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	<title>Edurati Review &#187; learning</title>
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	<link>http://eduratireview.com</link>
	<description>Where Education Policy Meets Pedagogy</description>
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		<title>The Environment of Achievement, Part 3</title>
		<link>http://eduratireview.com/2011/03/the-environment-of-achievement-part-3/</link>
		<comments>http://eduratireview.com/2011/03/the-environment-of-achievement-part-3/#comments</comments>
		<pubDate>Wed, 23 Mar 2011 21:46:50 +0000</pubDate>
		<dc:creator>Kevin Washburn</dc:creator>
				<category><![CDATA[Education]]></category>
		<category><![CDATA[Kevin Washburn]]></category>
		<category><![CDATA[teaching]]></category>
		<category><![CDATA[CLASSROOM ENVIRONMENT]]></category>
		<category><![CDATA[DETERMINATION]]></category>
		<category><![CDATA[feedback]]></category>
		<category><![CDATA[learning]]></category>

		<guid isPermaLink="false">http://eduratireview.com/?p=848</guid>
		<description><![CDATA[Hope. Humility. Determination. How do these characteristics contribute to an atmosphere of achievement? The dictionary describes determination as a “firmness of purpose,” “perseverance,” “intentness,” “a state of indefatigableness.” As with most tone-related aspects of the classroom, an atmosphere of determination begins with the teacher. I believe every great—and bygreat I mean not just instructive, but [...]]]></description>
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		<slash:comments>0</slash:comments>
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		<title>The Environment of Achievement, Part 2</title>
		<link>http://eduratireview.com/2011/02/the-environment-of-achievement-part-2/</link>
		<comments>http://eduratireview.com/2011/02/the-environment-of-achievement-part-2/#comments</comments>
		<pubDate>Thu, 10 Feb 2011 02:43:53 +0000</pubDate>
		<dc:creator>Kevin Washburn</dc:creator>
				<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[curiosity]]></category>
		<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[feedback]]></category>
		<category><![CDATA[humility]]></category>
		<category><![CDATA[Judy Willis]]></category>
		<category><![CDATA[Karen Cushman]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[Robert Brooks]]></category>
		<category><![CDATA[teaching]]></category>

		<guid isPermaLink="false">http://eduratireview.com/?p=811</guid>
		<description><![CDATA[“But hope is not disconnected from action or result; it is the drive that propels action and result. It is not an ungrounded feeling but a belief that action can bring about change.” Hope is word #1, a characteristic of an atmosphere that enables optimal achievement. The second: humility. The dictionary suggests it involves a modest [...]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>The Environment of Achievement, Part 1</title>
		<link>http://eduratireview.com/2011/01/the-environment-of-achievement-part-1/</link>
		<comments>http://eduratireview.com/2011/01/the-environment-of-achievement-part-1/#comments</comments>
		<pubDate>Mon, 24 Jan 2011 19:46:50 +0000</pubDate>
		<dc:creator>Kevin Washburn</dc:creator>
				<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[David Shenk]]></category>
		<category><![CDATA[Education]]></category>
		<category><![CDATA[hope]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[Michael Jordan]]></category>
		<category><![CDATA[nature]]></category>
		<category><![CDATA[nurture]]></category>
		<category><![CDATA[resilience]]></category>

		<guid isPermaLink="false">http://eduratireview.com/?p=795</guid>
		<description><![CDATA[Three words grabbed my attention. Ideas that can make the difference between a t-ball novice and A-Rod, between nephew Johnny’s string recital performance and a Yo-Yo Ma concert, between the weekend jogger and Paula Radcliffe. No, not age, not time, nor even practice. (Though all these play a role.) For decades, researchers have pitched their [...]]]></description>
		<wfw:commentRss>http://eduratireview.com/2011/01/the-environment-of-achievement-part-1/feed/</wfw:commentRss>
		<slash:comments>1</slash:comments>
		</item>
		<item>
		<title>This teacher reacts to seeing &#8220;Waiting for Superman&#8221;</title>
		<link>http://eduratireview.com/2010/10/this-teacher-reacts-to-seeing-waiting-for-superman/</link>
		<comments>http://eduratireview.com/2010/10/this-teacher-reacts-to-seeing-waiting-for-superman/#comments</comments>
		<pubDate>Sat, 16 Oct 2010 04:40:58 +0000</pubDate>
		<dc:creator>teacherken</dc:creator>
				<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[Davis Guggenheim]]></category>
		<category><![CDATA[educational policy]]></category>
		<category><![CDATA[Geoffrey Canada]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[Mathematica]]></category>
		<category><![CDATA[Michelle Rhee]]></category>
		<category><![CDATA[New York Time]]></category>
		<category><![CDATA[Promise Academy I]]></category>
		<category><![CDATA[Schools]]></category>
		<category><![CDATA[teaching]]></category>
		<category><![CDATA[Waiting for Superman]]></category>

		<guid isPermaLink="false">http://eduratireview.com/?p=710</guid>
		<description><![CDATA[crossposted from Daily Kos for which it was first written Friday schools across Maryland were closed, so I went to the first show at Noon. On the way home I thought long and hard about what I would say. No matter how I parse it, my reaction has two key points. 1. Davis Guggenheim feels [...]]]></description>
		<wfw:commentRss>http://eduratireview.com/2010/10/this-teacher-reacts-to-seeing-waiting-for-superman/feed/</wfw:commentRss>
		<slash:comments>6</slash:comments>
		</item>
		<item>
		<title>Professional Development: A Defense</title>
		<link>http://eduratireview.com/2010/05/professional-development-a-defense/</link>
		<comments>http://eduratireview.com/2010/05/professional-development-a-defense/#comments</comments>
		<pubDate>Wed, 26 May 2010 20:08:12 +0000</pubDate>
		<dc:creator>Kevin Washburn</dc:creator>
				<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[Atul Gawande]]></category>
		<category><![CDATA[Collaboration]]></category>
		<category><![CDATA[instructional design]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[Marzano]]></category>
		<category><![CDATA[Professional Development]]></category>
		<category><![CDATA[Richard Paul]]></category>
		<category><![CDATA[Sergiovanni]]></category>
		<category><![CDATA[teaching]]></category>

		<guid isPermaLink="false">http://eduratireview.com/?p=490</guid>
		<description><![CDATA[Teacher conversations about professional development often include the terms worthless andwaste of time, and a general disdain for typical approaches is often evident. The back-and-forth can be a bruising arena for those who actually provide professional development, and I’ve been feeling a bit bruised recently. Don’t worry. The bruises have only been blows to my [...]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Learning Leadership Lessons: Culture… People… Determination</title>
		<link>http://eduratireview.com/2010/04/learning-leadership-lessons-culture%e2%80%a6-people%e2%80%a6-determination/</link>
		<comments>http://eduratireview.com/2010/04/learning-leadership-lessons-culture%e2%80%a6-people%e2%80%a6-determination/#comments</comments>
		<pubDate>Thu, 29 Apr 2010 19:06:02 +0000</pubDate>
		<dc:creator>Pam Moran</dc:creator>
				<category><![CDATA[Pam Moran]]></category>
		<category><![CDATA[Leadership]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[teaching]]></category>

		<guid isPermaLink="false">http://eduratireview.com/?p=477</guid>
		<description><![CDATA[Of late, I find myself in the early morning hours in front of the late night blue screen searching for words to emerge to describe how I feel about micro-conversations in which we share, chat, discuss, and, with some predictability, argue about all things education on twitter. There have been few moments in my life when [...]]]></description>
		<wfw:commentRss>http://eduratireview.com/2010/04/learning-leadership-lessons-culture%e2%80%a6-people%e2%80%a6-determination/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Creative Thinking in the Classroom, Part 2</title>
		<link>http://eduratireview.com/2010/04/creative-thinking-in-the-classroom-part-2/</link>
		<comments>http://eduratireview.com/2010/04/creative-thinking-in-the-classroom-part-2/#comments</comments>
		<pubDate>Tue, 13 Apr 2010 00:12:22 +0000</pubDate>
		<dc:creator>Kevin Washburn</dc:creator>
				<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[comprehension]]></category>
		<category><![CDATA[creative thinking]]></category>
		<category><![CDATA[Creativity]]></category>
		<category><![CDATA[Education]]></category>
		<category><![CDATA[elaboration]]></category>
		<category><![CDATA[Gregory Berns]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[teaching]]></category>
		<category><![CDATA[thinking]]></category>

		<guid isPermaLink="false">http://eduratireview.com/?p=428</guid>
		<description><![CDATA[Time. Is there a greater challenge for educators? It seems like instructional time is often the target of well-meaning but time-devouring programs. Assemblies, pep rallies, fund-raising motivational events, and those intercom announcements eat precious minutes, and these are on top of an already bloated curriculum. As a result, we tend to eliminate anything that has [...]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Maybe We Should Just All Go Back Outside and Teach</title>
		<link>http://eduratireview.com/2010/02/maybe-we-should-just-all-go-back-outside-and-teach/</link>
		<comments>http://eduratireview.com/2010/02/maybe-we-should-just-all-go-back-outside-and-teach/#comments</comments>
		<pubDate>Fri, 12 Feb 2010 13:52:04 +0000</pubDate>
		<dc:creator>Jason Flom</dc:creator>
				<category><![CDATA[Authentic engagement]]></category>
		<category><![CDATA[Authentic learning]]></category>
		<category><![CDATA[Jason Flom]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[teaching]]></category>
		<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[Environment]]></category>
		<category><![CDATA[Humor]]></category>
		<category><![CDATA[Maslow Hierarchy of Needs]]></category>

		<guid isPermaLink="false">http://eduratireview.com/?p=154</guid>
		<description><![CDATA[In the 500 years since Columbus&#8217;s Big Misunderstanding in the &#8220;West Indies&#8221;, our education system has come a long way. After manhandling the country away from the natives (who&#8217;s &#8220;schools&#8221; probably consisted of ridiculously worthless lessons like feeding your family, shelters that last, and building fires without zippos, anyway) we&#8217;ve managed to construct an institution [...]]]></description>
		<wfw:commentRss>http://eduratireview.com/2010/02/maybe-we-should-just-all-go-back-outside-and-teach/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Making the Shift, Part 2: Toolboxes not Suitcases</title>
		<link>http://eduratireview.com/2009/08/making-shift-part-2-toolboxes-not-html/</link>
		<comments>http://eduratireview.com/2009/08/making-shift-part-2-toolboxes-not-html/#comments</comments>
		<pubDate>Mon, 17 Aug 2009 18:29:00 +0000</pubDate>
		<dc:creator>Kevin Washburn</dc:creator>
				<category><![CDATA[executive function]]></category>
		<category><![CDATA[Jose Bowen]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[Lynn Meltzer]]></category>
		<category><![CDATA[Philip David Zelazo]]></category>
		<category><![CDATA[teaching]]></category>
		<category><![CDATA[thinking]]></category>

		<guid isPermaLink="false">http://eduratireview.com/?p=93</guid>
		<description><![CDATA[Ever go through a turnstile and realize something you needed was left on the other side of the gateway? During my first encounter with a public transit system, I tried to take a rolling suitcase through a subway turnstile. Of course I ended up on one side of the gateway with my luggage on the [...]]]></description>
		<wfw:commentRss>http://eduratireview.com/2009/08/making-shift-part-2-toolboxes-not-html/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Self-Regulation Supports Student Learning and Achievement</title>
		<link>http://eduratireview.com/2009/05/self-regulation-supports-student-html/</link>
		<comments>http://eduratireview.com/2009/05/self-regulation-supports-student-html/#comments</comments>
		<pubDate>Tue, 26 May 2009 20:30:00 +0000</pubDate>
		<dc:creator>Kevin Washburn</dc:creator>
				<category><![CDATA[Kevin Washburn]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[self-regulation]]></category>

		<guid isPermaLink="false">http://eduratireview.com/?p=53</guid>
		<description><![CDATA[By Dr. Kevin Washburn, Contributing Editor You sit in a room with almost nothing in it. It’s just you, a table, and a single cookie. The researcher who left a moment ago said you could eat the cookie—two chocolate wafers connected by a cream filling. Or, you can wait until he returns in a few [...]]]></description>
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		<slash:comments>1</slash:comments>
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