Many schools have adopted new instructional standards in recent years, but some schools have struggled in helping teachers align their instruction. We talk with author Morgan Polikoff about his team’s work studying why flexible specificity is so important for success.
Later, we look at a very large study of a belonging intervention that helps students persist in their first year of college. We consider what that could mean for teachers in both K-12 and higher education settings.
- First Segment – 01:53 – Evaluating District Implementation of Teaching Standards
- Second Segment – 31:43 – Large-scale Study of a Belonging Intervention for Undergraduates
USC Rossier School of Education
- Stornaiuolo, A., Desimone, L., & Polikoff, M. (2023). “The Good Struggle” of Flexible Specificity: Districts Balancing Specific Guidance With Autonomy to Support Standards-Based Instruction. American Educational Research Journal, 00028312231161037. https://doi.org/10.3102/00028312231161037
- *Gregory M. Walton et al. (2023). Where and with whom does a brief social-belonging intervention promote progress in college? Science 380(6644),499-505. https://doi.org/10.1126/science.ade4420
We drink the Chocolate Cinnamon Stout, a tequila barrel aged chocolate cinnamon stout from Empyrean Brewing Co in Lincoln, NE.