Yong Zhao is a Foundation Distinguished Professor in the School of Education at the University of Kansas and a professor in Educational Leadership at the Melbourne Graduate School of Education in Australia. He previously served as the Presidential Chair, Associate Dean, and Director of the Institute for Global and Online Education in the College of Education, University of Oregon, where he was also a Professor in the Department of Educational Measurement, Policy, and Leadership. Prior to Oregon, Yong Zhao was University Distinguished Professor at the College of Education, Michigan State University, where …

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[9 Mar 2021 | No Comment | 22,894]

My article Build back better: Avoid the learning loss trap published in Prospects on March 4 2021. Below is the abstract and you can read here.

A dangerous trap exists for educators and education policy makers: the learning loss. This trap comes with a large amount of data and with sophisticated projection methods. It presents a stunningly grim picture for education and it invites educators and policy makers to make wrong decisions and invest in wrong things. The article identifies a number of undesirable outcomes that their concerns could lead to. It also …

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[18 Feb 2021 | No Comment | 10,752]

Just published in Journal of Educational Change: The changes we need: Education post COVID-19
Yong Zhao and Jim Watterston
Accepted: 28 January 2021
Read here or Download the PDF here
The COVID-19 pandemic has caused both unprecedented disruptions and massive changes to education. However, as schools return, these changes may disappear. Moreover, not all of the changes are necessarily the changes we want in education. In this paper, we argue that the pandemic has created a unique opportunity for educational changes that have been proposed before COVID-19 but were never fully realized. We identify three …

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[13 Jul 2020 | One Comment | 52,927]

My paper published in the journal of International Studies in Educational Administration. Download and read the paper here.
Abstract: The ‘grammar’ of schooling identified by David Tyack and William Tobin in the 1990s is the core business of schools. Despite numerous efforts by numerous smart, innovative, and sometimes even powerful individuals to make changes, the ‘grammar’ stays pretty much the same. There are plenty of reasons why it should not be the way to organise schooling, yet it still is. During COVID-19, is it possible to make changes to the ‘grammar’? My argument …

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[21 Apr 2020 | One Comment | 5,926]
From “Yes, but” to “Yes, and…:” Reimagine Possibilities and Obstacles of Educational Change

My encounters in recent weeks’ discussions (virtual meetings, social media interactions, and discussions on our new show #silverliningforlearning) once again focused my attention on a common phenomenon in education. Almost everyone thinks education should change and everyone seems to agree with the general directions of change (While the specifics of the desired change vary, the fundamentals are very similar—personalization, student agency/voice/self-determination, less testing, more authentic learning experiences, and attention to the whole child and cultivate different set of skills and competencies.) Moreover, there are many wonderfully successful examples of the …