Are we rushing education change? The case for slowing things down
Education is known for endless change, and over the years that's taken many forms: testing modifications, curriculum adjustments, new committees to join, fresh acronyms to learn. With these continuous shifts comes an accompanying sense of urgency, one that tells educators to hurry up and implement whatever is on the horizon, even if that leaves us feeling a little like the hare in the classic tortoise and the hare fable. When change is needed, why is it accompanied by a mindset that necessitates rushing the process?
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