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A Place Called School: Prospects for the Future

Goodlad

1984

A four-year study of 1,000 classrooms offering ways to improve the schooling system away from high-stakes testing and moving toward a common set of concepts.

featured contributor

Eric M SchildgeA black and white photo of a white man with short hair.
Eric is an English/Drama teacher at Sparhawk School in Amesbury, MA. He collaborates with artists, writers, actors, journalists, and other professionals to bring learning to life for students.
An image of the lighthouse with the text Third Coast Learning Collaborative.
Reimagining public middle schools in Western Michigan.
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Listening and learning from 400+ young people & educators.

Theresa Walter

she/her
Theresa is a progressive English teacher and department chairperson who looks to make human connections with all her students and teachers.

Does Assessment Stymie Curiosity?

November 4, 2024

How can we ignite and inspire curiosity-driven, authentic learning?
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A Dialogue: Is The Gradeless Revolution Upon Us?

April 22, 2024

Two English teachers talk about a radical choice — dropping grades altogether.
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Building Community and Trust In A Gradeless Classroom

October 20, 2021

Investment in relationships supports student voice and agency while fostering trust.
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Going Gradeless This Year? Just Thinking About It? Start Here.

August 5, 2021

Try these 3 strategies to get gradeless assessment practices going in your classes.
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The Surprise Growth in an Ungrading Practice: My Own

August 5, 2021

I found more growth in my own practice than I ever anticipated in my first full year of abandoning traditional grading systems.
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Gradeless: An English Teacher’s Journey Towards Agency Through Feedback

March 19, 2021

I knew I wanted to do my best to represent student growth in the most accurate way I possibly could. While I know my methods are far from perfect, I have seen remarkable growth and a complete shift in focus in my students.
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I was just going to say that that is the ideal place to do it, because I think just biologically and whatever, when you're younger, you are more naturally a change agent, and have a better sense of vision, and have a longer time to be invested in the future, so that's actually the perfect place to be doing what you just said, Falami, is in schools, because that's where you've got this nexus of brilliance, and vision, and investment in 100 years from now or whatever. Not that we all can't be part of it, but you've got a nice concentration of people who are especially suited to creating that vision, and that change, and partnership with us elders.

Sharon

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