Author Archive

    What does the future of teaching look like?

    October 19, 2018 | by Thomas Arnett

    Over the last few years, the Christensen Institute has written extensively on how innovation in K–12 education will impact teachers. We’ve tackled important questions such as “Will computers replace teachers?”, “How will technology change teaching?”, and “How do you develop teachers for next-gen classrooms?” Below are highlights of our key findings and insights. Technology will […]

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    Three common misconceptions that thwart school improvement

    October 3, 2018 | by Thomas Arnett

    Misconceptions are dangerous things. They shackle our visions of what’s possible and doom us to consequences we do not expect. For example, a student who believes her genes predetermine her academic abilities may avoid crucial learning experiences that are initially challenging. A student who believes his postgraduation success will flow from his intellectual prowess may […]

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    A thorn in the side of education innovation

    August 9, 2018 | by Thomas Arnett

    Innovation is the key to real and lasting progress in education, but it isn’t easy to get right. In principle, innovation allows schools to push past time and resource constraints so teachers can accomplish more with their students. But not everything pursued or passed off as innovation actually expands educators’ impact in meaningful ways. Many “innovations” have neutral or […]

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    Do specialized teaching roles help or hurt students?

    June 28, 2018 | by Thomas Arnett

    The success of our schools—and of our education system at large—hinges on teachers. From decades of research we know that teachers influence student outcomes more than anything else a school has to offer. Given the importance of teachers, many of the prominent ideas for improving education focus on increasing teacher impact through better recruitment, preparation, […]

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    Show me the evidence: Do new staffing arrangements actually work?

    June 14, 2018 | by Thomas Arnett

    As future-thinking schools experiment with ways to personalize learning—such as blended, project-based, exploratory, and mastery-based learning—it seems only logical that they also reconsider how they organize their instructional teams. This hypothesis guided our research with Public Impact over the last year, and culminated in a white paper released last month. Given the persuasive anecdotes and achievement results we saw from the […]

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    A new approach to personalized learning reveals 3 valuable teaching insights

    May 31, 2018 | by Thomas Arnett

    Personalized learning’s rationale has strong intuitive appeal: We can all remember feeling bored, confused, frustrated, or lost in school when our classes didn’t spark our interests or address our learning needs. But an intuitive rationale doesn’t clearly translate to effective practice. For personalized learning to actually move the needle on improving student experiences and elevating […]

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