reading activities |
| 2. | Cognitive conflict (good) versus affective conflict (bad) |
| 3. | What's best for interim assessments: outsourced or in-system? |
| 4. | Should effort be factored into high-school students' grades? |
| 5. | A North Carolina program that brings out the “gifted” in students |
| 6. | A professional development cadre in Canada |
| 7. | The negative effects of work during the high-school years |
| 8. | Educational triage in Texas |
| 9a. | Using handhelds to do individual reading assessments |
| 9b. | Using Broadway shows to teach history |
| 9c. | Algebra interim assessments pilot |
| 9d. | Starting an online affinity group |
Marshall Memo 91 - June 13, 2005 | |
| 1. | Whom do you seek out, the competent jerk or the lovable fool? |
| 2. | Strategies for eliminating obnoxious staff behavior |
| 3. | Interviewing: what to listen for |
| 4. | How can we prevent the loss of effective veteran teachers? |
| 5. | The limitations of original sources in history classes |
| 6. | Comer's program: focusing on child and adolescent development |
| 7. | Keeping the parents of middle-school children involved |
| 8. | What can elementary schools do to promote students' resiliency? |
| 9. | Comparing four early literacy programs in Boston |
| 10. | How do we interpret all those contradictory research findings? |
| 11a. | Top websites for elementary teachers |
Marshall Memo 90 - June 6, 2005 | |
| 1. | Hitting the ground learning: how to enter a new job wisely |
| 2. | Rethinking teacher supervision and evaluation |
| 3. | Taking full advantage of being a small school |
| 4. | A veteran's advice to first-year teachers |
| 5. | A Brooklyn school knits its curriculum together |
| 6a. | College readiness begins in middle school |
| 6b. | After-school program strategies |
Marshall Memo 89 - May 30, 2005 | |
| 1. | Richard Elmore looks at two “failing” schools |
| 2. | Writing: a ticket to work, or a ticket out |
| 3. | Steps to take before redesigning an elementary report card |
| 4. | Improving student punctuality |
| 5. | Applying knowledge in a real-world situation |
| 6. | A call for dialogue on principal preparation |
| 7a. | Neglecting the gifted? |
| 7b. | Insect photographs websites |
Marshall Memo 88 - May 24, 2005 | |
| 1. | Telling ain't teaching and listening ain't learning |
| 2. | Leadership essentials for new principals |
| 3. | Fixing a toxic school climate |
| 4. | Fostering collaboration between two generations of teachers |
| 5. | Common space, common time, and common work in a high school |
| 6. | Are we setting up new teachers for failure? |
| 7. | Staunching the loss of new teachers in Philadelphia |
| 8. | Why is the math club 94 percent Asian? |
| 9a. | Progress on teen sex |
| 9b. | Websites for supporting new teachers |
Marshall Memo 87 - May 16, 2005 | |
| 1. | Using the “positive deviance” strategy for improvement |
| 2. | Using student achievement data effectively |
| 3. | Teaching primary-grade students about effort |
| 4. | Using infra-red “clickers” to check on students' understanding |
| 5. | Effective interview questions for middle-school teachers |
| 6. | Getting the most from an instructional coach |
| 7a. | Who will do better, Da'Quan or John? |
| 7b. | Effective college preparatory classes |
Marshall Memo 86 - May 9, 2005 | |
| 1. | Searching for the key characteristics of effective schools |
| 2. | Ideas on career-ladder options for teachers |
| 3. | Why don't more girls want to pursue math and science careers? |
| 4. | Success for All: a middle-school adaptation |
| 5. | Study skills for middle-school students |
| 6. | Poetry in science classes |
| 7a. | A business partnership guide |
| 7b. | The elements song |
Marshall Memo 85 - May 2, 2005 | |
| 1. | Getting the most out of “lesson study” in U.S. schools |
| 2. | A hybrid approach to lesson study |
| 3. | A Harvard team works with Boston educators on using data |
| 4. | A systematic approach to using data to improve student achievement |
| 5. | Professional learning communities: what makes a difference? |
| 6. | Some concerns about “value added” assessment |
| 7. | Historical literacy as a powerful tool for students |
| 8. | Do students need core knowledge from the Bible? |
| 9a. | New guidelines for classroom calculator use |
Marshall Memo 84 - Apr. 25, 2005 | |
| 1. | What educators can learn from electronic games |
| 2. | San Diego's superintendent on the barriers to improvement |
| 3. | Helping English learners succeed |
| 4. | School uniforms: do they make any difference at all? |
| 5. | Smoothing the transition from middle to high school |
| 6. | An Illinois high school's freshman advisory program |
| 7. | Better training and support for substitute teachers pays off |
| 8. | Test prep strategies immediately prior to major exams |
| 9. | A boys' after-school reading group |
| 10. | A first-year teacher's furry epiphany |
| 11a. | Poetry websites |
| 11b. | Leveled books website |
| 11c. | Book excerpt |
| 11d. | Turn off the TV week |
Marshall Memo 83 - Apr. 18, 2005 | |
| 1. | What's at stake for American students in a “flat” world |
| 2. | School “connectedness” - a key to student achievement |
| 3. | Teachers who connect with their students |
| 4. | Integrating the arts into the core curriculum |
| 5. | Reading proficiency for all first graders |
| 6. | Suggestions for parent conferences |
| 7. | Arguing with the arguments against gifted education |
| 8a. | Helping students reflect on a mistake |
| 8b. | Resources for WebQuests and Weblogs |
| 8c. | Rube Goldberg contest |
Marshall Memo 82 - Apr. 11, 2005 | |
| 1. | Eights pieces of advice on leadership |
| 2. | Six challenges for school leaders |
| 3. | “Friction points” when high schools break into smaller learning communities |
| 4. | Training that helps teachers raise their expectations of students |
| 5. | Keys to schoolwide discipline |
| 6. | Why would a teacher prefer isolation to collaboration? |
| 7. | Creating common planning time for teacher teams |
| 8. | Getting out in front of bad news |
| 9a. | “I can't believe they pay me to do this job.” |
| 9b. | Students with unrealistic goals |
Marshall Memo 81 - Apr. 4, 2005 | |
| 1. | Is paying teachers more for improved test scores a good idea? |
| 2. | A high school de-tracks and closes the achievement gap |
| 3. | Be careful drawing conclusions from success stories! |
| 4. | Ideas from Russian schools |
| 5. | The “broken window” theory for schools? |
| 6a. | Sentence diagramming and the quality of students' writing |
| 6b. | Website on African-American migrations |
| 6c. | Kids' websites |
Marshall Memo 80 - Mar. 28, 2005 | |
| 1. | Why don't high-school students get enough sleep? |
| 2. | Beefing up high-school math teaching |
| 3. | Comparing six approaches to teaching Algebra I |
| 4. | Positive effects of block scheduling on sixth-grade math scores |
| 5. | A different take on middle-school block scheduling |
| 6. | Ways that good research is misused and ignored |
| 7. | Are computers really helping student achievement? |
| 8a. | Teaching students how to do homework in their learning style |
| 8b. | National Archives documents online |
Marshall Memo 79 - Mar. 21, 2005 | |
| 1. | Giving students no choice but to succeed |
| 2. | How a Kansas high school responded to disappointing results |
| 3. | Keys to encouraging teacher leaders |
| 4. | Tips for instructional coaches |
| 5. | Achieving synergy in a school |
| 6. | A teacher tries to dislodge students' stubborn misconceptions |
| 7. | Improving students’ memory of what’s taught |
| 8. | Arguments for keeping social studies in the curriculum |
| 9a. | How one principal gets feedback |
| 9b. | Three leadership stories |
Marshall Memo 78 - Mar. 14, 2005 | |
| 1. | A Georgia district uses interim assessments to boost learning |
| 2. | A middle school performance task involving community service |
| 3. | What engages middle-school students |
| 4. | Using learning contracts with middle-school students |
| 5. | Moral education in schools |
| 6. | A gay teacher decided not to come out to his students |
| 7. | Ten suggestions to pass along to parents and other family members |
| 8a. | Standards, instruction, and tests |
Marshall Memo 77 - Mar. 7, 2005 | |
| 1. | Dispelling myths about differentiated instruction |
| 2. | Peer mediation to resolve student conflicts in secondary schools |
| 3. | Doug Reeves on “student-centered accountability” |
| 4. | A K-8 school shares leadership among three administrators |
| 5. | Four things to help new principals succeed |
| 6. | A tough sixth-grade teacher and a proud mother |
| 7a. | Suggestions for difficult parents |
| 7b. | A new science textbook by Joy Hakim |
Marshall Memo 76 - Feb. 28, 2005 | |
| 1. | Dealing with verbal harassment and bullying of students |
| 2. | Listening to bullies' victims |
| 3. | Children who can deal with teasing and children who can't |
| 4. | Are quarterly assessments a waste of time? |
| 5. | A “balanced scorecard” for school data |
| 6. | Releasing the full talent and energy of employees |
| 7. | A farm girl struts her stuff in a suburban classroom |
| 8. | Using technology to keep parents in touch |
| 9a. | A guide to secondary school reform |
| 9b. | Laptop incentive for attendance |
Marshall Memo 75 - Feb. 21, 2005 | |
| 1. | Richard Allington on the mixed messages from literacy research |
| 2. | Turning around a struggling Nevada elementary school |
| 3. | Monitoring student progress |
| 4. | Monitoring student attitudes |
| 5. | Recess matters for primary-grade students! |
| 6. | How can principals be more like Theo Epstein? |
| 7. | Four design principles for schools |
| 8. | Finding the right computer systems to track student data |
| 9a. | Earth science web links |
Marshall Memo 74 - Feb. 14, 2005 | |
| 1. | How to make collaborative teacher teamwork really productive |
| 2. | What it takes to sustain school improvement |
| 3. | Leading a school for when you're no longer there |
| 4. | Rigor and support: the keys to high achievement |
| 5. | Turning around a chaotic Kentucky elementary school |
| 6. | Ideas from Canada on getting adolescent boys reading |
| 7. | Differing home/school perceptions on parent involvement |
| 8. | Finding common ground in the evolution controversy |
| 9a. | Do small learning communities work? |
| 9b. | First Amendment quiz |
Marshall Memo 73 - Feb. 7, 2005 | |
| 1. | Common factors in high-poverty schools with high student achievement |
| 2. | A Virginia school using assessments to drive improvement |
| 3. | How implementing an improvement plan is like running a political campaign |
| 4. | Our attitudes toward math are dragging us down |
| 5. | Why are there fewer women in math and science positions? |
| 6. | Teachers pulling their punches teaching evolution |
| 7a. | Woeful ignorance of the First Amendment |
| 7b. | Black history all year long? |
| 7c. | Nine creativity killers |
| 7d. | Some new words with interesting definitions |
Marshall Memo 72 - Jan. 31, 2005 | |
| 1. | The principal as CEO |
| 2. | Fostering high achievement among students of color |
| 3. | Alternatives to keeping students back |
| 4. | Summer schools that close the achievement gap |
| 5. | A reading/writing strategy for middle school |
| 6. | Strategies to help students with content-rich reading |
| 7. | Questions to guide civics discussions |
| 8. | Online surveys of teachers, parents, and students |
| 9. | A middle-school academics and enrichment period |
| 10. | So what's the deal with block scheduling? |
| 11. | Four time-management tips for principals |
| 12a. | Promoting middle-school literacy in the library |
| 12b. | Advice for literacy coaches |
| 12c. | Civil Rights quiz online |
Marshall Memo 71 - Jan. 24, 2005 | |
| 1. | General knowledge and vocabulary development in Harlem |
| 2. | The impact of middle school students' beliefs about math learning |
| 3. | Preaching the gospel of high achievement |
| 4. | Cross-age peer tutoring by phone |
| 5. | How leaders can deal with ADT (attention deficit trait) |
| 6. | Qualities of a great leader |
| 7. | Managing your boss |
| 8a. | Exotic career options |
| 8b. | Anthony Alvarado on professional development |
| 8c. | Doug Reeves on testing |
Marshall Memo 70 - Jan. 17, 2005 | |
| 1. | Can a leader admit confusion and still lead? |
| 2. | Do uniforms help? |
| 3. | Teenage sleep patterns: what schools can do |
| 4. | Effective tutoring for struggling middle-school students |
| 5. | Time management tips for principals |
| 6a. | The long and short of time management |
| 6b. | Debunking three urban legends |
| 6c. | Induction programs for new teachers: learning from abroad |
| 6d. | Dealing with ADHD |
| 6e. | Advice on literacy coaches |
Marshall Memo 69 - Jan. 10, 2005 | |
| 1. | Backwards planning of professional development |
| 2. | Ideas are more important than terminology! |
| 3. | Teacher teams working to improve classroom assignments |
| 4. | How principals should distribute leadership in meetings |
| 5. | John Ogbu's last book: refining his “acting white” concept |
| 6. | Lesson study tweaked in Arizona |
| 7. | Literacy pen pals in Washington, D.C. schools |
| 8. | High-stakes tests faze high-achieving students the most |
| 9a. | Tsunami relief websites |
| 9b. | Websites with teacher-written units |
| 9c. | Text of “triangulation” article |
| 9d. | Fordham Foundation standards analysis |
| 9e. | Achieve graduation standards report |
Marshall Memo 68 - Jan. 3, 2005 | |
| 1. | A “school manager” helps the principal be an instructional leader |
| 2. | Ten discredited psychological theories |
| 3. | Listening is a key teaching skill with English language learners |
| 4. | Teaching mitosis to high-school English language learners |
| 5. | Advice from English language learners in an elementary school |
| 6. | Academic literacy for middle-school English language learners |
| 7. | Helping English language learners pick up academic English |
| 8. | The case for structured English immersion |
| 9. | The case for transitional bilingual education |
| 10. | Teaching languages separately in two-way bilingual programs |
| 11. | Key factors in the success of two-way bilingual programs |
| 12a. | Some consensus in the “math wars” |
| 12b. | Triangulated learning websites |
| 12c. | ELL websites |
Marshall Memo 67 - Dec. 20, 2004 | |
| 1. | Good teachers' impact on different students |
| 2. | A radical proposal for reorganizing elementary schools |
| 3. | Designing standards-based report cards that communicate well with parents |
| 4. | Why learn math? |
| 5. | What grade should a student get for not handing in work? |
| 6. | Four types of teacher “voice” in schools |
| 7. | Good high-school counseling matters |
| 8. | Remembering Mr. Witt |
| 9. | Answers to last week's quiz on gay and lesbian student issues |
| 10a. | Touch-typing ideas |
| 10b. | Pushing back on Ted Sizer quote |
Marshall Memo 66 - Dec. 13, 2004 | |
| 1. | Do we have “professional development apartheid” in U.S. schools? |
| 2. | Six strategies for reforming American high schools |
| 3. | Raising the achievement of black male students |
| 4. | An indirect approach to squashing elementary-school bullying |
| 5. | Being safe in school - physically, emotionally, and intellectually |
| 6. | Going beyond drill and computation in elementary mathematics |
| 7. | Making math meaningful - and fun |
| 8. | A quiz on legal protections for gay and lesbian students |
| 9a. | Caveat emptor with all those tutoring programs |
| 9b. | Getting higher-than-expected achievement from special education students |
| 9c. | Is too much home computer use bad for student achievement? |
Marshall Memo 65 - Dec. 6, 2004 | |
| 1. | A top-down/bottom-up process for reinventing core values |
| 2. | What should principals do about parents giving gifts to teachers? |
| 3. | Detention - can we do better? |
| 4. | Better search tools for students' Internet searches |
| 5. | The impact of obesity on student learning |
| 6a. | Understanding by Design curriculum standards |
| 6b. | Overdoing test prep in Rhode Island |
| 6c. | Catching up in high school |
Marshall Memo 64 - Nov. 29, 2004 | |
| 1. | The nasty downward spiral of reading failure |
| 2. | Wishful thinking doesn't work with reading; intervene early! |
| 3. | One district's early prevention program |
| 4. | Making reading irresistible |
| 5. | What happens when teachers embrace standards |
| 6. | Developing workplace skills in school |
| 7. | Talking back to Richard Rothstein |
| 8. | Promoting the success of male students of color in AP classes |
| 9. | New principals: carpe diem! |
| 10. | What Chicago educators and parents think about retention |
| 11. | Key critical thinking skills |
| 12a. | Using common rubrics across high-school grades |
| 12b. | Urban debaters |
| 12c. | Should good teachers be paid more? |
Marshall Memo 63 - Nov. 22, 2004 | |
| 1. | Raising reading achievement in high-poverty schools |
| 2. | Five suggestions for more effective schools |
| 3. | How to support struggling students in advanced math classes |
| 4. | Counteracting race-based low expectations |
| 5. | Value-added assessment gains momentum |
| 6. | Fine tuning value-added assessment |
| 7. | How can we make tests instructionally supportive? |
| 8. | Teaching to the curriculum versus teaching to the test |
| 9. | Misconceptions about college |
| 10. | Differentiation in a standards-based environment |
| 11. | The impact of television violence on children |
| 12a. | Can brain scans on babies predict school problems? |
| 12b. | Flat Stanley website |
| 12c. | Website on school leadership |
Marshall Memo 62 - Nov. 15, 2004 | |
| 1. | Stereotype threat: its impact and what can be done about it |
| 2. | Mike Schmoker on what drives continuous improvement |
| 3. | Eight ways to improve a school's professional culture |
| 4. | Home and school factors that influence the achievement gap |
| 5. | Using the community as a resource to engage all students |
| 6. | Teaching in ways that are sensitive to boy-girl differences |
| 7. | Fond memories of diagramming sentences - but does it help? |
| 8. | Sentence diagramming makes a comeback |
| 9. | Second thoughts on Boston's TERC Investigations math curriculum |
| 10. | English as a second language; not meaning quite what we say |
| 11a. | Kindergarten report cards |
| 11b. | Using teacher listservs |
Marshall Memo 61 - Nov. 8, 2004 | |
| 1. | Is systematic phonics best for early reading instruction? |
| 2. | Reading in the content area in middle schools |
| 3. | Excellent middle-school writing programs |
| 4. | What do exceptional middle school principals do? |
| 5. | A network of small, internationally-focused secondary schools |
| 6. | The four C's of success |
| 7. | Giving students the skills to (respectfully) challenge authority |
| 8a. | Keys to effective foreign language instruction |
| 8b. | Do electronic books help kindergarten students learn to read? |
| 8c. | Cafeteria traffic light |
| 8d. | Poetry unit |
Marshall Memo 60 - Nov. 1, 2004 | |
| 1. | A Boston high school compares itself to the Red Sox |
| 2. | Suggestions for dealing with Asperger Syndrome |
| 3. | Infusing language arts into elementary school math |
| 4. | Stretching the role of assistant principal |
| 5. | Difficult conversations with difficult colleagues |
| 6. | Ideas for a monthly principals' retreat |
| 7. | The role of testing in joyless classrooms |
| 8a. | What makes some charter schools effective |
| 8b. | Keys to high staff morale |
| 8c. | Improving working conditions for teachers |
| 8d. | Kindergarten blues |
| 8e. | Getting all students ready for college |
| 8f. | Memories of sentence diagramming in a parochial school |
Marshall Memo 59 - Oct. 25, 2004 | |
| 1. | The struggles - and triumphs - of a Boston charter school |
| 2. | Reducing the tested curriculum to a few “super-skills” |
| 3. | If retention doesn't work, what does? |
| 4. | Classroom discipline: ten no-no's |
| 5. | Are constructivist math programs really better? |
| 6. | How about parental involvement in parenting? |
| 7a. | Fifteen keys to boosting middle and high school literacy achievement |
| 7b. | An international foreign language e-mail network for students |
Marshall Memo 58 - Oct. 18, 2004 | |
| 1. | Marine Corps suggestions for school leaders |
| 2. | Wyoming's innovative approach to standardized testing |
| 3. | A test-plus approach to earning a high-school diploma |
| 4. | The male-female gender gap in math and science jobs |
| 5. | Using math understanding to scope out students' errors |
| 6. | Challenges implementing new math programs |
| 7. | Helping students master math word problems |
| 8. | What to look for in a math program |
| 9. | Marilyn Burns on using writing in math classes |
| 10. | The argument for putting writing before reading |
| 11. | Writing for a social purpose |
| 12. | Replacing fear of writing grades with ownership for improvement |
| 13. | Markets for student writing |
| 14a. | Math basics |
| 14b. | Election website correction |
| 14c . | An instructional writing rubric |
Marshall Memo 57 - Oct. 11, 2004 | |
| 1. | How to build a fair system for grading students |
| 2. | Should teachers give zeros? |
| 3. | The making of a 90/90/90 school in Georgia |
| 4. | Increasing the success of low-achieving middle-school math students |
| 5. | Confronting students' misconceptions in science |
| 6. | Strategies for ADHD students |
| 7a. | A full-court press on the achievement gap |
| 7b. | Building effective teacher teams |
| 7c. | The benefits of students attending parent-teacher conferences |
| 7d. | Earning students' trust with high expectations |
| 7e. | Technology training on the fly |
| 7f. | A report on early literacy assessment |
Marshall Memo 56 - Oct. 4, 2004 | |
| 1. | How teaching improves |
| 2. | Dealing with staff resistance to helping all struggling students |
| 3. | What math should students discover? What should just be taught? |
| 4. | Rethinking teamwork in schools |
| 5. | A radical proposal: more homework for high-school students! |
| 6. | Seven surprises that greet new leaders |
| 7. | Should staff developers be personal trainers or team coaches? |
| 8. | Getting the most out of parent conferences |
| 9a. | Textbooks trashed |
| 9b. | Parent pointers |
| 9c. | Classroom resources for the election |
| 9d. | Open-source software |
Marshall Memo 55 - Sept. 27, 2004 | |
| 1. | The role of test anxiety in the male-female achievement gap |
| 2. | Are computers helping students learn? |
| 3. | Using computers more effectively in schools |
| 4. | What does it take to be a middle school “literacy leader?” |
| 5. | Inclusive instructional leadership in middle schools |
| 6. | Effective middle schools for the children of poverty |
| 7. | Kids who slip through the cracks in middle school |
| 8a. | Classroom assessments and curriculum alignment |
| 8b. | What new students worry about most in middle schools |
| 8c. | An intake interview for students transferring into a middle school |
| 8d. | An urban school improvement resource |
| 8e. | Help for teachers who want to create a website |
Marshall Memo 54 - Sept. 20, 2004 | |
| 1. | Can the principalship be made less impossible? |
| 2. | An embattled Arizona principal fights the good fight |
| 3. | Does the Open Court reading program work? |
| 4. | Are the top-selling reading programs research-based? |
| 5. | Meeting the needs of struggling teenage readers |
| 6. | Dealing with the 'n-word' in classrooms and corridors |
| 7. | Arkansas identifies its chubby kids; now what? |
| 8a. | Engaging disengaged students |
| 8b. | A “teachability” index |
| 8c. | Preparing students for college writing |
| 8d. | Nightmares about failure |
| 8e. | Learning times tables in England |
| 8f. | What does it take for a teacher to grow? |
Marshall Memo 53 - Sept. 13, 2004 | |
| 1. | Using formative assessments to improve teaching and learning |
| 2. | Going beyond assessment of learning to assessment for learning |
| 3. | A discussion of Mike Schmoker's "Tipping Points" article |
| 4. | Practical advice on mentoring new teachers |
| 5. | Time management tips from the world of the CEO |
| 6. | Transference - understanding who you are to your subordinates |
Marshall Memo 52 - Sept. 6, 2004 | |
| 1. | Can high-school teachers run classes that are not B-O-R-I-N-G? |
| 2. | Preparing students for a world full of computers |
| 3. | Responding to the "Yes, butÉ" critique of Understanding by Design |
| 4. | Getting a fix on a school's culture |
| 5. | What NAEP results say about teaching facts versus critical thinking |
| 6. | Two hands-on projects, one good, one not-so-good |
| 7. | Finding the middle ground in classroom science experiments |
| 8. | Figuring out what we mean by "curriculum" |
| 8b. | Hooking students at the beginning of a physics unit |
| 8c. | Assessment literacy: it's not rocket science |
| 8d. | When is Algebra I really Algebra I? |
| 9a. | A principal's idea for goal-setting |
Marshall Memo 51 - Aug. 30, 2004 | |
| 1. | Reaching troubled high-school kids with the classics |
| 2. | Should recess be regulated? |
| 3. | Disaggregating data and asking the right questions |
| 4a. | Shaping effective after-school programs |
| 4b. | Poll finds Americans want to have their cake and eat it too |
Marshall Memo 50 - Aug. 23, 2004 | |
| 1. | The link between teachers' teaching and students' learning |
| 2. | This kid won't believe me! The story of a stubborn phonics learner |
| 3. | Boys - reluctant readers |
Marshall Memo 49 - Aug. 16, 2004 | |
| 1. | Advice for the "turnaround" leader |
| 2. | The challenges of an elementary school principal |
| 3. | Keys to reaching reluctant students |
| 4. | How do you hold students accountable when they won't work? |
| 5. | Connecting with adolescent learners |
| 6. | Another precinct heard from in New York City's social promotion debate |
| 7. | The role of schools in combating the obesity epidemic |
| 8a. | Unwritten rules for communicating with teenagers |
| 8b. | School turnaround factors |
| 8c. | The importance of typing/keyboarding skills |
Marshall Memo 48 - July 26, 2004 | |
| 1. | Is hands-on discovery the best way for children to learn science? |
| 2. | Coping with high student mobility |
| 3. | Preventing high teacher attrition |
| 4. | Improving the substitute teaching experience |
| 5. | Value added in California |
Marshall Memo 47 - July 19, 2004 | |
| 1. | A virtuous cycle of school change is better than a vicious cycle |
| 2. | Why stories are such a valuable teaching tool |
| 3a. | A promising home visit program for preschool children |
| 3b. | Changing the sequence of high-school science courses |
| 3c. | A "What Works" website |
Marshall Memo 46 - July 12, 2004 | |
| 1. | Wisconsin kids get smart by setting SMART goals |
| 2. | The pros and cons of school-based coaching |
| 3. | It's phonics and integrated language arts! |
| 4. | The "satisficient" trap: how a good facilitator can help a team |
| 5. | Three keys to effective professional development |
| 6. | A European-style proposal for American high schools |
Marshall Memo 45 - July 5, 2004 | |
| 1. | Andy Hargreaves on professional development and leadership |
| 2. | Rick DuFour on job-embedded professional development |
| 3. | The qualities of a good instructional coach |
| 4. | What good coaches do |
| 5. | Induction matters! |
| 6a. | Knowing when to turn off the cell phone |
| 6b. | National Staff Development Council standards |
| 6c. | The effect of aesthetics |
Marshall Memo 44 - June 28, 2004 | |
| 1. | Using quarterly data in South Carolina |
| 2. | Turning around failing high schools |
| 3. | Keys to reading achievement in Vermont |
| 4. | The shortcomings of U.S. science teaching |
| 5. | Is it right to teach to the test? |
Marshall Memo 43 - June 21, 2004 | |
| 1. | The if only and the can do approach to school improvement |
| 2. | The efficacy of quarterly assessments and teacher teamwork |
| 3. | Linda Darling-Hammond on the pitfalls of accountability systems |
| 4. | Will high-stakes tests make the rich richer and the poor poorer? |
| 5. | Are high-school exit exams tough enough? |
| 6. | Teach for America scores high |
| 7a. | What should we look for in a literacy coach? |
| 7b. | Book recommendations |
| 7c. | Vision screening for preschool children |
| 7d. | The effect of state tests on students' computer writing skills |
Marshall Memo 42 - June 14, 2004 | |
| 1. | Can new teachers resist the tug of negativism and mediocrity? |
| 2. | Closing the achievement gap with Reading Recovery |
| 3. | From bottom of the class to brain surgeon |
| 4. | Ten rules for conflict management |
| 5. | Slowing down and working on quality |
| 6. | Difficult math: should we fake it till we make it? |
| 7a. | Tennessee's "value added" system gets tweaked |
| 7b. | Good books for high school students |
Marshall Memo 41 - June 7, 2004 | |
| 1. | Mastering workflow |
| 2. | Small high schools: keys to effective leadership |
| 3. | How is leading a small school like running a bodega? |
| 4. | Making good use of technology for principal and teacher training |
| 5. | What James Popham means by "instructionally-sensitive tests" |
| 6. | Meeting the needs of E.S.L. students |
| 7. | The roots of the achievement gap |
| 8a. | Web-based portfolios |
| 8b. | Help choosing a good adolescent literacy program |
Marshall Memo 40 - May 31, 2004 | |
| 1. | Claude Steele on tests that widen the achievement gap |
| 2. | James Popham on tests that don't measure learning gains |
| 3. | Nine learnable skills of effective leadership |
| 4. | Eight habits of highly ineffective principals |
| 5. | Four time management problems |
| 6. | How can we help new teachers survive and thrive? |
| 7. | The Grow Report grows |
| 8a. | Touch typing for untouchables |
| 8b. | Meditation for lower blood pressure |
| 8c. | Picky parents' guide to schools |
| 8d. | San Francisco schools declare war on junk food |
| 8e. | Sign me up in San Diego! |
Marshall Memo 39 - May 24, 2004 | |
| 1. | Can teachers' sense of "efficacy" boost student learning? |
| 2. | A critique of Howard Gardner's theory of multiple intelligences |
| 3. | Why portfolio assessments carry less weight |
| 4. | Are K-8 schools the answer to middle-school woes? |
| 5a. | New leaders for new schools? |
| 5b. | Should all students take the same assessments? |
| 5c. | Are we shortchanging science education? |
| 5d. | Discipline problems |
Marshall Memo 38 - May 17, 2004 | |
| 1. | What effective teacher teamwork looks like |
| 2. | The characteristics of |
| 3. | Helping rookie teachers C-O-P-E |
| 4. | Boston high schools: the good, the bad, and the ugly |
| 5. | Turning around a Kansas City high school |
| 6. | The case for a rigorous high-school curriculum for all students |
| 7. | An educator's daughter turns away from suicide and gives hope to others |
| 8a. | Lesson study websites |
| 8b. | New teacher induction programs |
| 8c. | No Child Left Behind tutoring services |
Marshall Memo 37 - May 10, 2004 | |
| 1. | Separate and unequal - an update |
| 2. | Using "value-added" information in British schools |
| 3. | Creating a climate where good teachers have maximum impact |
| 4. | Getting middle-school students to be motivated for mastery |
| 5. | Teaching vocabulary and concepts to middle-school students |
| 6a. | Mixed expectations |
| 6b. | Helping new teachers survive and thrive |
| 6c. | Warding off summer slump |
| 6d. | Should we try to filter the Internet? |
| 6e. | Teacher statistics |
| 6f. | Improving a toxic culture |
Marshall Memo 36 - May 3, 2004 | |
| 1. | What can Toyota teach school leaders? |
| 2. | Taming the alpha male boss |
| 3. | Working smart, getting smarter |
| 4. | A college-prep curriculum for all high-school students? |
| 5. | Taking good care of novice teachers |
| 6. | Using stories powerfully |
| 7. | Can you tell kvetching from thoughtful dissent? |
| 8. | Misdiagnosing language-minority students |
| 9. | Using digital cameras in the classroom |
| 10a. | Below grade-level work |
| 10b. | Certification matters |
| 10c. | Pushing back against "test prep" |
Marshall Memo 35 - Apr. 26, 2004 | |
| 1. | Beyond instructional leadership |
| 2. | Suggestions on formative (dipstick) assessments |
| 3. | A hundred words every ninth grader should know |
| 4. | Academic |
| 5a. | The elements of excellent instruction |
| 5b. | Doing away with middle schools |
| 5c. | A different view |
| 5d. | Middle school success factors |
| 5e. | A charismatic middle-school teacher in Chicago |
| 5f. | Outsourcing student health services |
| 5g. | Houston's high-school shift |
| 5h. | Averages are deceptive |
| 5i. | Review of high-school history textbooks |
| 5j. | School planning website |
Marshall Memo 34 - Apr. 19, 2004 | |
| 1. | A lot of practice makes perfect |
| 2. | An urban secondary school that works |
| 3. | A diverse Virginia high school works to close the achievement gap |
| 4. | The bad news about bad high-school grades |
| 5. | Classroom management: starting the year right |
| 6a. | Don't forget grammar |
| 6b. | Writing exemplars |
| 6c. | High-school graduation standards |
| 6d. | The retention debate rages on |
| 6e. | Students as substitutes |
| 6f. | Defining giftedness |
| 6g. | Working smart in small high schools |
Marshall Memo 33 - Apr. 12, 2004 | |
| 1. | Getting effective teacher teams off the ground |
| 2. | An alignment checklist |
| 3. | Best practices in Virginia's most effective urban schools |
| 4. | Are we cheating disadvantaged students out of a full curriculum? |
| 5. | A few things we should know about middle-school students |
| 6. | A hands-on principal sings the time management blues |
| 7. | You don't have to love math to become proficient at it |
| 8a. | Steps to take when state test scores arrive |
| 8b. | Teaching about the Civil Rights movement |
| 8c. | Excellent school libraries |
| 8d. | Connecting with donors of supplies |
| 8e. | Crap-detecting on the Internet |
| 8f. | Clear and incisive writing award |
Marshall Memo 32 - Apr. 5, 2004 | |
| 1. | A new rubric for evaluating school leaders |
| 2. | Succeeding with adaptive (versus technical) leadership challenges |
| 3. | How a principal can get traction in a school |
| 4. | The seven roles of effective principals |
| 5. | Leadership that will last after a principal's departure |
| 6. | Is there a middle ground between social promotion and retention? |
| 7. | Do women lack ambition? |
| 8a. | A school leader's wish list |
| 8b. | Middle school essay contest on great teachers |
| 8c. | Just give me that real-time information |
Marshall Memo 31 - Mar. 29, 2004 | |
| 1. | Closing the racial achievement gap |
| 2. | Is keeping students back effective? |
| 3. | Aligning high-school exit requirements to college and the workplace |
| 4. | Quarterly tests that are not too hard and not too easy |
| 5. | Could cruise-liner customer service ever exist in a school? |
| 6. | A powerful critique of PowerPoint |
Marshall Memo 30 - Mar. 22, 2004 | |
| 1. | Distributing instructional leadership to teacher teams |
| 2. | Four kinds of assessment - all critical to student achievement |
| 3. | Using data to get results in math and science |
| 4. | Fred Jones's advice on classroom incentives |
| 5. | Do we need to re-think middle schools? |
| 6a. | Japan on my mind |
| 6b. | Social-emotional learning |
Marshall Memo 29 - Mar. 15, 2004 | |
| 1. | National standards for a high-school diploma? |
| 2. | Keys to literacy for struggling students |
| 3. | Differentiation is a powerful reading strategy. |
| 4. | What helps students really remember new vocabulary? |
| 5. | Four practices that expand students' vocabularies |
| 6. | The reading research war rages on |
| 7. | Creating fluent readers |
| 8. | Expert tutoring is the key - but it's expensive! |
| 9. | Counterproductive phonics in the upper grades |
| 10. | Dyslexia update |
| 11. | The most effective professional development for middle schools |
| 12. | Interview questions that identify the best middle school teachers |
| 13. | More on bullying prevention |
| 14a. | Neglected libraries |
| 14b. | A new teenage culture of restraint |
| 14c. | Board-certified teacher impact |
| 14d. | Evaluating educational research |
| 14e. | How do English Language Learners learn to read? |
Marshall Memo 28 - Mar. 8, 2004 | |
| 1. | Excuses, excuses. Seize the day! |
| 2. | Beyond the flowery mission statement |
| 3. | An outlet for enterprising high-school historians |
| 4. | Meeting the needs of English Language Learners |
| 5. | Academic risks for gay and lesbian students |
| 6. | Math curriculum flap in New York City |
| 7. | Stellar results in a Boston middle school |
| 8a. | New Fred Jones segment on classroom management |
| 8b. | High-school and college attrition statistics |
Marshall Memo 27 - Mar. 1, 2004 | |
| 1. | Craft knowledge: the road to transforming schools |
| 2. | Lessons learned on "lesson study" |
| 3. | Coached projects from the Paideia people |
| 4. | British thinking on interim assessments crosses the Atlantic |
| 5. | Steps in creating a collegial school culture |
| 6. | A classroom discipline system based on student self-assessment |
| 7a. | Developing critical thinking skills |
| 7b. | A cheating culture? |
| 7c. | Plagiarism-proof assignments |
| 7d. | Are bullies really pariahs? |
| 7e. | Apartheid in staff development? |
| 7f. | A consumer's guide to history textbooks |
| 7g. | Gifted education for all |
| 7h. | Information overload! |
Marshall Memo 26 - Feb. 23, 2004 | |
| 1. | Giving negative feedback that's heard |
| 2. | Research on effective teaching |
| 3. | What helps a principal thrive, not just survive |
| 4. | Tips for principals interested in keeping their sanity |
| 5. | A model for mediating student conflicts |
| 6. | Advantages of full-service schools |
| 7. | Getting the most out of after-school programs |
| 8a. | Using graphic novels in secondary classrooms |
| 8b. | Fred Jones interview |
| 8c. | Keeping teachers on board |
Marshall Memo 25 - Feb. 16, 2004 | |
| 1. | Making the shift from annual to embedded improvement planning |
| 2. | Closing the achievement gap in Mount Vernon, New York |
| 3. | "Lesson study" in action in New Jersey |
| 4. | Multiple intelligences theory 20 years down the road |
| 5. | Addressing childhood depression |
| 6. | The U.S. Navy's approach to staffing challenging duty posts |
| 7. | Master and commander in the principal's office |
| 8a. | Beefing up the American high-school diploma |
| 8b. | The importance of a good school library |
| 8c. | Choosing an ideal doctor and teacher |
| 8d. | An angry voice from Queens |
| 8e. | Why girls fight |
| 8f. | Capitalizing on teachable moments |
| 8g. | Wait a minute - don't spit out that gum! |
Marshall Memo 24 - Feb. 9, 2004 | |
| 1. | How can we improve mathematics teaching in the U.S.? |
| 2. | A deeper look at lesson study |
| 3. | Making a good school great |
| 4. | What makes for an excellent lesson? |
| 5. | Meaningful projects made a difference |
| 6. | Helping students unlearn their misconceptions |
| 7. | An uncle's advice to a first-year teacher |
| 8. | Which works best for teaching math: constructivism or direct instruction? |
| 9a. | An accelerated math curriculum for all |
| 9b. | Mastery goals versus performance goals |
| 9c. | Interim assessments in Philadelphia |
| 9d. | The grade-level retention battle rages on |
| 9e. | A turn-around in the Bronx |
| 9f. | Teaching reading to English Language Learners |
| 9g. | A model school-based health center |
Marshall Memo 23 - Feb. 2, 2004 | |
| 1. | Heading off disruptive behavior in the early grades |
| 2. | Avoiding no-win confrontations with defiant students |
| 3. | Students think they get it - but they don't |
| 4. | Leaders need to be careful whom they confide in |
| 5. | The Dalmatian, its spots, and educational research |
| 6a. | Cheating on Regents tests |
| 6b. | Eighth-graders reading books with elder tutors |
| 6c. | Watch those units |
| 6d. | Ambivalence about spelling |
Marshall Memo 22 - Jan. 26, 2004 | |
| 1. | The value of value-added assessment |
| 2. | Thoughts on communicating with parents |
| 3. | Making educational research more like medical research |
| 4. | Closing the racial achievement gap by using data from frequent assessments |
| 5. | Teaching students to view intelligence as malleable |
| 6. | Creating a safe climate for gay middle and high-school students |
| 7a. | What works in reading |
| 7b. | Great school, not meeting AYP? |
| 7c. | Should we give students a choice on writing prompts? |
| 7d. | Blue-ribbon teaching commission |
| 7e. | Hastening the departure of ineffective teachers |
| 7f. | The real deal on Africa-American inventors |
Marshall Memo 21 - Jan. 19, 2004 | |
| 1. | Two genocide survivors join hands to fight hatred |
| 2. | Balanced literacy in a middle-school classroom |
| 3. | Improving 'lite' science tests |
| 4. | The impact of faculty-student book clubs |
| 5. | Paying teachers for results in Denver |
| 6. | Overdoing homework in kindergarten |
| 7. | Reviews of data analysis software |
| 8. | It takes more than subject-area knowledge |
| 9a. | The ups and downs of blogs |
| 9b. | Classroom video observations |
Marshall Memo 20 - Jan. 12, 2004 | |
| 1. | High-quality math tests boost student and teacher understanding |
| 2. | Four key skills for principals in the standards era |
| 3. | “Scientifically-based” baloney on learning to read? |
| 4. | How to get the most out of the coaching model |
| 5. | Maybe boys just aren't meant for the classroom |
| 6a. | Making peer review work |
| 6b. | Special education inclusion |
| 6c. | Advice on zero tolerance policies |
| 6d. | Urban preppies |
| 6e. | Getting students to use six thinking styles |
| 6f. | The next Fred Jones discipline installment |
| 6g. | A resource for urban teachers |
Marshall Memo 19 - Jan. 5, 2004 | |
| 1. | Emotional intelligence is a key leadership skill |
| 2. | Effective classroom management in Harlem |
| 3. | How principals can hire - and keep - the best teachers |
| 4. | Successful dual-language programs for immigrant children and their parents |
| 5. | Doing meaningful jobs in school motivates high-risk learners |
| 6. | Watching your back as a leader |
| 7a. | Effective math programs for migrant children |
| 7b. | Book reviews |
Marshall Memo 18 - Dec. 23, 2003 | |
| 1. | Think you can, read a lot, get smart! |
| 2. | Early intervention to prevent reading failure |
| 3. | Matching reading instruction to individual learning styles |
| 4. | Making good use of interim reading assessments |
| 5. | Parent involvement: ten common mistakes |
| 6. | Alternatives to social promotion and retention |
| 7. | Not being a nerd in middle school |
| 8. | A Boston charter school shines |
| 9a. | It takes more than academics |
| 9b. | Frequent assessment is key |
Marshall Memo 17 - Dec. 15, 2003 | |
| 1. | Is homogenous grouping always evil? |
| 2. | Elliot Eisner on the deep stuff that schools should teach |
| 3. | Geneva Gay on multicultural education |
| 4. | Must textbooks rule the classroom curriculum? |
| 5. | Doing cooperative learning right |
| 6a. | Twelve lessons for administrators |
| 6b. | Heidi Hayes Jacobs on curriculum mapping |
| 6c. | Temper, temper! |
| 6d. | Recommended children's books |
Marshall Memo 16 - Dec. 8, 2003 | |
| 1. | Eyesight and school failure |
| 2. | Talking openly about race in elementary classrooms |
| 3. | Fostering better race relations in multiracial high schools |
| 4. | Conservative eye for the small-school guy |
| 5. | Before you adopt a new program |
| 6a. | A different kind of cutting in high school |
| 6b. | The key role of quality pre-kindergarten |
| 6c. | The impact of out-of-school-time programs |
| 6d. | Don't know much about history |
| 6e. | Bringing Thomas Edison to life |
| 6f. | Fred Jones, part iv |
Marshall Memo 15 - Dec. 1, 2003 | |
| 1. | Lorraine Monroe speaks at Harvard |
| 2. | Fourteen ways to track the achievement gap |
| 3. | How to hook below-level high-school readers |
| 4. | Ten ideas on school reform |
| 5. | How can schools of education better prepare tomorrow's teachers? |
| 6a. | NYC union work rules criticized |
| 6b. | The bell curve lives on |
| 6c. | Parent tips |
Marshall Memo 14 - Nov. 24, 2003 | |
| 1. | What can high schools do to recognize teen depression and prevent suicides? |
| 2. | A seasoned principal's suggestions for cafeteria and playground management |
| 3a. | Closing the Latino achievement gap |
| 3b. | A new database on effective urban schools |
| 3c. | On-line resources for teacher training |
| 3d. | Should during-the-year report card grades be pegged to June standards? |
| 3e. | Are small schools necessarily better? |
| 3f. | What are the characteristics of "star" teachers' classroom management? |
| 3g. | Action research on Algebra I |
Marshall Memo 13 - Nov. 17, 2003 | |
| 1. | Tony Wagner on seven key practices used in high-gain school districts. |
| 2. | How do we escape from that uncomfortable place between a rock and a hard place? |
| 3. | Richard Elmore's thoughts on improving schools |
| 4. | Lisa Delpit on three elements that get high achievement in poor schools |
| 5. | Pacing guides, formative assessments, and data meetings in Virginia |
| 6. | Using low-stakes reading tests in a Tennessee high school |
| 7a. | Answers to last week's religion-in-the-classroom quiz |
| 7b. | Why school superintendents should be more like highway engineer |
| 7c. | Twenty-five big questions in science |
| 7d. | The five mind-sets of the manager |
Marshall Memo 12 - Nov. 10, 2003 | |
| 1. | How three North Carolina schools produced dramatic gains in student learning. |
| 2. | How can we improve teaching as opposed to teachers? |
| 3. | How can we keep new teachers from leaving in droves over the next decade? |
| 4. | Looking at student work: potential and barriers |
| 5a. | High-performing cultures |
| 5b. | Key kindergarten reading skills |
| 5c. | Boston's literacy efforts |
| 5d. | The five E's of teaching |
| 5e. | Religion-in-the-classroom quiz |
| 5f. | Grandma is watching |
| 5g. | Moderate computer use |
| 5h. | FDA advisory on anti-depressants |
Marshall Memo 11 - Nov. 3, 2003 | |
| 1. | Should literacy teachers have their students read out loud? |
| 2. | Keys to more effective math instruction in the U.S. |
| 3. | Closing the racial achievement gap |
| 4a. | Professional accountability from within |
| 4b. | No choice but to touch-type |
| 4c. | Halloween mayhem in the Big Apple |
Marshall Memo 10 - Oct. 27, 2003 | |
| 1. | Four keys to motivating students |
| 2. | Chaotic high-school classrooms in New York City |
| 3. | Defusing students' violent behavior |
| 4. | Proficiency is the goal! |
| 5. | Dramatic television can be a motivational tool in classrooms |
| 6a. | Merit pay tanks |
| 6b. | Achievement gap |
Marshall Memo 9 - Oct. 20, 2003 | |
| 1. | Helping students learn the language of power |
| 2. | Is it possible to go through the first year of teaching without tears? |
| 3. | Three elements that make service learning effective |
| 4. | New York City goes against the grain in literacy and math curriculum |
| 5. | More on urban districts missing the boat on teaching hiring |
| 6a. | The accessible teacher |
| 6b. | The impact of home Internet access |
| 6c. | Violin lessons and verbal skills |
| 6d. | Book reviews |
Marshall Memo 8 - Oct. 13, 2003 | |
| 1. | Reaching diverse minds - Mel Levine's three-part prescription for schools |
| 2. | Inclusion - it's a matter of social justice |
| 3. | Are standards a principal's best friend? |
| 4. | It's alignment, silly! |
| 5. | A Canadian district teaches all kids to read in kindergarten |
| 6a. | Pointers from the world of hard knocks |
| 6b. | A "bully box" |
| 6c. | Asking the right questions |
| 6d. | Testing changes in Cambridge, Mass |
| 6e. | Equitable funding in Cincinnati |
| 6f. | Trend lines to meet No Child Left Behind goals |
Marshall Memo 7 - Oct. 6, 2003 | |
| 1. | What can principals do to make the biggest difference on student achievement? |
| 2. | Test prep - the junk food of education |
| 3. | Is there a hidden bias against African-American student in the S.A.T.? |
| 4. | How smaller classes produce better learning |
| 5. | A Fordham Foundation report card on state standards for U.S. History |
| 6a. | Teacher blogs |
| 6b. | Parent conferences |
| 6c. | Homework |
| 6d. | Kids' books |
Marshall Memo 6 - Sept. 29, 2003 | |
| 1. | An innovative program for improving the quality of parent-teacher conferences. |
| 2. | Higher-level teaching produces higher-level reading and writing results. |
| 3. | Philly teachers will grade parents on "home support." |
| 4. | James Popham advocates "instructionally sensitive" tests |
| 5. | Should we handicap students on their SAT scores, ‡ la golf? |
| 6. | Urban districts are missing the boat on teacher hiring. |
Marshall Memo 5 - Sept. 22, 2003 | |
| 1. | Summer reading loss accounts for most of the achievement gap. |
| 2. | The annual Kappan/Gallup poll reports American attitudes toward public schools. |
| 3. | Good initial assessments of students' skill, knowledge, and feelings are essential. |
Marshall Memo 4 - Sept. 15, 2003 | |
| 1. | What the Research Says About Classroom Management and Teacher-Student Relationships |
| 2. | Environment is Especially Crucial for the Children of Poverty |
| 3. | Israeli Teachers and Students Change the Way They Attribute Success and Failure |
| 4. | Why Multiage Grouping Is Waning in Kentucky |
| 5. | A Computer Bill of Rights for 21st Century Children |
| 6. | The Components of Good Classroom Meetings |
Marshall Memo 3 - Sept. 8, 2003 | |
| 1. | Seven keys to effective schools |
| 2. | What makes an effective math and science lesson? |
| 3. | Social-emotional learning is essential to academic achievement |
| 4. | Teacher induction and support need drastic change |
| 5. | How proficient is proficient? |
Marshall Memo 2 - Sept. 1, 2003 | |
| 1. | New York City rolls the dice on parent involvement |
| 2. | Are we missing learning disabilities in older students? |
| 3. | Challenges with high-school de-tracking |
| 4. | Are charter school classrooms innovating? |
| 5. | Texas-sixe trouble for Houston |
Marshall Memo 1 - Aug. 25, 2003 | |
| 1. | A Consumer Guide to Comprehensive School Reform Programs |
| 2. | Making Parent/Teacher Conferences Work |
| 3. | Using test data |
| 4. | It’s Alignment, Stupid! |
| 5. | New formative assessments in New York City Schools |
| 6. | New York City’s new curriculum criticized |
| 7. | Who’s afraid of high-stakes tests? |
| 8. | A plan to fix urban schools |
| 9. | Virtual frog dissection |
| 10. | Kiss and tell memoirs |
| 11. | News flash: schools are boring! |