The study conducted by the Institute in cooperation with the American Labor Studies Center (ALSC) makes the argument that labor history is central to an accurate depiction of U.S. history and argues that a fuller, more balanced depiction of U.S.
Written on July 2, 2010
Written on June 2, 2010
A resource for American teachers and students on the turbulent events taking place in many Islamic countries.
Written on October 10, 2009
Preschool Curriculum is an accessible research synthesis of how and how much young children learn in the academic domains of oral language, literacy, mathematics, and science.
Written on March 2, 2008
This publication tells the stories of workers, in their own words, as they protest for a redress of greivances — usually in defiance of their employers, government authorities, the official union, and threats of violence and imprisonment.
Written on April 2, 2004
This report, signed by a diverse group of labor, business and policy experts, calls for far-reaching changes in the way our country manages its work-force skills and training efforts.
Written on September 2, 2003
Education for Democracy, a signatory statement released by the institute in conjunction with the beginning of a new school year, the second anniversary of the September 11, 2001 terrorist attacks, and the 40th anniversary of the 1963 March on Washington, is a new statement calling for improvement
Written on August 2, 2003
This 2003 study, authored by the late historian Paul Gagnon, evaluates the extent to which state history, civics, and social studies standards across the nation serve to help teachers in their efforts to prepare an informed citizenry.
Written on March 2, 2002
Harvard professor Richard Elmore reviews the research and argues that education reforms that are based on standards and accountability will fail unless policymakers also adopt a strategy to ensure that educators have the knowledge and skill they need to help students succeed.
Written on December 11, 2001
In this major research analysis, Richard Elmore explores the problems with the structure and leadership of public education, while explaining the dangers of public funding for private schools. He urges educators to study the schools whose leaders and best practice are succeeding in meeting high standards, including through the use of collaboration and distributed leadership.
Written on November 12, 2000
A significant percentage of unorganized professionals would like to be represented in their workplaces by a union or some other type of “employee organization.” This conclusion, drawn from two Shanker Institute-sponsored studies, comes in spite of the fact that many professionals hold a stereotypical view of unions as overly confrontational.