Our current situation sharpens our view of inconsistencies and inequities that exist within the teaching and learning of mathematics across all grade levels. NCTM’s series of Catalyzing Change publications highlight critical issues and provide guidance for positioning the development of students’ positive mathematical identity and strong sense of agency at the forefront.
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edweek
Technology Counts 2018 offers a definitive look at what principals and other school leaders think of the power of digital technology as it sweeps through the classroom. An Education Week national survey of 500 school leaders shows they believe it has the ability to improve student learning, personalize education, and engage students. But they worry that too much screen time may be stunting students’ social-emotional growth. The influence of technology companies around the push for personalized learning and increased access to student data is also raising red flags for some principals.
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Using data to identify, implement, and track targeted social-emotional learning supports is key to supporting whole-child development and achieving your MTSS goals. Implementing social-emotional learning interventions and monitoring progress can be challenging and time consuming, but is instrumental to a student’s development and well-being.
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Teaching Strategies is excited to share the recording of a webinar that was hosted by Capitol Advisors where they provided an update on the vision, politics, and practical implications of the implementation of transitional kindergarten.
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