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pedagogy

If Kids Don't Want to Learn, You Probably Can't Make 'Em

Jack Frymier sums up a lifetime of experience in teaching: If students want to learn they will. If they don't, you probably can't make 'em. Motivation is individual. Education is failing in the relationship between teachers and students. Motivating students is a teachable skill: It just isn't very often taught where teachers are trained.

Response to Intervention: An Alternative to Traditional Eligibility Criteria for Students with Disabilities

This report describes and provides a review of the research on a learning model called Response to Intervention (RTI). Under this model, student performance data are gathered frequently and immediately made available to teachers, psychologists and others to evaluate the instruction strategies being used and spur modifications if need be.

Listening to Student Voices: Students at Avalon High on School Design

Much might be learned about effective school design if researchers were to listen to what students say. In this report, student researchers at Avalon High School in Saint Paul challenge adults to allow consumer input to be a driver in efforts to increase students' motivation to attend, to learn and to graduate.

Staying In: Youth Explain Why Motivation is Central to Learning and Graduating

This report examines the experiences of youth who quit school or were on the path to quitting. It describes their human, and democratic, desire to choose whether or not they will learn. It finds that once engaged students learn better and that different things motivate different students; no one factor is motivating for all students.

Realizing Deeper Learning: The Economics and Achievements of an Innovative Chartered School Model

An analysis of two innovative chartered schools in Minnesota, including a financial analysis which shows this innovation is possible at a net cost well below district schools of similar demographics. By Charles Kyte, a former superintendent and executive director of the Minnesota Association of School Administrators.

What Matters to Students and Their Performance?

Students of Minnesota chartered schools say they may have dropped out had they not attended new and different schools. While all of the students appreciated improved relationships with teachers and peers, their different schools, in different ways, enhanced the students’ abilities to learn. Notes from a student panel.

Brief Survey of 21st Century Skills

What are "21st Century Skills?" Who has articulated them? And, what sorts of assessments exist to measure them? What relationship does the NEA have to all of this? This memo explores some of these questions.

Positive School Culture: Students Help Answer the Question, ‘How are Minnesota Chartered Schools Doing?’

This report describes ten of the most unconventional chartered schools in Minnesota. Feedback from students who attended the schools make clear that many families who choose such schools are seeking a positive school culture. To these families, a school's success is measured by more than its average test scores.