The Educator's Notebook

A weekly collection of education-related news from around the web.

Educator’s Notebook #75 (April 19, 2015)

    • EdWeek
    • 04/15/15

    “How is teacher professional growth hindered…? The absence of downtime… their workload… the lack of autonomy… structural isolation… very little feedback about their effectiveness… What would a national teacher strategy look like?”

    • Guardian
    • 04/12/15

    We need a kind of “attentional commons”: a regulation of noise and distraction in public space, and government intervention in areas like gambling, where some people are being manipulated beyond their reasonable ability to cope. More importantly, though, Crawford advocates skilled practices as a way of engaging with the world in a more satisfying way. He gives the examples of a cook, an ice-hockey player and a motorbike racer as people whose roles force them to deal with material reality. No representation can replicate the feel of the puck on ice or gravel under your tyres at high speed. Each relies on good judgment of a complicated subject and the ability to manage the presence of others in the same space.”

    • Guardian
    • 04/01/15

    Hidden behind a computer screen, the lonely person has control. They can search for company without the danger of being revealed or found wanting. They can reach out or they can hide; they can lurk and they can show themselves, safe from the humiliation of face-to-face rejection… But now a problem arises, for the contact this produces is not the same thing as intimacy. Curating a perfected self might win followers or Facebook friends, but it will not necessarily cure loneliness, since the cure for loneliness is not being looked at, but being seen and accepted as a whole person – ugly, unhappy and awkward, as well as radiant and selfie-ready.”















Every week I send out articles I encounter from around the web. Subject matter ranges from hard knowledge about teaching to research about creativity and cognitive science to stories from other industries that, by analogy, inform what we do as educators. This breadth helps us see our work in new ways.

Readers include teachers, school leaders, university overseers, conference organizers, think tank workers, startup founders, nonprofit leaders, and people who are simply interested in what’s happening in education. They say it helps them keep tabs on what matters most in the conversation surrounding schools, teaching, learning, and more.

Peter Nilsson


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