Tag: Learn

  • What Education Leaders Can Learn from the AI Gold Rush – The 74

    What Education Leaders Can Learn from the AI Gold Rush – The 74


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    Every week, my 7-year-old brings home worksheets with math problems and writing assignments. But what captivates me is what he creates on the back once the assigned work is done: power-ups for imaginary games, superheroes with elaborate backstories, landscapes that evolve weekly. He exists in a beautiful state of discovery and joy, in the chrysalis before transformation.

    My son shows me it’s possible to discover something remarkable when we expand what we consider possible. Yet in education, a system with 73% public dissatisfaction and just 35% satisfied with K-12 quality, we hit walls repeatedly.

    This inertia contributes to our current moment: steep declines in reading and math proficiency since 2019, one in eight teaching positions unfilled or filled by uncertified teachers, and growing numbers abandoning public education.

    Contrast this with artificial intelligence’s current trajectory.

    AI faces massive uncertainty. Nobody knows where it leads or which approaches will prove most valuable. Ethical questions around bias, privacy and accountability remain unresolved.

    Yet despite uncertainty — or because of it — nearly every industry is doubling down. Four major tech firms planned $315 billion in AI spending for 2025 alone. AI adoption surged from 55% to 78% of organizations in one year, with 86% of employers expecting AI to transform their businesses by 2030.

    This is a gold rush. Entire ecosystems are seeing transformational potential and refusing to be left behind. Organizations invest not despite uncertainty, but because standing still carries greater risk.

    There’s much we can learn from the AI-fueled momentum.

    To be clear, this isn’t an argument about AI’s merits. This is a conversation about what becomes possible when people come together around shared aspirations to restore hope, agency and possibility to education. AI’s approach reveals five guiding principles that education leaders should follow:

    1. Set a Bold Vision: AI leaders speak in radical terms. Education needs such bold aspirations, not five percent improvements. Talk about 100% access, 100% thriving, 100% success. Young people are leading by demanding approaches that honoring their agency, desire for belonging, and broad aspirations. We need to follow their lead.

    2. Play the Long Game: Companies make massive investments for transformation they may not see for years. Education must embrace the same long-term thinking: investing in teacher development programs that mature over years, reimagining curricula for students’ distant futures, building systems that support sustainable excellence over immediate political wins.

    3. Don’t Fear Mistakes: AI adoption is rife with failure and course corrections. Despite rapid belief and investment, over 80% of AI projects fail. Yet companies continue experimenting, learning, adjusting and trying again because they understand that innovation requires iteration. Education must take bold swings, have honest debriefs when things fall flat, adjust and move forward.

    4. Democratize Access: AI reached 1.7 to 1.8 billion users globally in 2025. While quality varies and significant disparities exist, fundamental access has been opened up in ways that seemed impossible just years ago. When it comes to transformative change in education, every child deserves high-quality teachers, engaging curriculum and flourishing environments.

    5. Own the Story, and Pass the Mic: Every day, AI gains new ambassadors among everyday people, inspiring others to jump in. The most powerful education stories come from young people discovering breakthroughs during light bulb moments, from parents seeing children thrive, from teachers witnessing walls coming down and possibilities surpassing imagination. We need to pass the mic, creating platforms for students to share what meaningful learning looks like, which will unlock aspirational stories that shift the system.

    None of this is possible without student engagement. When students have voice and agency, believe in learning’s relevance and feel supported, transformative outcomes follow. As CEO of Our Turn, I was privileged to be part of efforts that inspired leaders and institutions across the country to invest in student engagement as a core strategy. We’re now seeing progress: all eight measures of school engagement tracked by Gallup reached their highest levels in 2025. This is an opportunity to build positive momentum; research consistently demonstrates engagement relates to academic achievement, post-secondary readiness, critical thinking, persistence and enhanced mental health.

    Student engagement is the foundation from which all other educational outcomes flow. When we center student voice, we go from improving schools to galvanizing the next generation of engaged citizens and leaders our democracy desperately needs.

    High-quality teachers are also essential. Over 365,000 positions are filled by uncertified teachers, with 45,500 unfilled. Teachers earn 26.4% less than similarly educated professionals. About 90% of vacancies result from teachers leaving due to low salaries, difficult conditions or inadequate support.

    Programs like Philadelphia’s City Teaching Alliance prove what’s possible: over 90% of new teachers returned after 2023-24, versus just under 80% citywide. We must create conditions where teaching is sustainable and honored through higher salaries, better working conditions, meaningful professional development and cultures that value educators as professionals.

    Investing in teacher quality is fundamental to workforce development, economic competitiveness and ensuring every child has access to excellent instruction. When we frame this as both a moral imperative and an economic necessity, we create the coalition necessary for lasting change.

    Finally, transformation must focus on skill development. The workforce young people are entering demands more than technical knowledge; it requires integrated capabilities for navigating complexity, building authentic relationships and creating meaningful change.

    At Harmonious Leadership, we’ve worked with foundations and organizations to develop leadership skills that result in greater innovation and impact. Our goals: young people more engaged in school and communities, and companies reporting greater levels of innovation, impact and financial sustainability.

    The appeal here is undeniable. Workforce development consistently ranks among the top priorities across political divides. Given the rapid rate of change in our culture and economy, we need to develop skills for careers that don’t yet exist, for challenges we can’t yet imagine, for a world that demands creativity, adaptability and resilience.

    The AI gold rush shows what’s possible when we set bold visions, invest for the long term, embrace learning from failure, democratize access and amplify voices closest to transformation.Our children, like my son drawing superheroes on worksheet backs, are in chrysalis moments. The choice is ours: remain paralyzed by complexity or channel the same urgency, investment and unity of purpose driving the AI revolution. We know what works: student engagement, quality teachers and future-ready skills. The question isn’t whether we have solutions. It’s whether we have courage to pursue them.


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  • Teenage Problems with Parents: 3 Types of Conflicts Parents MUST Learn to Resolve

    Teenage Problems with Parents: 3 Types of Conflicts Parents MUST Learn to Resolve

    Parenting teens is a rollercoaster.

    The highs can be incredibly rewarding. You feel pride and joy in seeing them learn new things, reach new milestones, and grow more confident in their identity.

    But the lows can also hit very hard. Conflicts become more intense, and misunderstandings last longer. Sometimes, your teen’s desire for independence can feel like rejection.

    Many changes happen during the teenage years, so tension at home is bound to rise.

    Common teenage problems with parents include communication issues, power struggles, and emotional distance.

    In this article, we’ll look at three common problems teenagers face in family relationships, especially with their parents. We’ll also explore ways you can rebuild trust, improve communication, and strengthen your bond with your teens.

    (Make sure to download your free quick action guide below.)

    Problem #1: Communication breakdown

    As your teenagers grow older, you may notice a shift in how they communicate with you.

    Conversations now feel shorter, and arguments happen more often. When you do talk, your teen might sound distant, dismissive, or impatient. Instead of proper replies, you might be met with a one-word answer, an exasperated sigh, or a dramatic eye roll.

    What it seems like to you

    When your teens stop talking, it’s easy to see it as disrespect or defiance.

    When your once-chatty child no longer seems interested in your company, it’s understandable to feel hurt or frustrated.

    Why this happens

    There are a few reasons why your teens might withdraw or avoid conversations with you, including the following:

    • They’re craving independence and privacy. Adolescence brings major changes—physical, emotional, mental, and social. Your teens may keep more to themselves, especially if they think you might try to fix their problems.
    • They’re juggling many new expectations and responsibilities. When they’re stressed or tired, they don’t have the energy for long talks.
    • They fear judgment or consequences. Teens won’t open up if they’re worried you’ll scold, judge, or punish them.
    • They want to protect you. Some teens keep their struggles to themselves because they don’t want to worry you.

    Try to understand why your teen is pulling away. Every teenager is different.

    How to foster healthy communication

    How to foster healthy communication

    Here’s how to communicate with your teens in a healthy way:

    • Listen without interrupting. Your teenagers need to feel heard and safe when talking to you, or they’re less likely to open up to you the next time. You don’t have to agree with everything they say. But give them your full attention without any interruptions, interrogations, or big reactions.
    • Keep your tone calm and your reactions measured. Teens are bound to make mistakes. When they do, it’s important to respond calmly. Avoid yelling, shaming, or name-calling. Stay firm but respectful. If you need time to cool down, let them know you’ll revisit the conversation once you’ve both had a chance to reflect.
    • Guide them instead of nagging. When your teens share something, acknowledge their perspective. Avoid jumping right into blame or criticism. Encourage reflection by asking questions such as, “What did you learn from this?” or “What might you do differently next time?” Then, offer your feedback calmly and constructively.
    • Find shared moments and interests. Meaningful conversations can happen in casual settings, such as during car rides, walks, or mealtimes. You can also explore new hobbies or activities together.
    • Model humility and honesty. If you’ve said or done something wrong, own up to it. This will help create a culture of respect and humility in your family.

    Over time, these small, consistent efforts can help rebuild trust and improve communication with your teens.

    Problem #2: Rebellion and struggles over rules and independence

    Your teens may stay out later, spend more time online or with friends, or want more privacy. They might refuse to follow the boundaries you’ve set and ignore consequences.

    Such disagreements can easily turn into power struggles. These will often leave your teens feeling controlled and you feeling disrespected.

    What it seems like to you

    From a parent’s perspective, these clashes can look like rebellion or defiance.

    You set boundaries because you care about their safety and well-being, but your teens might see them as signs of mistrust or control. Every time they break a rule, talk back, or test a boundary, it can feel like they’re challenging your authority.

    Why this happens

    During adolescence, teens naturally crave more freedom and independence. Even reasonable boundaries can feel restrictive to them; it’s part of growing up.

    This creates conflict, but it’s also an opportunity to guide them. Instead of controlling every decision, you can help your teens learn to make good choices on their own.

    Keep in mind that the parts of the brain that handle impulses and decision-making are still developing in teenagers. So your teens might not foresee the consequences of their actions.

    But your teens can still make mature choices. Research shows that adult support and a safe space to think help them make wise decisions.

    How to set effective rules and boundaries

    How to set effective rules and boundaries

    You play a vital role in teaching and guiding your teen, but it’s important to do so in a way that doesn’t strain your relationship.

    Try these strategies:

    • Set and negotiate the house rules. Involve your teens in setting boundaries and deciding on consequences for breaking them. Be open to hearing their opinions. When they feel heard, they’re more likely to cooperate.
    • Set boundaries around health and safety, not control. Too many rules can feel like micromanaging and may push your teen to rebel.
    • Explain the “why.” When teens understand the reason behind a rule, like finishing homework before video games, they’re more likely to respect it.
    • Set reasonable consequences. Connect consequences to the broken rule. For example, if your teen plays video games before finishing homework, they might lose their gaming privileges the next day. Stay consistent so they take the rules seriously.
    • Show trust when it’s earned. Your teens may prove that they can handle responsibility over time. If so, gradually loosen certain rules and reward them with more independence.

    Discipline and rules are important, but pick your battles wisely. Step in when safety or values are at stake, but allow your teenagers space to learn from their own choices. Sometimes, natural consequences can also teach good lessons.

    Problem #3: Emotional distance and mood swings

    Your teens may seem distant and no longer eager to spend time with the family.

    They might retreat to their rooms, spend hours on their phones, or respond to simple questions with short, snappy answers. Sometimes, it feels like your teenagers are shutting you out.

    Their moods can also change in an instant. One moment they’re cheerful and affectionate, the next they’re cold, withdrawn, or defiant.

    What it seems like to you

    As a parent, this emotional distance is heartbreaking. You might feel helpless, frustrated, or even rejected when your attempts to connect are met with silence.

    It can seem like the bond you once had is slipping away, or that your teen no longer values your guidance and reassurance.

    Why this happens

    Emotional ups and downs are a regular part of adolescence. Your teen’s brain is still developing, and hormonal changes can trigger sudden shifts in mood. Add in peer pressure, academic stress, and self-image struggles. No wonder teenagers get overwhelmed by emotions.

    Because teens are still learning to manage their emotions, they may cope by withdrawing, shutting down, or lashing out at others. Their need for independence and their desire to fit in can drive them to spend more time online or with friends rather than with family.

    The truth is, they still need your support and assurance. They just struggle to show it.

    How to support your teens

    How to support your teens

    Parents play a huge role in helping their teens feel emotionally safe and supported. In fact, research shows that a strong parent-teen bond can help teens build better emotional regulatory skills.

    Here’s what you can do:

    • Show consistent support, even when it’s hard. Empathy goes a long way. Remind your teens that they can talk to you about anything. When they do, give them your full attention.
    • Validate their feelings. You won’t always agree with your teenagers. Even so, avoid dismissing or minimizing their opinions and emotions. Let them know it’s normal to feel upset, frustrated, or sad sometimes. What matters most is how they manage and respond to those feelings.
    • Encourage healthy coping habits. Help your teens develop a stress-management routine. You can suggest activities such as journaling, drawing, or playing music. Encourage physical self-care, too. For example, exercise together, prepare healthy meals, and teach them good sleep habits.
    • Normalize seeking help. Many teens view getting professional help as a sign of weakness. Reassure them that reaching out for support takes courage and strength. Offer to help them find a supportive professional when they’re ready to seek help.

    Supporting your teenagers through emotional ups and downs takes patience, empathy, and consistency. They might not admit it, but your support will help them feel more secure and confident.

    Conclusion

    Parenting teenagers is no easy task. But every disagreement or challenge is also an opportunity to understand each other better and to strengthen your bond.

    The key is to listen with empathy, set fair boundaries, and offer consistent support. By doing so, you create a safe and loving space your teens can always return to while they learn to navigate the outside world.

    Teens can also benefit from extra guidance from a coach or mentor. Through my coaching program, I’ve helped teens around the world build strong values and improve their communication. This empowers them to form healthier relationships with family and friends.

    So check out the coaching program today!

    (And if you haven’t already done so, download your free quick action guide below.)

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  • Why every middle school student deserves a second chance to learn to read

    Why every middle school student deserves a second chance to learn to read

    Key points:

    Between kindergarten and second grade, much of the school day is dedicated to helping our youngest students master phonics, syllabication, and letter-sound correspondence–the essential building blocks to lifelong learning.

    Unfortunately, this foundational reading instruction has been stamped with an arbitrary expiration date. Students who miss that critical learning window, including our English Language Learners (ELL), children with learning disabilities, and those who find reading comprehension challenging, are pushed forward through middle and high school without the tools they need. In the race to catch up to classmates, they struggle academically, emotionally, and in extreme cases, eventually disengage or drop out.

    Thirteen-year-old Alma, for instance, was still learning the English language during those first three years of school. She grappled with literacy for years, watching her peers breeze through assignments while she stumbled over basic decoding. However, by participating in a phonetics-first foundational literacy program in sixth grade, she is now reading at grade level.

    “I am more comfortable when I read,” she shared. “And can I speak more fluently.”

    Alma’s words represent a transformation that American education typically says is impossible after second grade–that every child can become a successful reader if given a second chance.

    Lifting up the learners left behind 

    At Southwestern Jefferson County Consolidated School in Hanover, Ind., I teach middle-school students like Alma who are learning English as their second language. Many spent their formative school years building oral language proficiency and, as a result, lost out on systematic instruction grounded in English phonics patterns. 

    These bright and ambitious students lack basic foundational skills, but are expected to keep up with their classmates. To help ELL students access the same rigorous content as their peers while simultaneously building the decoding skills they missed, we had to give them a do-over without dragging them a step back. 

    Last year, we introduced our students to Readable English, a research-backed phonetic system that makes English decoding visible and teachable at any age. The platform embeds foundational language instruction into grade-level content, including the textbooks, novels, and worksheets all students are using, but with phonetic scaffolding that makes decoding explicit and systematic.

    To help my students unlock the code behind complicated English language rules, we centered our classroom intervention on three core components:

    • Rhyming: The ability to rhyme, typically mastered by age five, is a key early literacy indicator. However, almost every ELL student in my class was missing this vital skill. Changing even one letter can alter the sound of a word, and homographic words like “tear” have completely different sounds and meanings. By embedding a pronunciation guide into classroom content, glyphs–or visual diacritical marks–indicate irregular sounds in common words and provide key information about the sound a particular letter makes.
    • Syllabication patterns: Because our ELL students were busy learning conversational English during the critical K-2 years, systematic syllable division, an essential decoding strategy, was never practiced. Through the platform, visual syllable breaks organize words into simple, readable chunks that make patterns explicit and teachable.
    • Silent letter patterns: With our new phonics platform, students can quickly “hear” different sounds. Unmarked letters make their usual sound while grayed-out letters indicate those with a silent sound. For students frustrated with pronunciation, pulling back the curtain on language rules provided them with that “a-ha” moment.

    The impact on our students’ reading proficiency has been immediate and measurable, creating a cognitive energy shift from decoding to comprehension. Eleven-year-old Rodrigo, who has been in the U.S. for only two years, reports he’s “better at my other classes now” and is seeing boosts in his science, social studies, and math grades.

    Taking a new step on a nationwide level

    The middle-school reading crisis in the U.S. is devastating for our students. One-third of eighth-graders failed to hit the National Assessment of Educational Progress (NAEP) benchmark in reading, the largest percentage ever. In addition, students who fail to build literacy skills exhibit lower levels of achievement and are more likely to drop out of school. 

    The state of Indiana has recognized the crisis and, this fall, launched a new reading initiative for middle-school students. While this effort is a celebrated first step, every school needs the right tools to make intervention a success, especially for our ELL students. 

    Educators can no longer expect students to access grade-level content without giving them grade-level decoding skills. Middle-school students need foundational literacy instruction that respects their age, cognitive development, and dignity. Revisiting primary-grade phonics curriculum isn’t the right answer–educators must empower kids with phonetic scaffolding embedded in the same content their classmates are learning. 

    To help all students excel and embrace a love of reading, it’s time to reject the idea that literacy instruction expires in second grade. Instead, all of us can provide every child, at any age, the chance to become a successful lifelong reader who finds joy in the written word.

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  • Students to live, learn with seniors at UC – Campus Review

    Students to live, learn with seniors at UC – Campus Review

    The Australian Capital Territory is set to welcome its first intergenerational retirement and aged care community, to be developed on the University of Canberra’s (UC) Bruce campus.

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  • How one school reimagined learning spaces–and what others can learn

    How one school reimagined learning spaces–and what others can learn

    Key points:

    When Collegedale Academy, a PreK–8 school outside Chattanooga, Tennessee, needed a new elementary building, we faced a choice that many school leaders eventually confront: repair an aging facility or reimagine what learning spaces could be.

    Our historic elementary school held decades of memories for families, including some who had once walked its halls as children themselves. But years of wear and the need for costly repairs made it clear that investing in the old building would only patch the problems rather than solve them. At the same time, Southern Adventist University–on whose land the school sat–needed the property for expansion.

    Rather than cling to the past, we saw an opportunity. We could design a new, future-focused environment on our middle school campus–one that reflected how students learn today and how they will need to learn tomorrow.

    Putting students first

    As both a teacher and someone who helped design our middle school, I approached the project with one condition: every design choice had to prioritize students and teachers. That philosophy shaped everything that followed.

    My search for student-centered design partners led us to MiEN. What impressed me most was that they weren’t simply selling furniture. They were invested in research–constantly asking what classrooms need to evolve and then designing for that reality. Every piece we chose was intentional, not about aesthetics alone, but about how it could empower learners and teachers.

    Spaces that do more

    From the beginning, our vision emphasized flexibility, belonging, and joy. Every area needed to “do more,” adapting seamlessly to different uses throughout the day. To achieve this, we focused on designing spaces that could shift in purpose while still sparking curiosity and connection.

    Community hubs reimagined: Our cafeteria and media center now transform into classrooms, performance stages, or meeting spaces with minimal effort, maximizing every square foot.

    Interactive, sensory-rich design: An interactive wall panel with a ball run, sensory boards, and flexible seating encourages students to collaborate and explore beyond traditional instruction.

    Learning everywhere: Even hallways and lobbies have become extensions of the classroom. With mobile whiteboards, soft seating, and movable tables, these spaces host tutoring sessions, small groups, and parent meetings.

    Outdoor classrooms: Students gather at the campus creek for science lessons, spread out at outdoor tables that double as project workspaces, and find joy in spaces designed for both inquiry and play. Walking into the building, students immediately understood it was made for them. They take pride in exploring, rearranging furniture, and claiming ownership of their environment. That sense of belonging is priceless and drives real engagement in the learning.

    Supporting teachers through change

    For teachers accustomed to traditional layouts, the shift to flexible spaces required trust and support. At first, some colleagues wondered how the new design would fit with their routines. But once they began teaching in the space, the transformation was rapid. Within weeks, they were moving furniture to match their themes, discovering new instructional strategies, and finding creative ways to engage students.

    The beauty of this approach is that it doesn’t dictate a single method. Instead, it enables teachers to adapt the space to their vision. Watching colleagues gain confidence and joy in their teaching reinforced our original intent: create an environment that empowers educators as much as it excites students.

    A partnership that mattered

    No school leader undertakes a project like this alone. For us, partnership was everything. The team that supported our vision felt less like outside vendors and more like collaborators who shared our dream.

    They weren’t just delivering products; they were helping us shape a culture. Their excitement matched ours at every step, and together, we turned ideas into realities that continue to inspire.

    Immediate and lasting impact

    The outcomes of the project were visible from day one. Students lit up as they explored the new features. Teachers discovered fresh energy in their classrooms. Parents, many of whom remembered the old building, were struck by how clearly the new design signaled a commitment to modern learning and to prioritizing their children’s futures.

    Financially, the project was also a smart investment. Multi-purpose areas and durable, mobile furnishings mean that every dollar spent generates long-term value. And because the spaces were designed with flexibility in mind, they will remain relevant even as instructional practices evolve.

    Looking ahead

    The success of our elementary project has created momentum for what’s next. Collegedale is already planning high school renovations guided by the same student-first philosophy. The excitement is contagious, not just for our community but for how it models what schools can achieve when they align design with mission.

    For me, this project was never just about furniture. It was about creating a culture where curiosity, creativity, and joy thrive every day. With the right partners and a clear vision, schools can build environments where students feel they belong and where teachers are empowered to do their best work.

    As education leaders consider their own building projects, my advice is simple: design for the learners first. When students walk into a space and know, without a doubt, that it was built for them, everything else follows.

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  • California Schools Now Offer Free Preschool for 4-Year-Olds. Here’s What They Learn – The 74

    California Schools Now Offer Free Preschool for 4-Year-Olds. Here’s What They Learn – The 74


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    Every 4-year-old in California can now go to school for free in their local districts. The new grade is called transitional kindergarten — or TK — and it’s part of the state’s effort to expand universal preschool.

    In 2021, Gov. Gavin Newsom and the state legislature moved to expand transitional kindergarten in a $2.7 billion plan so that all 4-year-olds could attend by the 2025-26 school year. (Prior to this, TK was only available for kids who missed the kindergarten age cutoff by a few months). While it’s not mandatory for students to attend, districts must offer them as an alternative to private preschool.

    As a free option, it can save parents a lot of money. Parents also must weigh how sending their kids into a school-based environment compares to a preschool they might already know and like, as well as other needs like all-day care, and how much play their child does.

    One big question we’ve heard: What do kids actually do and learn in a TK classroom? Educators say it’s intended to emphasize play, but what does that mean?

    A social skill students can learn in transitional kindergarten is how to take turns on the playground. (Mariana Dale/LAist)

    To help parents get a better sense of this new grade as they make their decisions, LAist reporters spent the day in three different classrooms across the Southland. Here are five things we saw children do.

    Get used to the structure and routines of school

    For many students, transitional kindergarten is their first introduction to a formal school preschool setting. Crystal Ramirez sent her 4-year-old to TK at Marguerita Elementary School in Alhambra, so he could get used to the rhythm and rigors of school.

    “I didn’t wanna put him straight into kindergarten when he was five, six, so he at least knows a routine, already,” she said. “Now, as soon as he sees that we’re in school, he loves it.”

    TK students, like other elementary school students, follow a schedule: morning bell, recess, lunch, second recess and dismissal. They’re also learning how to listen to instructions or stand in a line. Some are learning to go to the cafeteria for lunch.

    “ I wanna make sure that their first experience in a public school setting is one that is joyful, where they feel loved, where they feel welcomed, where they get to really transition nicely into like the rigor of the school,” said Lauren Bush, a TK teacher at Lucille Smith Elementary in Lawndale.

    Claudia Ralston, a TK teacher at Marguerita Elementary, said it can be hard for young kids to get up early and leave their moms and dads. But seven weeks in, many of her students have learned their routines already. She helps with the morning transitions by turning on soft instrumental music in the classroom, and allowing them free play until they regroup on the mat to discuss the day.

    “They’re four years old. I want them to feel safe at school, know that this is a special place for learning and that they play,” she said.

    Learn how to socialize and communicate

    In TK, social-emotional learning is a big part of the curriculum. That’s a fancy word, but it just means they’re learning how to be in touch with their emotions

    At Price Elementary in Downey, the teacher has her kids give an affirmation: “I am safe. I am kind. I matter. I make good choices. I can do hard things. All of my problems have solutions!” (They also have these sentences on classroom wall signs.)

    The children also learn how to interact with their peers. In some schools, there are no assigned desks so the kids can learn how to share the space.

    “ They’re able to problem solve. They’re able to use communication to get their needs, regulating their emotions. They do better than students who come in without this experience,” said Cristal Moore, principal at Lucille Smith Elementary.

    On the playground, a student named Ava told teacher assistant Lizbeth Orozco that another student pushed her.

    “How did that make you feel?” Orozco asked.

    “Mad!”

    Orozco encouraged Ava to express her feelings to her classmate.

    “ We give them options of how to solve a problem and then they go in and solve it themselves,” Orozco said. “If they need extra help, they always come back and we can help them.”

    Arguing over toys can be a common occurrence in a TK classroom. At Price Elementary in Downey, educators help kids work through a solution. On a recent morning, one 4-year-old used two tongs to pick up paper shapes in a sensory bin, leaving another kid upset.

    “What’s the rule about sharing?” asked Alexandria Pellegrino, a teacher who gives extra support for one TK classroom.

    The boy handed over a tong to his peer. “Thank you so much for being a good friend,” Pellegrino said.

    “[It’s]  about being kind friends and making friends and using our manners. So we do build that foundation at the beginning of the year,” said Samantha Elliot, the classroom’s lead instructor.

    At the end of the day in Alvarez’s Lawndale TK class, she counts up the stars next to each student’s name earned throughout the day — earned for positive behavior like being kind, solving problems, trying something challenging, or showing effort in other ways. Ten stars earns a small prize from the treasure chest.

    “If we don’t get something today are we going to get mad?” Alvarez asked the class.

    “No!” they responded.

    “I’m not going to cry!” one boy piped up, followed by his classmate and a “Me too!” from another student.

    “That’s [a] positive attitude,” Alvarez said. “Because tomorrow you can get more stars!”

    Get exposed to numbers, shapes, letters

    In Elliot’s TK class, students use their own little lightsabers to trace letters in the air.

    “They’re learning the letter, the sound, and then a little action to go with it. They’re wiggling and moving and they’re also learning those letter sounds and they don’t really realize, so it’s incorporating instruction,” she said.

    There’s no mandated curriculum in TK, but instruction is supposed to align with the state’s Preschool/Transitional Kindergarten Learning Foundations. “Kindergarten is basically where the state standards go and kick in. There are standards in TK, but it’s a little bit different,” said Tom Kohout, principal at Marguerita Elementary.

    Students might put playdough into letter molds, or the teacher might pull out toys from a bag that all start with a letter “E.” Kids will play with little plastic toys that connect — or “manipulatives” — that can help them recognize numbers and patterns.

    “It’s play with a purpose,” Ralston said. “They’re just being introduced to the numbers, the colors, writing. But again, we’re not doing worksheets.”

    Build fine motor skills

    Molding pretend cakes with kinetic sand. Connecting small LEGO bricks. Cutting playdough. It might not seem like much, but children this age are still learning how to use their bodies.

    “Tearing paper is really hard and it’s a really amazing fine motor skill for them because the same muscles you use to tear paper are the same muscles that you use to hold a pen or a pencil,” said Lauren Bush, a TK teacher at Lucille Smith Elementary in Lawndale.

    “You see kids playing with dinosaurs. I see kids sorting by color, doing visual, you know, eye hand coordination and visual discrimination. I see them using their fine motor skills,” she said.

    At lunch, kids learn how to open up a milk carton or open a packaged muffin. At PE, they learn to balance on a block or walk in a straight line — learning spatial awareness.

    “They’re learning how to run, stop, things like that and playing because their bodies are so young,” said Principal Kohout.

    Learn independence

    For some kids, it might be the first time where mom and dad aren’t there to help carry their backpacks or help them go to the bathroom. TK is meant to help focus on their independence, though aides can help.

    TK classrooms are also usually set up with play centers, so kids can have the choice to explore on their own.

    “ I want them to be independent, to be able to solve their problems, you know, with assistance,” Ralston said.

    Samantha Elliot, the TK teacher in Downey, says she encourages kids to talk to their teammates first to figure out an activity before going to a teacher.

    “It’s just gaining the confidence and building that independence from basically the start of the school year,” she said.

    Parent Crystal Ramirez has already noticed a change in her 4-year-old this year since starting school. “ [He’s] socializing a little bit more, talking a little bit more, trying to express himself as well.”


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  • Gender disparity in university leadership: what lessons can East Africa learn from the UK and Europe?

    Gender disparity in university leadership: what lessons can East Africa learn from the UK and Europe?

    This blog was kindly authored by Naomi Lumutenga, Executive Director and co-founder of Higher Education Resource Services (East Africa).

    Despite commendable interventions in recent decades, a gendered leadership gap persists at varying levels within higher education institutions. In 2024, women led 27% of the top 200 universities in the US; 36% in the top UK universities; 55% in the Netherlands’ top 11; and 29% in Germany’s top 21. In contrast, female leadership was far less common in Sub-Saharan Africa: only two of Ethiopia’s 46 universities, two of Tanzania’s 60, and six of South Africa’s 26 public universities were headed by women. While some may argue that comparisons with Western institutions are unfair due to their longstanding systems, the disparity highlights persistent structural barriers to gender parity in university leadership. Shifting focus from individual to organisational transformation can deliver change. As an example, long-standing financial systems have been leapfrogged. Currently, it is quicker to wire money to and within many African countries, compared to Europe or the USA. Linear comparisons along time periods, to effect change, do not, therefore, tell the full story; the real focus should be on the political will from within universities to acknowledge the value in and shift leadership towards gender parity.

    Our organisation, (Higher Education Resource Services East Africa) addresses gender equality in universities, as these institutions shape future leaders. Prestigious institutions like the University of Oxford have produced multiple prime ministers and policymakers across the globe, as the recent HEPI / Kaplan Soft Power Index demonstrates. In East Africa, notable alumni of Uganda’s Makerere University include past and serving national leaders like veteran Mwalimu Julius Nyerere and Benjamin Mkapa (Tanzania); Mwai Kibaki (Kenya); Paul Kagame (Rwanda); Milton Obote (Uganda); and Joseph Kabila (Democratic Republic of Congo). However, Makerere University (unlike the University of Oxford) has never had a female Vice Chancellor.

     The structure and landscape of such institutions matter because they model frameworks and practices for the communities they serve. The persistent unequal representation triggered the work of HERS-EA that culminated, in part, in our recent publication.

    Findings from our unpublished study conducted in 2024 across 35  universities in East Africa illustrated the situation starkly.  This study was conducted by Makerere University in collaboration with HERS-East Africa, supported by the Bill and Melinda Gates Foundation. The aim was to analyse the underlying barriers that prevent women from progressing into leadership and, for those who advance, from thriving. While some of the findings might be culturally unique to East African contexts, the majority were acknowledged, at the annual Engagement Scholarship Consortium conference in Portland, USA (October 2024), as being relevant to any higher education institution. In Japan, for example, there is evidence of cultural pressure exerted differently when women seek promotion; as Kathy Matsui asserts, women decline promotional offers for fear of how they might be treated when/if they get pregnant.

    Our study of premier universities in East Africa found that, despite gender equality policies, female leadership remains rare: only two of seven top universities had a female Chancellor (a ceremonial role), none had a female Vice Chancellor, and just one had a female Deputy Vice Chancellor (who was nearing retirement). With respect to enrolment, while most institutions claimed gender parity at admission, few tracked or reported gender disaggregated data at graduation or PhD completion, and evidence of tracking progress was limited.

    PhDs, research leadership, and grant management are important for university leadership, so we highlighted these areas and addressed implicit institutional norms.   Drawing on these lived experiences, we concluded that gender discrimination in university leadership persists through biased job criteria, age limits, and interview questions. Other barriers include a lack of accountability, inadequate strategies against sexual harassment, and poor support for women to complete PhDs.

    Co-created recommendations included trialling an adapted equivalent of the non-punitive Athena Swan Charter, which develops a culture of self-assessment while mitigating potential backlash. The Athena Swan Charter was initiated in the UK in 2005, and it is gaining global traction. It provides a sliding scale of progression towards gender equality, from bronze to silver and gold. Other proposed interventions included providing writing bootcamps with childcare and research advisors present, away from family and other distractions. Aspects of the quota system and structural frameworks in Scandinavian countries were discussed, but while lessons can be learnt from these transformational shifts, the real stumbling block is the lack of political will for changing norms rather than individual women within East African institutions. However, change is possible. Rwanda’s post-1994 Genocide national policies include quotas, and they are revised every three years to assess progress towards gender equality in all sectors. Currently, women hold 61.3% of the total seats in parliament, and they occupy 66% of the total seats in cabinets. Overall, Rwanda is now considered one of the best achievers in the world for gender equality. Perhaps lessons can be learnt from Rwanda’s progress that can give us all reason to hope.

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  • A shuttered government was not the lesson I hoped my Texas students would learn on a trip to Washington D.C

    A shuttered government was not the lesson I hoped my Texas students would learn on a trip to Washington D.C

    After decades serving in the Marine Corps and in education, I know firsthand that servant leadership and diplomacy can and should be taught. That’s why I hoped to bring 32 high school seniors from Texas to Washington, D.C., this fall for a week of engagement and learning with top U.S. government and international leaders.  

    Instead of open doors, we faced a government shutdown and had to cancel our trip. 

    The shutdown impacts government employees, members of the military and their families who are serving overseas and all Americans who depend on government being open to serve us — in businesses, schools and national parks, and through air travel and the postal service.  

    Our trip was not going to be a typical rushed tour of monuments, but a highly selective, long-anticipated capstone experience. Our plans included intensive interaction with government leaders at the Naval Academy and the Pentagon, discussions at the State Department and a leadership panel with senators and congressmembers. Our students hoped to explore potential careers and even practice their Spanish and Mandarin skills at the Mexican and Chinese embassies.  

    The students not only missed out on the opportunity to connect with these leaders and make important connections for college and career, they learned what happens when leadership and diplomacy fail — a harsh reminder that we need to teach these skills, and the principles that support them, in our schools. 

    Related: A lot goes on in classrooms from kindergarten to high school. Keep up with our free weekly newsletter on K-12 education.  

    Senior members of the military know that the DIME framework — diplomatic, informational, military and economic — should guide and support strategic objectives, particularly on the international stage. My own time in the Corps taught me the essential role of honesty and trust in conversations, negotiations and diplomacy. In civic life, this approach preserves democracy, yet the government shutdown demonstrates what happens when the mission shifts from solving problems to scoring points.  

    Our elected leaders were tasked with a mission, and the continued shutdown shows a breakdown in key aspects of governance and public service. That’s the real teachable moment of this shutdown. Democracy works when leaders can disagree without disengaging; when they can argue, compromise and keep doors open. If our future leaders can’t practice those skills, shutdowns will become less an exception and more a way of governing. 

    Students from ILTexas, a charter network serving over 26,000 students across the state, got a lesson in failed diplomacy after the government shutdown forced cancellation of their long-planned trip to the nation’s capital. Credit: Courtesy International Leadership of Texas Charter Schools

    With opposing points of view, communication is essential. Bridging language is invaluable. As the adage goes, talk to a man in a language he understands, that goes to his head. Speak in his own language, that goes to his heart. That is why, starting in kindergarten, we teach every student in our charter school network English, Spanish and Mandarin Chinese.  

    Some of our graduates will become teachers, lawyers, doctors and entrepreneurs. Others will pursue careers in public service or navigate our democracy on the international stage. All will enter a world more fractured than the one I stepped into as a Marine. 

    While our leaders struggle to find common ground, studies show that nationally, only 22 percent of eighth graders are proficient in civics, and fewer than 20 percent of American students study a foreign language. My students are exceptions, preparing to lead in three languages and through servant leadership, a philosophy that turns a position of power into a daily practice of responsibility and care for others.  

    Related: COLUMN: Students want more civics education, but far too few schools teach it 

    While my students represent our ILTexas schools, they also know they are carrying something larger: the hopes of their families, communities and even their teenage peers across the country. Some hope to utilize their multilingual skills, motivated by a desire to help the international community. Others want to be a part of the next generation of diplomats and policy thinkers who are ready to face modern challenges head-on.  

    To help them, we build good habits into the school day. Silent hallways instill respect for others. Language instruction builds empathy and an international perspective. Community service requirements (60 hours per high school student) and projects, as well as dedicated leadership courses and optional participation in our Marine Corps JROTC program give students regular chances to practice purpose over privilege. 

    Educators should prepare young people for the challenges they will inherit, whether in Washington, in our communities or on the world stage. But schools can’t carry this responsibility alone. Students are watching all of us. It’s our duty to show them a better way. 

    We owe our young people more than simply a good education. We owe them a society in which they can see these civic lessons modeled by their elected leaders, and a path to put them into practice.  

    Eddie Conger is the founder and superintendent of International Leadership of Texas, a public charter school network serving more than 26,000 students across the state, and a retired U.S. Marine Corps major. 

    Contact the opinion editor at [email protected].  

    This story about the government shutdown and students was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s weekly newsletter.  

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

    Join us today.

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  • Cellphone bans can help kids learn — but Black students are suspended more as schools make the shift

    Cellphone bans can help kids learn — but Black students are suspended more as schools make the shift

    Thirty states now limit or ban cellphone use in classrooms, and teachers are noticing children paying attention to their lessons again. But it’s not clear whether this policy — unpopular with students and a headache for teachers to enforce — makes an academic difference. 

    If student achievement goes up after a cellphone ban, it’s tough to know if the ban was the reason. Some other change in math or reading instruction might have caused the improvement. Or maybe the state assessment became easier to pass. Imagine if politicians required all students to wear striped shirts and test scores rose. Few would really think that stripes made kids smarter.

    Two researchers from the University of Rochester and RAND, a nonprofit research organization, figured out a clever way to tackle this question by taking advantage of cellphone activity data in one large school district in Florida, which in 2023 became the first state to institute school cellphone restrictions. The researchers compared schools that had high cellphone activity before the ban with those that had low cellphone usage to see if the ban made a bigger difference for schools that had high usage. 

    Indeed, it did. 

    Related: Our free weekly newsletter alerts you to what research says about schools and classrooms.

    Student test scores rose a bit more in high cellphone usage schools two years after the ban compared with schools that had lower cellphone usage to start. Students were also attending school more regularly. 

    The policy also came with a troubling side effect. The cellphone bans led to a significant increase in student suspensions in the first year, especially among Black students. But disciplinary actions declined during the second year. 

    “Cellphone bans are not a silver bullet,” said David Figlio, an economist at the University of Rochester and one of the study’s co-authors. “But they seem to be helping kids. They’re attending school more, and they’re performing a bit better on tests.”

    Figlio said he was “worried” about the short-term 16 percent increase in suspensions for Black students. What’s unclear from this data analysis is whether Black students were more likely to violate the new cellphone rules, or whether teachers were more likely to single out Black students for punishment. It’s also unclear from these administrative behavior records if students were first given warnings or lighter punishments before they were suspended. 

    The data suggest that students adjusted to the new rules. A year later, student suspensions, including those of Black students, fell back to what they had been before the cellphone ban.

    “What we observe is a rocky start,” Figlio added. “There was a lot of discipline.”

    The study, “The Impact of Cellphone Bans in Schools on Student Outcomes: Evidence from Florida,” is a draft working paper and has not been peer-reviewed. It was slated to be circulated by the National Bureau of Economic Research on Oct. 20 and the authors shared a draft with me in advance. Figlio and his co-author Umut Özek at RAND believe it is the first study to show a causal connection between cellphone bans and learning rather than just a correlation.

    The academic gains from the cellphone ban were small, less than a percentile point, on average. That’s the equivalent of moving from the 50th percentile on math and reading tests (in the middle) to the 51st percentile (still close to the middle), and this small gain did not emerge until the second year for most students. The academic benefits were strongest for middle schoolers, white students, Hispanic students and male students. The academic gains for Black students and female students were not statistically significant.  

    Related: Suspended for…what? 

    I was surprised to learn that there is data on student cellphone use in school. The authors of this study used information from Advan Research Corp., which collects and analyzes data from mobile phones around the world for business purposes, such as figuring out how many people visit a particular retail store. The researchers were able to obtain this data for schools in one Florida school district and estimate how many students were on their cellphones before and after the ban went into effect between the hours of 9 a.m. and 1 p.m.

    The data showed that more than 60 percent of middle schoolers, on average, were on their phones at least once during the school day before the 2023 ban in this particular Florida district, which was not named but described as one of the 10 largest districts in the country. (Five of the nation’s 10 largest school districts are in Florida.) After the ban, that fell in half to 30 percent of middle schoolers in the first year and down to 25 percent in the second year.

    Elementary school students were less likely to be on cellphones to start with and their in-school usage fell from about 25 percent of students before the ban to 15 percent after the ban. More than 45 percent of high schoolers were on their phones before the ban and that fell to about 10 percent afterwards.

    Average daily smartphone visits in schools, by year and grade level

    Average daily smartphone visits during regular school days (relative to teacher workdays without students) between 9am and 1pm (per 100 enrolled students) in the two months before and then after the 2023 ban took effect in one large urban Florida school district. Source: Figlio and Özek, October 2025 draft paper, figure 2C, p. 23.

    Florida did not enact a complete cellphone ban in 2023, but imposed severe restrictions. Those restrictions were tightened in 2025 and that additional tightening was not studied in this paper.

    Anti-cellphone policies have become increasingly popular since the pandemic, largely based on our collective adult gut hunches that kids are not learning well when they are consumed by TikTok and SnapChat. 

    This is perhaps a rare case in public policy, Figlio said, where the “data back up the hunches.” 

    Contact staff writer Jill Barshay at 212-678-3595, jillbarshay.35 on Signal, or [email protected].

    This story about cellphone bans was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Proof Points and other Hechinger newsletters.

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

    Join us today.

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  • Learn SPSS Online for MBA Projects: Free Resources Inside

    Learn SPSS Online for MBA Projects: Free Resources Inside

    How to do regression analysis in spss

    Regression Analysis is a analysis process where the relationship between one dependent variable is evaluated with one or more independent variables. Regression Analysis are mainly used for prediction and forecasting. To define as an example, a doctor can quantify how much each factor will contribute to the overall risk of patients.

    Regression Analysis is a analysis process where the relationship between one dependent variable is evaluated with one or more independent variables. 

    Types of Regression Analysis

    1. Simple Linear Regression: Used for evaluating the relationship of one dependent variable with one independent variable.

    Formula: Y=a+bX+

    Where:

    Y=Dependent Variable (Outcome)

    X=Independent variable (Predictor)

    a= Intercept (Value of Y when X=0)

    b=Slope (how much Y changes for a one unit increase in X)

    = Error Term.

    1. Multiple Linear Regression: It is used for evaluating two or more independent variable to predict a dependent variable.

    Formula:Y=a+b_1 X_1+b_2 X_2+⋯+b_n X_n+ϵ

    Performing Regression Analysis in SPSS

    In SPSS performing regression analysis is extremely easy as it used a menu driven interface which allows user to perform the analysis in a few clicks. Once the dataset is imported in the system the user has to select the dependent and independent variables. The software will immediately calculate regression coefficient, R-squared values and the model fit statistics.

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