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Research Roundup, September 17

By .(JavaScript must be enabled to view this email address) on September 17, 2014

Do students learn more when their teachers work well together? Washington Post

Student achievement may be connected to the quality of relationships among teachers. “A number of studies suggest that good things happen for students in schools where teachers work together routinely,” the blog states, which highlights work from organizational behavior scholars Carrie Leana and Frits K. Pil from University of Pittsburgh. Students who have disadvantages of lower achievement due to socioeconomic status may be able to offset their chances if they have teachers of high social capital.

Preschool Program Focuses on the Brain KVNF

“Focused Kids” is a program that helps preschoolers focus and calm their minds so they are ready to learn. The young students tend to come from lower income and broken families, so even at the age of five, they can learn to take “charge of their own brain.” The Collaborative for Academic, Social and Emotional Learning in Chicago have studies that have found that “developing kids’ social and emotional skills is critical to being a good student, citizen and worker. And, it can prevent or reduce risky behaviors.” Focused Kids utilizes the SEL model as their foundation.

One to Grow On/Releasing the Will to Learn Educational Leadership-ASCD

How can educators motivate students to learn? Student success requires motivation, but barriers to this are parental support, lack of time, and lack of resources (Education Week Research Center, 2014). The “Three Concentric Circles” are the areas discussed in this ASCD piece that affect student motivation: The Personal Sphere, The Social Sphere, and The Academic Sphere. Read about the concerns of students and how teachers can respond to them.

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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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Enhancing SEL Learning at P169M

By .(JavaScript must be enabled to view this email address) on January 21, 2014

Our series of blog posts focused on social-emotional learning (SEL) continues. In this post, we introduce you to P169M, a District 75 school using SEL as a common language to enrich individual and group instruction needs.

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Promoting Social-Emotional Awareness at Mickey Mantle School

By .(JavaScript must be enabled to view this email address) on January 15, 2014

Developing a positive school climate is a partnership effort between the entire school community of educators, administrators, mental health professionals, students, and parents. Schools and districts across the nation are speaking to this effort in a number of innovate ways. In this post, we introduce you to Mickey Mantle School, a District 75 school developing a common language supportive of academic, social and emotional needs. Read on for the first of a series of blogs highlighting schools promoting high levels of social-emotional awareness and understanding.

By: Barry Daub, Principal, P811M-The Mickey Mantle School, New York, NY

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