Learning Forward’s Post

Did you know that 69% of Arizona 4th graders and 72% of 8th graders are reading at or below basic levels? This isn’t about students’ ability to learn—95% of students can learn to read with effective instruction—it’s about how we’re teaching them!🤯 There is a solution: well-trained teachers using a Structured Literacy approach grounded in the Science of Reading. 🧠📖 It’s time to take action and equip our teachers with the knowledge and tools they need to transform reading outcomes. We can’t afford to wait for legislative mandates—it’s time to empower our educators and give our students the future they deserve! 🎬 Join us on Tuesday, October 1, for the Arizona premiere of Hopeville, an inspiring documentary that offers solutions to our literacy crisis. 📅 Event: Hopeville Documentary Screening & Panel Discussion 📍 Location: Helios Education Campus, Phoenix, AZ 🎟️ RSVP required: https://lnkd.in/gi5cJW3v Together, we can change the course for Arizona’s students and ensure every child becomes a proficient reader. Let’s make a difference now! 🌟 Learn more about Arizona's 2022 NAEP Scores at az.dyslexiaida.org/naep/ #1in5 #SayDyslexia #StructuredLiteracy #StructuredLiteracyForAll #Literacy #EducationReform #EquitableEducation #Reading #ArizonaEducation #ProfessionalDevelopment #UntilEveryoneCanRead #ScienceOfReading #DyslexiaAwareness #HopevilleAZ #LiteracyForAll #UntilEveryoneCanRead

This insightful book critiques global education challenges fueled by neoliberalism and the Global Education Reform Movement (GERM). Through voices of teachers and experts like Hargreaves and Biesta, it advocates 'flipping the system'—a shift towards a humane, teacher-centric approach. Addressing high-stakes accountability and privatization, it champions a positive vision for education, emphasizing teacher empowerment. A compelling read for educators worldwide, offering hope and a roadmap for meaningful change.

Need a guide to the science of reading for those who aren’t teachers and researchers? Check out this new resource! On the Same Page: A Primer on the Science of Reading and Its Future for Policymakers, School Leaders, and Advocates. https://rpb.li/1ksxDS

Need a guide to the science of reading for those who aren’t teachers and researchers? Check out this new resource! On the Same Page: A Primer on the Science of Reading and Its Future for Policymakers, School Leaders, and Advocates. https://rpb.li/1ksxDS

No meaningful systemic changes have occurred in the American public school system since at least 1890, despite both persistent complaints and repeated reform efforts. Trivial surface features have changed, such as classroom furniture and teaching technologies, but not the central core of schooling that matters the most for educating children, according to historian Larry Cuban. I think the same is true in mainstream schools everywhere in the world. Sources: Cuban, L., (1993). How Teacher’s Taught: Constancy and Change in American Classrooms 1890-1990, Second Edition. New York, NY: Teacher’s College Press. Cuban, L. (2021). Confessions of a School Reformer. Harvard Education Press.

Trust building and relationship building are essential to engaged and informed learners. Let’s work together to make sure all students have ownership in their learning.

Despite the central role of teachers in education, their voices are often neglected in policymaking, leading to a disconnect between policies and the actual needs and experiences of the teaching workforce. Today we ask: How Can Participatory Methods Centre Teachers Within Education Policy? You can help us answer this question by sharing your ideas on our learning brief through the comment section. Explore the brief: https://ow.ly/TMt850RZU8Z

No meaningful systemic changes have occurred in the American public school system since at least 1890, despite both persistent complaints and repeated reform efforts. Trivial surface features have changed, such as classroom furniture and teaching technologies, but not the central core of schooling that matters the most for educating children, according to historian Larry Cuban. I think the same is true in mainstream schools everywhere in the world. Sources: Cuban, L., (1993). How Teacher’s Taught: Constancy and Change in American Classrooms 1890-1990, Second Edition. New York, NY: Teacher’s College Press. Cuban, L. (2021). Confessions of a School Reformer. Harvard Education Press.

No meaningful systemic changes have occurred in the American public school system since at least 1890, despite both persistent complaints and repeated reform efforts. Trivial surface features have changed, such as classroom furniture and teaching technologies, but not the central core of schooling that matters the most for educating children, according to historian Larry Cuban. I think the same is true in mainstream schools everywhere in the world. Sources: Cuban, L., (1993). How Teacher’s Taught: Constancy and Change in American Classrooms 1890-1990, Second Edition. New York, NY: Teacher’s College Press. Cuban, L. (2021). Confessions of a School Reformer. Harvard Education Press.

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