The Science of Reading 2023

Conclusion: The sciences of reading continue to evolve. While cognitive scientists have been mapping brain functions related to reading, the programs that use this research to actually improve students’ reading performance have yet to be developed. It’s “buyer beware” when adopting programs marketed as “science of reading” products ….

Research on Life-Changing Teaching

Colorful art representation of a teacher celebrating life-changing teaching.

The Research on Life-Changing Teaching

The Research Is In! Teaching Is Life-Changing

What really moves the needle for educators and, by extension, their students?

Being an effective teacher is about more than just improving test scores—it’s also about making a difference in students’ lives. When we asked our readers to describe the traits of a life-changing teacher, they said that great teachers make their students feel safe and loved, possess a contagious passion for learning, believe their students can succeed—and always know when to be tough to help students reach their full potential.

But does the research agree? What are the fundamental levers that teachers can pull to refine their practices, improve their craft, and make a significant—or even life-altering—contribution to the lives of their students?

We reviewed nearly two dozen studies in compiling this piece—so let’s get right to it.

Yuoki Terada, Stephen Merrill, The Research on Life-Changing Teaching, Edutopia
children in a classroom
Children Teaching Children

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The Science of Reading 2023 Conclusion: The sciences of reading continue to evolve. While cognitive scientists have been mapping brain functions related to reading, the programs that use this research to actually improve students’ reading performance have yet to be developed. It’s “buyer beware” when adopting programs marketed as “science of reading” products ….

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Impact of a Culturally Relevant/Anti-racist High School Course

This is an impressive study on the effectiveness of a well-designed high school course (9th grade) that contains this content:

“The units in this course focused on themes of social justice, anti-racism, stereotypes, and social movements led by people of color from US history spanning the late eighteenth century until the 1970s. The curriculum incorporated elements of histories and political struggles of multiple racial and ethnic groups, many of which are not traditionally represented in US social-studies content. For example, students in this course examined the genocide of Native Americans in California, community resis- tance in Chinese and Latinx neighborhoods in California, and labor organizing during the Great Depression and World War II among African Americans and Filipino Americans. The course also encouraged students to explore how social constructions of race, ethnicity, and culture shaped their individual identity, their family and community histories, and required students to design and implement participatory-action projects based on their study of racialized and ethnic relations in their local communities. The learning objectives of the course included student knowledge of and ability to combat racism and other forms of oppression, in- creased student commitment to social justice, and improvement of student pride in their own identities and communities. In addition to the civic and psychological goals of the ES program, the pilot’s stated intent was to close achievement gaps and re- duce dropout rates (15, 16).”

Dr. George Wood’s Excellent Suggestions to Governor DeWine for Improving Education in Ohio


Column: How Gov. DeWine should truly thank teachers

George Wood

Posted Mar 12, 2019 at 4:15 AM


After eight years of, at best, benign neglect, it was a pleasure to hear the governor of Ohio speak kindly of teachers. In his first State of the State address, Gov. Mike DeWine paused in his prepared remarks “to thank all the teachers of Ohio.” The line even garnered applause from legislators who seem not to have noticed who does all the heavy lifting when it comes to the education of our state’s children.

Since actions speak louder than words, here are some suggestions on what DeWine could do now.

As the governor’s party holds all statewide offices, both houses of the legislature and a majority on the Ohio Supreme Court, he could help the General Assembly carry out its constitutional duty to fund a “thorough and efficient system of common schools throughout the state.”

The team of Reps. Bob Cupp, R-Lima, and John Patterson, D-Jefferson, has come forward with a bipartisan proposal for a new way of funding our schools. While not perfect, it provides a starting point for getting at the core issues of equity, funding tied to genuine programming needs and reducing the reliance on property tax. DeWine should work with them to push this proposal into law.

The next item to take on is the over-testing of our children. Again and again it has been pointed out that these tests have never been linked to anything — not success in college, success on the job or even the ability to write a letter to the editor. But we keep on giving them and measuring the success of schools based on the results.

In his campaign, the governor called for reducing the number of tests. Ohio students take nearly two dozen more than are required in federal law.

Virtually all of them could be eliminated. A state Board of Education task force is calling for reducing high-school tests and replacing them with performance standards such as major projects and portfolios. DeWine needs to be a champion of these reforms.

Social and emotional learning received a shout-out in the State of the State speech. This refers to helping students develop the skills that make them successful in life in general — skills such as reflective thinking, teamwork, public engagement and often simply doing the right thing.

For decades, employers have been calling for such a focus on what are often called “soft skills,” knowing they make all the difference in the workplace. If the governor means what he says when he calls for “a much-needed focus on social-emotional learning,” his budget should reflect increased funding for such programs in public schools. That includes adequate counseling and guidance services for all school children.

Finally, the governor talked about the value of home-visitation programs for Ohio’s youngest residents — those from birth through age 5. In my school district, we agree. In fact, utilizing our own funds for the past seven years, we have carried out exactly such a program. An outreach teacher goes to the homes of preschool children, taking books, educational games, parent information and school-themed gifts (love those Federal Hocking Lancer onesies!) to families.

On their birthdays, children get a visit from the outreach worker with more learning materials and resources. Between visits we keep in touch with families about resources and opportunities via text and email. During the summer our mobile food bus, a free grocery-shopping experience with fresh produce and shelf-stable foods, heads out to these, and all district families, to provide an oft-needed supplement to their food budget.

We do this on our own, without help from the state, because we know it improves the chances of children in our community to live healthy, productive lives and come to school ready to learn. There is no need for the state to invent new programs here. Rather, the governor should direct funding to programs like ours and incentivize other school districts to start similar home-visit programs.

Saying thanks is nice; in fact, it was more than nice to be recognized.

I hope the governor follows up that thank you note with some action.

By the way, Gov. DeWine: You’re welcome.

George Wood is the superintendent of Federal Hocking Local Schools in Stewart, Ohio.