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Research Roundup, April 2

By .(JavaScript must be enabled to view this email address) on April 02, 2014

School lessons in empathy lead to lower levels of aggression Prevention Action

Aggressive behavior in schools is a problem that can seriously disrupt teaching and learning for all students, not just those that are hostile or engage in fighting. Spanish research suggests that a socio-emotional learning (SEL) program can help to reduce aggression among youth by increasing their levels of empathy.

The Harder They Fall: New Research Shows How Popular Kids Go After Each Other to Climb the Social Ladder Slate Magazine

We are used to worrying about the socially isolated misfits, the tweens and teens who are far down in the pecking order and can’t really defend themselves. We should still worry about those kids, especially if they’re disabled or gay at a school where that’s not accepted. But they are not the only targets of teenage cruelty. The surprising finding in a new study is that it’s kids with social clout—the popular kids—who report the most distress when they say they’re victimized by their peers.

Suspending students from school mostly a bad idea, research says Herald Sun

Errant students should be counseled by psychologists about their feelings and behavior rather than suspended, according to research. Daniel Quin, a PhD student from the Australian Catholic University, surveyed 304 Victorian high school students, including 74 who had been suspended. Mr Quin found that suspension could actually worsen problem behavior.

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Research Roundup, March 10

By .(JavaScript must be enabled to view this email address) on March 10, 2014

Socialization technique helps in academic achievement, trial study finds The Washington Post

A popular teaching technique to help elementary students develop emotional and social skills also leads to academic achievement, according to a study released Thursday.

What The U.S. Can Learn From Finland, Where School Starts At Age 7 NPR

Finland, a country the size of Minnesota, beats the U.S. in math, reading and science, even though Finnish children don't start school until age 7.

Social-emotional learning affects academic success in adolescent years, case studies show The Sacramento Bee

Five new case studies of U.S. public secondary schools, released, underscore the complex interplay of academic, social, and emotional factors that affect adolescent learning.

Schools must teach emotional resilience: study Sydney Morning Herald

An alarming snapshot of the mental health of high school students has found one in three girls and a quarter of boys are depressed, with many turning to violence, alcohol and unwanted sex to cope with problems.

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Research Roundup, March 3

By .(JavaScript must be enabled to view this email address) on March 03, 2014

Study Questions Principals' Tendency to Split Up Twins in Kindergarten Ed Week

School principals overwhelmingly believe that twins should be separated in kindergarten to promote each individual's independence as well as academic achievement, but such decisions can have a profoundly negative impact on children, new research asserts.

CPS: Expulsion rate higher at charter schools Chicago Tribune

As it continues to modify strict disciplinary policies in an effort to keep students in the classroom, Chicago Public Schools…released data showing privately run charter schools expel students at a vastly higher rate than the rest of the district. The data reveal that during the last school year, 307 students were kicked out of charter schools, which have a total enrollment of about 50,000. In district-run schools, there were 182 kids expelled out of a student body of more than 353,000. That means charters expelled 61 of every 10,000 students while the district-run schools expelled just 5 of every 10,000 students.

How ‘Special Education’ Can Help Children Who Don’t Need It The Wall Street Journal

Much has been written about the benefits educating children with disabilities alongside typically developing children. Special education students in inclusions classrooms have increased friendships, good role models, greater access to academic rigor, and improved social skills. In the inclusion classroom, my son has been gifted with an incredible opportunity that I believe would benefit all children. Learning alongside children who are different is an asset for him.

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Research Roundup, February 14

By .(JavaScript must be enabled to view this email address) on February 14, 2014

How to Integrate Social/Emotional Learning Into Common Core Huffington Post

Do the Common Core State Standards undermine social-emotional learning? Many educators think so. In a recent Ed Week op-ed, an elementary principal argued that teachers were too busy teaching Common Core to address the social-emotional development of their students. I've heard the same argument from many teachers. This is troubling given that researchers strongly suggest that the learning process is 50 percent social-emotional and 50 percent cognitive.

Teachers are itching for a research-based approach - why don't we give it to them? New Statesman

You would be unimpressed if your doctor relied on intuition and "common sense", rather than the best lessons from up-to-date research, as the basis for deciding your course of treatment. In contrast with medicine, school teaching is not typically considered an evidence-based profession. If medical interventions are to be determined by research into practices that work, why should the education of our children be different?

Two NJ colleges launching 'social-emotional' training for teachers to reduce bullying NJ News

Rutgers University and the College of Saint Elizabeth are teaming up to launch an online training program to help teachers reduce bullying, campus officials said. The Social-Emotion Learning — or SEL — program will train teachers nationwide to help students manage their emotions, make better decisions and develop concern for others, developers said.

Holding kids back 'traumatic' Fairfax New Zealand News

Fifty years of research shows holding children back a year at school does more harm than good - but political legislators have ignored it, a visiting American education professor says. The insecurities associated with a child feeling like a failure have long-term effects on their education and lead to anti-social behaviour, Professor Emeritus David Berliner said...

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Research Roundup, February 7

By .(JavaScript must be enabled to view this email address) on February 07, 2014

Report reveals special education graduation rate gap Dothan Eagle

U.S. Department of Education data shows that for 2011-2012, the state had an overall graduation rate of 75 percent, while special education students had a graduation rate of 54 percent – a 21-point achievement gap. However, this was a large improvement from the previous year, where the overall graduation rate was 72 percent and the graduation rate for special education students was 30 percent.

Local Educators Weigh In on Longer School Day and Year Barista Kids

Dr. Concetta Donvito, director of the Montclair State University Network for Educational Renewal in the Center of Pedagogy, which focuses on promoting the renewal of schools and educating educators, said the quality of teaching and the material taught to students are more important than number of hours spent in class and referred to a 2012 report on expanded school learning.

Single-Sex Education Does Not Improve Girls' Self-Esteem, Math Achievement: STUDY The Huffington Post

Study results released this week by the American Psychological Association found that students do not perform better in math, science or verbal subjects when they attend single-sex schools, or single-sex classes within coeducational schools. The research, which analyzed 55 years worth of data, refutes theories that adolescent girls thrive when separated from boys, and that boys perform better when they have a curriculum specifically tailored to them.

Diverse Group of Funders Strive to Improve Children's Health & Learning by Incorporating Social and Emotional Learning into Classroom Instruction PR Newswire

"Too many people view social and emotional learning (SEL) as an add-on to be taught when time allows for it," said Developmental Studies Center President Frank Snyder. "But, research has shown that when SEL is fully integrated into academic instruction, schools see improved educational outcomes and more conducive environments for critical thinking and collaboration.

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