Digital Portfolios
Judy Wu
- 2016
What support structures help teachers make changes that yield improvement in their practice?
In my research project, I explored which support structures help teachers at a project-based high school in California make changes to improve their practice, specifically in terms of fostering collaboration in their classrooms.
Juli Ruff
- 2010
How can I use critique to improve the quality of student feedback, student work and create a culture of collaboration?
I chose critique as my way of increasing collaboration because it has the potential to help set high standards, encourage advice giving in both formal and informal settings, and provide a forum for sharing of work and ideas. I also have used it to have students set their own standards for what high quality work entails.
Julia Jacobsen
- 2017
Designing Equitable Groupwork
Our aim is for all students to be contributing meaningfully to the group goal and working well with others in the process. This will look different as students develop across the grade levels.
Juliet Mohnkern
- 2017
How do kids think we should measure school?
Education to save the world is a community of educators committed to transforming education. We hold regular collaboratives to bring innovative educators together, design curriculum, and share ideas through blog. We’d love for you to join our work!
K Flewelling
- 2011
How do we experience working together during a project?
When students are given freedoms to make autonomous choices in the classroom, their conversations become uncontrollable –the only way real conversation can be. Voice can be an incredible asset in the classroom, but it can also pose a real threat to the learning environment, when perspectives differ and ideas come into conflict. Just speaking is not enough; we must also learn to listen, so that we can feel heard. My action research project focuses on the often hard-to-understand ways in which students interact with one another during loosely structured “project time.” My project aims to present a deep analysis of the question: how do we experience working together during a project?
Kali Frederick
- 2013
Better Together: Fostering Divergent Thinking, Collaborative Play, and Creative Production in the Classroom
We sifted through the noise and listened to our students to help us understand their experience. We used surveys, interviews, work sample analysis, and reflections to understand how students experienced a collaborative environment and which structures supported the development of creative production skills. We tracked their collaborative relationships over time using a social network mapping program. There was laughter, tears, trembling anxiety and glorious breakthroughs. Ultimately, we learned that students need to laugh and to play before they can effectively work together.
Kamilah Abdul-Alim
- 2020
Core Literacy Instruction & Building Teacher's Capacity
Visibility – Relationships – Student Achievement
Kana Ashida
- 2022
How can we cultivate a culture of excellence together? This essential question had driven me to search for excellence and capture excellence within the school in the midst of the pandemic.
Karen Evans
- 2011
What structures and support help mentors be successful in their mentor relationships?
I do not come to leadership lightly. I understand that school leaders are in the tremendous position of influencing the cultural, mental, social, emotional, and physical capacities of our future citizens. It is a sobering and exhilarating thought. Add to that the responsibility to staff, parents, and community and one begins to realize the immensity of the job. Being a school leader is serious business.
Katelyn Livingstone
- 2021
My hope as a teacher is that every student in my classroom feels safe, empowered, respected, and challenged.
In order for kids to be able to learn, they need to feel safe. My definition of a safe classroom is one in which students feel nurtured, heard, and comfortable enough to take risks. Building strong relationships and establishing rapport with students early on and repeatedly is absolutely essential to maintaining an environment where students can thrive.