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Research Roundup, July 7

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

To help or not to help: The homework question Deseret News: National Edition

Traditionally, part of good parenting is helping your kids with their homework, but new research says that might be detrimental to your child's academic performance.

When the Teacher Is Depressed NY Times

In a study published last month in the Journal of Consulting and Clinical Psychology, [Lieny] Jeon and her co-authors found that behavioral problems were more common among 3-year-olds whose teachers reported depressed mood than among preschoolers whose teachers were not depressed. Such behavioral problems include inattentiveness, aggressiveness, emotional reactivity and anxious or depressive symptoms. The authors of the study suggest a couple of possible explanations for the link between teachers’ depression and children’s behavior problems.

Ethical Considerations In A Three-tiered Approach To School Discipline Policy And Practice Psychology in the Schools

Research indicates that school discipline policies and practices have a significant influence on both student and school functioning. The purpose of this article is to uncover how the ethical standards guiding the field of school psychology inform school decisions about discipline in a three-tiered approach. Various discipline approaches, empirical research evaluating the effectiveness of these approaches, and the role of school psychologists in school discipline decision making are reviewed. Ultimately, this integration of theory, empirical research, and ethical standards points to the importance of creating comprehensive and individualized school discipline policies that apply ethically sound practices at all three tiers of intervention. Implications for practicing school psychologists are discussed.

Mayworm, A. M. and Sharkey, J. D. (2014), ETHICAL CONSIDERATIONS IN A THREE-TIERED APPROACH TO SCHOOL DISCIPLINE POLICY AND PRACTICE. Psychol. Schs.. doi: 10.1002/pits.21782

Ed school to share in $5 million grant Evanston Now

Northwestern and two other schools will share a nearly $5 million grant to create a new national center to study how educational leaders -- including school district supervisors and principals -- use research when making decisions.

This Research Roundup was compiled by Chanelle Spencer, Research Fellow at NSCC

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Research Roundup, June 27

By .(JavaScript must be enabled to view this email address) on June 27, 2014

The 5 R’s of Mindfulness: Incorporating mindfulness into everyday life Michigan State University Extension

Research shows the benefits of social and emotional learning for both youth and adults. According to the Collaborative for Academic, Social and Emotional Learning (CASEL), efforts that promote social and emotional learning improve young people’s academic success and overall health and wellbeing, while also reducing negative behaviors such as alcohol and drug use, violence and bullying. Learning to navigate stress and distressing emotions like anger, anxiety and fear is an important part of developing emotional resiliency.

'Kindness kits' meant to inspire younger students Upper Arlington News

Barrington Elementary School fifth-graders left a legacy for younger students earlier this month -- Kindness Kits to promote the school motto, "Work Hard, Be Kind." Parent and PTO member Tina Muldoon said the fifth-graders created kits filled with "tools that inspire and empower kids to make safe and kind choices" and gave one to each kindergarten through fourth-grade classroom.

Why It’s Imperative to Teach Empathy to Boys MindShift

While parents, researchers, and educators decry the lack of STEM toys for girls — and rightly so — what often goes unnoticed is that assigning genders to toys harms boys, as well. Too often children’s playrooms reinforce gender stereotypes that put boys at risk of failing to gain skills critical for success in life and work. The most important of these? Empathy.

This Research Roundup was compiled by Chanelle Spencer, Research Fellow at NSCC

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Research Roundup, June 23

By .(JavaScript must be enabled to view this email address) on June 23, 2014

Teen Bullies, Victims Armed More Than Other Kids, Study Says HealthDay News

In an analysis of 45 studies involving more than 692,000 11- to 21-year-olds, researchers found that any person involved in bullying -- whether as a victim, a bully or a bully-victim -- had a higher chance of carrying weapons than those not involved in bullying. Victims of bullying who became bullies themselves were more likely to be armed than victims, particularly in the U.S. The findings appear in the journal JAMA Pediatrics.

Youth Leaders Are Fighting for Social Justice and Inclusion Through Sports Huffington Post

Sports are a big deal…Project UNIFY is a youth-led movement, meaning that high school and university-aged students have the unique power to positively impact their school communities by promoting social inclusion…Special Olympics is the quintessential social justice movement. There was a problem -- people with intellectual disabilities were marginalized and treated unfairly -- and now there is a solution.

City preparing to expand restorative justice programs Chalkbeat NY

The city is poised to dramatically expand restorative justice programs aimed at improving school climate and rethinking school discipline next year. The head of the Department of Education’s Office of Safety and Youth Development verbally committed to provide new support for restorative justice programs at a meeting about school discipline issues…the agreement represents the administration’s first step toward enacting discipline policy changes that Chancellor Carmen Fariña and Mayor Bill de Blasio have both called for.

Zero-tolerance behavior policies in schools prove harmful, study says Deseret News: National Edition

Schools that focus resources on improving the learning environment lessen cases of misbehavior faster and more effectively than schools that focus on discipline, according to new research. A study released June 4 by the Council of State Governments Justice Center reported that the number of students breaking rules declined dramatically in schools that focused on preventative measures like ensuring a positive and inviting learning environment. Whereas schools that maintained or increased punishment for broken rules saw no change in student behavior.

This Research Roundup was compiled by Chanelle Spencer, Research Fellow at NSCC

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Research Roundup, June 9

By .(JavaScript must be enabled to view this email address) on June 09, 2014

The Relationship Between Bullying and Suicide: What We Know and What it Means for Schools Centers for Disease Control and Prevention

In the past decade, headlines reporting the tragic stories of a young person’s suicide death linked in some way to bullying (physical, verbal, or online) have become regrettably common. There is so much pain and suffering associated with each of these events, affecting individuals, families, communities and our society as a whole and resulting in an increasing national outcry to “do something” about the problem of bullying and suicide. For this reason, the Centers for Disease Control and Prevention (CDC) and other violence prevention partners and researchers have invested in learning more about the relationship between these two serious public health problems with the goal of using this knowledge to save lives and prevent future bullying.

Little Children and Already Acting Mean Wall Street Journal

Children still in kindergarten or even younger form cliques and intentionally exclude others, say psychologists and educators who are increasingly noticing the behavior and taking steps to curb it.

Integrating Social-Emotional Learning Into High School Education Week

"At this school, they go all out around the student's emotions," Jameisha, a 12th grader, told us. "They ask, they listen. I don't wake up and think, 'Oh I hope this don't happen.' I think, 'I'm OK. I'm fine. I'm ready to learn.'" At Jameisha's South Side Chicago high school, a full-on commitment to social and emotional learning, or SEL, has transformed the environment from a nightmare of urban violence to a place where students dream of college. And although the circumstances and challenges may differ at other public secondary schools, around the nation we are seeing a new recognition that social and emotional factors markedly affect academic engagement, achievement, and educational attainment in the adolescent years.

Youth bullying trends in the United States: Research and Data Journalist’s Resource

Youth bullying has become a high-visibility issue of concern for school districts and public officials in recent years. A majority of states now have anti-bullying laws on the books and the White House launched its first anti-bullying campaign in 2011. Many school districts across the United States have adopted bullying prevention programs, which can reduce the prevalence of bullying by an average of 20% according to one research meta-analysis.

This Research Roundup was compiled by Chanelle Spencer, Research Fellow at NSCC

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Research Roundup, May 28

By .(JavaScript must be enabled to view this email address) on May 28, 2014

Research: School trips improve weaker pupils' writing TES News

School trips to the zoo, local caves and castles have helped children struggling with writing to dramatically improve their written work, a report suggests. Pupils who went on memorable day trips followed by sessions writing about their experiences made nine months more progress than would be expected over a year, according to results published by the Education Endowment Foundation

Gangs in schools lead to more sexual harassment, according to study

A study co-authored by a University of Kansas professor shows that gang presence in schools is not only disruptive to a safe learning environment, it could also lead to more frequent and more aggressive incidents of sexual harassment.

Think not do: how reflection improves test scores Desert News National Edition

Harvard Business School released research this week that found a lesson deliberately coupled with time to reflect on what was just learned is more effective than rote practice. Researchers explain that “reflection” in this sense means, “taking time after a lesson to synthesize, abstract, or articulate the important points.”

All Hands on Deck: How Expanded Learning Time and Community Partners Can Benefit Students Center For American Progress

Significantly lengthening the school day is a promising strategy to close achievement and opportunity gaps…community partners can enhance the offerings in schools that lengthen the day. When the two form authentic partnerships based on a school’s goals, student needs, and constant evaluation of student data, expanded learning time schools and community partners can develop a promising all-hands-on-deck approach to student learning.

This Research Roundup was compiled by Chanelle Spencer, Research Fellow at NSCC

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