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Articles: Research

Gail Connelly, NAESP executive directorPrincipals represent a major force in school systems—95,000 principals are responsible for overseeing 3 million teachers and 55 million pre-K8 students.

District leaders are facing challenging conditions across the country, including increased accountability, reduced budgets and limited community support, while also trying to bring about educational improvements at all levels of the system. Yet reform is difficult work and yields limited success in most settings, particularly in large urban districts with the most challenging circumstances and many low-performing schools.

PCAH Turnaround Arts

The President’s Committee on the Arts and Humanities (PCAH) has a theory: that placing robust arts education programs in low-performing schools will narrow the achievement gap and increase student engagement. To test this theory, the committee, in partnership with the U.S. Department of Education, the White House Policy Council, and numerous private organizations, has developed the Turnaround Arts Initiative, a pilot project in eight schools deemed low-performing around the country.

In 2004, Deborah Verstegen, professor of education finance, policy and leadership at the College of Education at the University of Reno, wanted to create a vast library of data that, until now, didn’t exist: state-by-state school finance formula figures. “The search for the best model to use in funding education is a perennial concern and interest,” she says.

A well-rounded education now includes environmental literacy, according to the Obama administration.

"A Blueprint for Reform," the administration's amended proposal for reauthorizing the Elementary and Secondary Education Act (ESEA), has for the first time carved out room in the budget for environmental education. The proposed bill, No Child Left Inside (NCLI ), is among the administration's signature competitive grants and if passed would provide $500 million over five years to states that develop superior environmental and outdoor education plans.

Educators may sometimes feel they are in a race against several clocks-the class period, the school day, the semester, the academic year, high school exit exams and so forth-as they prepare students for academic success. What can district leaders do to appropriately address issues of time and time management? How can they ensure that what is most important-student learning-is not at the mercy of things that are less urgent? As leaders weigh their options, research offers some important reminders.


All Time Is Not Created Equal


Motivation is often cited as an important factor in students' becoming proficient readers. How does student motivation affect the development of reading skills? And what can teachers do to tap into students' motivation to read? The research on reading motivation is not robust enough to fully answer these questions, but recent studies offer intriguing insights.


Young Children






How can teachers help students learn, remember, and apply academic skills and concepts? To answer this question, a panel of experts convened by the U.S. Department of Education recently examined research in cognitive science, experimental psychology, education, and educational technology. The focus was on instructional procedures and timing for increasing learning and memory.

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