Karen Effrem: Although Tucker and colleagues tout European education-workforce systems, none have produced or will produce American levels of freedom and prosperity.
Jane Robbins and Karen Effrem: Social-Emotional Learning (SEL) is far more subjective and invasive, and far less effective, than proponents claim. Maybe The 74 should take another look.
A teacher writing for EdSurge recognizes the flaws with personalized learning and its use of education tech, but he’s caught between two competing education trends.
EdSurge has a piece of Social-Emotional Learning propaganda up. The headline is “The Future of Education Depends on Social Emotional Learning: Here’s Why.”
Jane Robbins: Teachers are encouraged by the education establishment to spend precious class time on “interventions” that create a growth mindset in students and increase their achievement, but a new meta-study finds that such interventions generally don’t work.
NPR has a story on group therapy that is now offered at Cresthaven Elementary School in Silver Spring, Md. that they say is one of several schools that now offer students “training in how to manage emotions, handle stress and improve interpersonal relationships.”
The National Commission on Social, Emotional, and Academic Development with The Aspen Institute released a report in March entitled “The Practice Base For How We Learn: Supporting Students’ Social, Emotional, and Academic Development” that lacks footnotes or references to any research.
The U.S. Department of Education promotes the idea of social-emotional learning for educators on their website through a guest article from the 2016 Washington State School Counselor of the Year.
J.R. Wilson: There is a good chance social-emotional learning is already embedded in education programs across your state. Is it possible it is embedded in your state’s ESSA plan?
Leave it to Education Week to spin social-emotional learning into the government shutdown story to say that even U.S. Senators can benefit from it.