Monthly Archives: August 2007

Our tour of the Republic of Korea has been wonderful. The temples, the foods, and (especially) the people have been quite delightful. Although Pat Lloyd and I have been seeing some sights, I’ve also been meeting with special educators in Changwon, Busan, and Seoul.
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In his column entitled “Rights, Wrongs and the Real Task for D.C. Schools” for the Washington (DC, US) Post, Colbert I. King discussed the difficult issues that the Washington schools face. He casts the column as a conflict among the visions of three men who are well known to Washington … Continue reading →

The Center for Analysis of Longitudinal Data in Education Research (CALDER) is a project that conducts research on a variety of questions, including factors that affect teachers’ effectiveness. CALDER is a collaboaration among researchers at the Urban Institute’s Education Policy Center, Duke University, Stanford University, the University of Florida, the … Continue reading →

Sometimes it just gets to me.

Learning Upgrade may have fabulous products that produce wondrous outcomes for students (I do not know whether the company does), but I’m not buying those products on the basis of testimonial evidence. The Web site’s blog offers testimonial statements (e.g., “Reading Upgrade Helps Texas … Continue reading →

In The Know: Are Our Children Learning Enough About Whales?Sometimes things just get away from me. In this nifty parody of debates about education from the Onion, there are some fun pokes at familiar arguments. I’m not sure which one is my favorite; people will probably consider different ones funnier … Continue reading →

Over on Kitchen Table Math Catherine Johnson has a note about several articles on creativity she’d read recently. Upon seeing the entry, I remembered that there are several very interesting?at least to me?behavioral studies of creativity. So I slipped over to the site for the Journal of Applied Behavior Analysis … Continue reading →

Folks, I don’t use a fancy stats package and, even if I did, I’d only have a passing idea of who visits Teach Effectively. So, I’m running a poll for the next week or so in which I’m asksing visitors to indicate their connection to education in general and Teach … Continue reading →

For a long time I had no problems with spammers who ran scripts that sign-up bogus users for my blogs. But recently, there’s been a spate of them. Yesterday, I eliminated these accounts:

ID #51: barsikjak, ID #52: barsikjal, ID #55: beepbeek, ID #54: beepbeet, ID #58: derisgun, ID #50: barsikjan, … Continue reading →

O.K. Maybe there are only five visitors to Teach Effectively! At least, that’s the total number of votes on the current pole about roles. So, I’m moving the voting booth over here…putting it in plain sight.
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The What Works Clearinghouse (WWC), an initiative of the U.S. Department of Education’s Institute of Education Sciences that is currently under contract to American Institutes of Research, released several sets of new reports. The reports cover topics in (a) beginning reading, (b) drop-out prevention, (c) early childhood education, (d) elementary … Continue reading →