EdWeek Update: State, Local Officials Tangle Over Charter Primacy
Sign Up for this free e-newsletter Republishing of EdWeek Update e-newsletter and access to articles courtesy of edweek.org  | | | | May 31, 2012 [Mobile] [Online Version] [Printer-Friendly] [Login] | | | |  | TODAY'S TOP STORY | | | | Authorities in a number of states are split over who should have the final say on allowing charter schools within a particular district's boundaries. | | Advertisement | | Micro-Curriculum to Personalize Learning Technology and digital content provide a practical solution that gives teachers the flexibility to create a differentiated micro-curriculum that matches the right combination of unique teaching and learning assets to each student for a customized learning experience. Download New Whitepaper | |  | TODAY'S COMMENTARY | | | | Teaching students how to understand complex texts is critical to their cognitive development, writes Anthony Palumbo. | | Advertisement | | Enrich your 2012 teacher induction program with Mentoring Beginning Teachers. This practical guide helps K-12 mentors understand roles, encourage reflection, and deal with mentoring dilemmas. Administrators will find schoolwide strategies for ensuring a successful program. Preview Chapters 1 and 2 online! | |  | TODAY'S MUST-READ | | | | A study estimates that states could save as much as $927 million or spend as much as $8.3 billion, depending on which approach they use. | |  | MORE NEWS | | | |  | MORE VIEWS | | | | (May 31, 2012, John Wilson Unleashed Blog) | | (May 30, 2012, Walt Gardner's Reality Check Blog) | | (May 31, 2012, Global Learning Blog) | | (May 31, 2012, Transforming Learning Blog) | |  | OUR COMMUNITY | | | Comment of the Day The bottom line should be that students are learning, taxpayer dollars are efficiently and effectively spent, competent teachers teach and communities have a say in decision-making at the most local level. We continue to mover further away from these goals. —Ayn Marie
| Weekly Forum Discussion "The squeaky wheel gets the oil." This idiom is true of classroom environments, where struggling students often get the most attention. But what about quiet students? How can educators identify and engage introverts?
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