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Dedicated to Teachers


Will the REAL Data Please Stand Up?

What would happen if you took notes for five minutes as your students were working? What would you see? What would you hear?  (continue reading)

Empathy as A Radical Act

I decided to take on the radical act of teaching empathy to my students.  (continue reading)

On the Podcast: Affective Learning with Heinemann Fellow Minjung Pai and Shakil Choudhury

This week on the Heinemann Podcast we’re learning about affective learning and personal identity work in education.  (continue reading)

Why Wait Until College?

It is imperative that K–12 teachers find ways to affirm students’ cultures and identities so they can make history.  (continue reading)

Writing to Learn Math

In what ways might middle-grade students’ math agency deepen by writing about their learning or discoveries in math class, including, but not limited to, journaling, explaining math ideas, and writing conjectures and proofs about their mathematical discoveries?  (continue reading)

How Curious George Showed Me I Wasn't Meeting the Needs of My Black Boys

I knew I had work to do within my classroom library to ensure black boys saw themselves not just in their race and gender in books but in their intersecting identities, meaning books that represented their race, gender, interests, and/or experiences.  (continue reading)

The Reading Revolution: How One Community Fought for Book Access and Won

Over the years, the “library” space came to be used for professional development, math labs, anything but literacy programming, and collection development slowed down significantly.  (continue reading)

Quiet Wonderment

Witnessing a roomful of students typing or scribbling away, occasionally pausing to ponder a point or reconsider a sentence—this is teacher bliss. But how do we guide them to a place where they are writing for more than their teacher, for more than a grade?  (continue reading)

Teacher Vulnerability and Student Engagement: Striving for Authenticity in Middle School

Whether teacher vulnerability leads to an increase in student engagement is yet to be determined. However, an initial survey responses suggest students crave and appreciate authenticity.  (continue reading)

We Are What We Read: The Quest to Expand Our Identities as Readers

Heinemann fellow Julie Kwon Jee has this question: In what ways does a continuous exploration of identity via literature and personal reflection increase engagement and encourage students to become active participants in choosing the books they read both inside and outside their classrooms?  (continue reading)

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