For a good look at the state of research on how to teach, check out Elizabeth Green’s story in Sunday’s New York Times Magazine. While some experts argue that the way to improve schools is to weed out the worst teachers, Green explores some ongoing efforts to take a different tack and determine what good teachers do differently. She looks at research-based efforts by both charter school practitioners and university-based researchers to study more closely the elements of good teaching—a topic of research that’s surprisingly understudied, according to Green. I’d call this one a must read.
A version of this news article first appeared in the Inside School Research blog.