The New York State United Teachers has created a free, electronic archive of more than 1,300 "Where We Stand" columns by the late AFT president Albert Shanker.
The Concord Review approached the Albert Shanker Institute for support for a study of the state of the history research paper in United States high schools. The result is this 2002 study conducted by the Center for Survey Research and Analysis at the University of Connecticut.
What is known about the language and literacy development of young, preschool-age children and how does this relate to their long-term success in school?
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.
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.
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.
This paper, by Richard Hurd, director of labor studies at Cornell University, explores the changing nature of professional work, examines the attitudes of professionals toward work and unionization, and analyzes the possibility of conver
These early polls show that nation's teachers and principals strongly support higher academic standards, while at the same time harboring serious questions about adequacy of implementation and an overemphasis on testing.
The Institute provided a grant to support the writing of this important book by James Stigler and James Hiebert, which explores the school system's failure to support a culture of professional development for teachers. It compares what's lacking in teacher training in this country with what's working in Japan, where teachers spend time working together to improve their skills.