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Customization

Improving the old, creating the new

Midway through this week’s National Summit on Education Reform in Washington, D.C., I was reminded of an observation Thomas Kuhn made in his 1962 book, The Structure of Scientific Revolutions. While researching how scientific fields progress, Kuhn found that during paradigm shifts communities work to improve the old paradigm while simultaneously creating the new paradigm that will render much of the old paradigm irrelevant.

Rick Scott’s choices erase the traditional lines drawn in public education

Tom’s story is a reminder that the traditional lines are forever blurred in public education. He even notes the partnership between our Tax Credit Scholarship program for 33,000 low-income children and the school district and teachers union for Tampa/Hillsborough, which is the nation’s eighth largest district. We got together to provide better professional education for teachers in both public and private scholarship schools, and the union president, Jean Clements, was graceful in her explanation to reporters: ““This is not a competition. It’s about all of us doing our best to help children who come from very difficult circumstances.”

The blueprint for digital learning recognizes no distinction between public and private

For traditional school districts to adopt the digital innovations at the core of education reform, they will have to recognize private providers – with all their human and financial capital – as partners.

Choices are reshaping Florida’s educational landscape, and the nation is taking notice

Roughly one of every three public schoolchildren in Florida now attend a school other than the one tied to their zip code.

Duncan gave us the guidebook for creative destruction in public education

When Duncan outlined the “new normal” in public education today, Vander Ark writes, he reminded us of the forces shaping other American industries that were browbeaten to renew themselves in the throes of the Great Recession.

Duncan wants to “personalize” education, and so do we

Arne Duncan is right when he recently told an assembly at the American Enterprise Institute that it’s time to innovate in the schoolhouse, that the century-old, industrial-age factory model of education is wrong for the 21st century. But even the education secretary may not fully understand the implications of his remarks.