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	<title>The Core Knowledge Blog &#187; Education Practice</title>
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	<description>Closing the Achievement Gap: Teaching Content</description>
	<lastBuildDate>Sat, 21 Nov 2009 00:44:35 +0000</lastBuildDate>
	
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		<title>Classroom Management Problems?  Hire a Bouncer</title>
		<link>http://blog.coreknowledge.org/2009/11/08/classroom-management-problems-hire-a-bouncer/</link>
		<comments>http://blog.coreknowledge.org/2009/11/08/classroom-management-problems-hire-a-bouncer/#comments</comments>
		<pubDate>Sun, 08 Nov 2009 15:55:58 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Education Practice]]></category>
		<category><![CDATA[behavior]]></category>
		<category><![CDATA[disruption]]></category>
		<category><![CDATA[expulsion]]></category>
		<category><![CDATA[KIPP]]></category>
		<category><![CDATA[student discipine]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=3721</guid>
		<description><![CDATA[At Ed Policy Thoughts, Corey Bunje Bower looks at a letter to the editor in the New York Times from a former teacher, who suggests the way to improve public education is to hire a &#8216;bouncer&#8217; for every classroom to handle disruptive students.  Corey is skeptical about the bouncer idea but points out &#8220;discipline was, far and [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/11/08/classroom-management-problems-hire-a-bouncer/feed/</wfw:commentRss>
		<slash:comments>17</slash:comments>
		</item>
		<item>
		<title>Raising the Dropout Age</title>
		<link>http://blog.coreknowledge.org/2009/10/22/raising-the-dropout-age/</link>
		<comments>http://blog.coreknowledge.org/2009/10/22/raising-the-dropout-age/#comments</comments>
		<pubDate>Thu, 22 Oct 2009 13:06:14 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Education News]]></category>
		<category><![CDATA[Education Practice]]></category>
		<category><![CDATA[dropout prevention]]></category>
		<category><![CDATA[graduation rates]]></category>
		<category><![CDATA[Massachusetts]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=3626</guid>
		<description><![CDATA[In an attempt to cut the state&#8217;s dropout rate in half, Massachusetts will consider requiring students to stay in school until age 18.  Under current state law students can legally drop out at 16, but students as young as 14 can withdraw for medical reasons or to work. 
Taking  the advice of a state commission, Governor Deval Patrick will introduce [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/10/22/raising-the-dropout-age/feed/</wfw:commentRss>
		<slash:comments>3</slash:comments>
		</item>
		<item>
		<title>Work Hard, Be Good</title>
		<link>http://blog.coreknowledge.org/2009/09/29/work-hard-be-good/</link>
		<comments>http://blog.coreknowledge.org/2009/09/29/work-hard-be-good/#comments</comments>
		<pubDate>Tue, 29 Sep 2009 20:11:03 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[Education Practice]]></category>
		<category><![CDATA[Diana Senechal]]></category>
		<category><![CDATA[group work]]></category>
		<category><![CDATA[KIPP]]></category>
		<category><![CDATA[literature]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=3427</guid>
		<description><![CDATA[Schools should stop telling children to be nice and start teaching them to be good.
So writes Diana Senechal at DoubleX.  Reviewing Charles Murray&#8217;s recent book Real Education, she seizes on an unremarked upon quote in which the controversial author observes that schools &#8220;tell children to be nice but not how to be good. It tells children to be [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/09/29/work-hard-be-good/feed/</wfw:commentRss>
		<slash:comments>5</slash:comments>
		</item>
		<item>
		<title>Willingham: Reading Is Not a Skill</title>
		<link>http://blog.coreknowledge.org/2009/09/28/willingham-reading-is-not-a-skill/</link>
		<comments>http://blog.coreknowledge.org/2009/09/28/willingham-reading-is-not-a-skill/#comments</comments>
		<pubDate>Mon, 28 Sep 2009 13:19:59 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[Education Practice]]></category>
		<category><![CDATA[Educational Policy]]></category>
		<category><![CDATA[Research and Reports]]></category>
		<category><![CDATA[Teaching]]></category>
		<category><![CDATA[background knowledge]]></category>
		<category><![CDATA[Daniel T. Willingham]]></category>
		<category><![CDATA[national standards]]></category>
		<category><![CDATA[reading comprehension]]></category>
		<category><![CDATA[reading strategies]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=3423</guid>
		<description><![CDATA[Dan Willingham reviews the draft voluntary national standards in reading and sees a problem:  &#8221;Teachers and administrators are likely to read those 18 standards and to try to teach to them,&#8221; he notes.  &#8220;But reading comprehension is not a &#8217;skill&#8217; that can be taught directly.&#8221;
His latest blog post at the Washington Post&#8217;s education page observes that teachers tend [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/09/28/willingham-reading-is-not-a-skill/feed/</wfw:commentRss>
		<slash:comments>29</slash:comments>
		</item>
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		<title>Why Standards Aren’t Sticky</title>
		<link>http://blog.coreknowledge.org/2009/09/25/why-standards-aren%e2%80%99t-sticky/</link>
		<comments>http://blog.coreknowledge.org/2009/09/25/why-standards-aren%e2%80%99t-sticky/#comments</comments>
		<pubDate>Fri, 25 Sep 2009 15:48:01 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Education Practice]]></category>
		<category><![CDATA[Literacy]]></category>
		<category><![CDATA[CCSSO]]></category>
		<category><![CDATA[national standards]]></category>
		<category><![CDATA[NGA]]></category>
		<category><![CDATA[reading comprehension]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=3406</guid>
		<description><![CDATA[In his 2007 book Made to Stick: Why Some Ideas Survive and Others Die, Stanford business professor Chip Heath describes why some bad ideas such as urban legends and misleading bits of conventional wisdom are “sticky” and gain traction, while some very good ideas don’t make it through the clutter.   Early in the book, Heath [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/09/25/why-standards-aren%e2%80%99t-sticky/feed/</wfw:commentRss>
		<slash:comments>14</slash:comments>
		</item>
		<item>
		<title>Plus ça Change</title>
		<link>http://blog.coreknowledge.org/2009/09/15/plus-ca-change/</link>
		<comments>http://blog.coreknowledge.org/2009/09/15/plus-ca-change/#comments</comments>
		<pubDate>Tue, 15 Sep 2009 12:31:41 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Education Practice]]></category>
		<category><![CDATA[21st century skills]]></category>
		<category><![CDATA[Diane Ravitch]]></category>
		<category><![CDATA[Massachusetts]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=3339</guid>
		<description><![CDATA[
Diane Ravitch takes to the op-ed page of the Boston Globe to urge Bay Staters not to be seduced by 21st century skills hucksterism.   Her singular contribution to education is historical memory in a field where it&#8217;s famously lacking.  Whether it&#8217;s the &#8220;Project Method&#8221; of the early 20th century, the “Activity Movement’ of the 20s and 30s, the “Life [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/09/15/plus-ca-change/feed/</wfw:commentRss>
		<slash:comments>5</slash:comments>
		</item>
		<item>
		<title>Want Research-Based Teaching? Then Forget &#8220;Learning Styles&#8221;</title>
		<link>http://blog.coreknowledge.org/2009/09/14/want-research-based-teaching-then-forget-learning-styles/</link>
		<comments>http://blog.coreknowledge.org/2009/09/14/want-research-based-teaching-then-forget-learning-styles/#comments</comments>
		<pubDate>Tue, 15 Sep 2009 01:34:27 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Education Practice]]></category>
		<category><![CDATA[Education Theory]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=3333</guid>
		<description><![CDATA[Want to claim you support research-based methods of teaching?  Then stop demanding that teachers cater to children&#8217;s individual &#8221;learning styles.&#8221;  There&#8217;s no research to support the idea that certain children learn best in certain ways, notes Dan Willingham who guest posts at The Answer Sheet Valerie Straus&#8217; new education blog on the Washington Post&#8217;s recently revamped education page. 
&#8220;Learning styles has become unquestioned dogma among many [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/09/14/want-research-based-teaching-then-forget-learning-styles/feed/</wfw:commentRss>
		<slash:comments>12</slash:comments>
		</item>
		<item>
		<title>Nineteen Points and One Very Bad Idea</title>
		<link>http://blog.coreknowledge.org/2009/07/24/nineteen-points-and-one-very-bad-idea/</link>
		<comments>http://blog.coreknowledge.org/2009/07/24/nineteen-points-and-one-very-bad-idea/#comments</comments>
		<pubDate>Fri, 24 Jul 2009 15:04:22 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Assessment and Testing]]></category>
		<category><![CDATA[Core Knowledge]]></category>
		<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[Education Practice]]></category>
		<category><![CDATA[Educational Policy]]></category>
		<category><![CDATA[accountability]]></category>
		<category><![CDATA[Arne Duncan]]></category>
		<category><![CDATA[Daniel T. Willingham]]></category>
		<category><![CDATA[E. D. Hirsch]]></category>
		<category><![CDATA[merit pay]]></category>
		<category><![CDATA[performance pay]]></category>
		<category><![CDATA[Race to the Top]]></category>

		<guid isPermaLink="false">http://www.coreknowledge.org/blog/?p=3084</guid>
		<description><![CDATA[Near the end of World War I, President Woodrow Wilson sought to reassure Americans that what was known at the time as &#8220;The Great War&#8221; was a just cause.  In a speech to Congress, he outlined America&#8217;s war aims in &#8220;Fourteen Points&#8221; that were as broad as insuring freedom of navigation on international waters and fair [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/07/24/nineteen-points-and-one-very-bad-idea/feed/</wfw:commentRss>
		<slash:comments>6</slash:comments>
		</item>
		<item>
		<title>Duncan: Close Failed Charters</title>
		<link>http://blog.coreknowledge.org/2009/06/22/duncan-close-failed-charters/</link>
		<comments>http://blog.coreknowledge.org/2009/06/22/duncan-close-failed-charters/#comments</comments>
		<pubDate>Mon, 22 Jun 2009 13:42:34 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Education Practice]]></category>
		<category><![CDATA[accountability]]></category>
		<category><![CDATA[Arne Duncan]]></category>
		<category><![CDATA[charter schools]]></category>

		<guid isPermaLink="false">http://www.coreknowledge.org/blog/?p=2873</guid>
		<description><![CDATA[The NY Times plays up Secretary Duncan&#8217;s coming warning to charter school operators that &#8220;low-quality institutions are giving their movement a black eye.&#8221;  Writes the Times&#8217; Sam Dillon:
The charter movement is putting itself at risk by allowing too many second-rate and third-rate schools to exist,” Mr. Duncan says in prepared remarks that he is scheduled [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/06/22/duncan-close-failed-charters/feed/</wfw:commentRss>
		<slash:comments>4</slash:comments>
		</item>
		<item>
		<title>No More Money-for-Grades in Chicago</title>
		<link>http://blog.coreknowledge.org/2009/06/18/no-more-money-for-grades-in-chicago/</link>
		<comments>http://blog.coreknowledge.org/2009/06/18/no-more-money-for-grades-in-chicago/#comments</comments>
		<pubDate>Fri, 19 Jun 2009 01:37:41 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Education Practice]]></category>
		<category><![CDATA[pay for grades]]></category>
		<category><![CDATA[Roland Fryer]]></category>

		<guid isPermaLink="false">http://www.coreknowledge.org/blog/?p=2850</guid>
		<description><![CDATA[Well, that was fun while it lasted.  It looks like the economy has killed what moral umbrage couldn&#8217;t.
]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/06/18/no-more-money-for-grades-in-chicago/feed/</wfw:commentRss>
		<slash:comments>2</slash:comments>
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