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Research Roundup Dec 1,2014

By .(JavaScript must be enabled to view this email address) on December 01, 2014

Bringing Education to African Girls   New York Times

Ms. Cotton was award the World Innovation Summit Education Prize for her role as founder of Camfed, an organization that has helped millions of young girls in sub-Saharan Africa. Through direct sponsorship to young women’s education, Camfed works to ensur girls remain in school. “Besides financially supporting students, the organization trains teachers, mentors and community activists. It has also created a 25,000-member network of Camfed graduates who use their own experiences to teach and advise their communities, something the organization calls a “virtuous cycle.”


What It Takes to Fix American Education The Daily Beast

“We’re spending way too much time focusing on who is ‘winning’ and ‘losing’ debates over education, and not enough on implementing proven solutions.” Jonah Edelman writes how education reform is not a quick fix, but a process that involves many long term changes. He believes students, teachers, and parents should all have a voice in the discussion. 


Sacramento City Schools Focus on Emotional Learning The Sacramento Bee

The school district of Sacramento is adding social learning to their curriculum for all grade levels. A teacher says, “The aim, is to move students toward responsible decision-making and making ethical and constructive choices about themselves and their social behavior.” Another questions, “It’s about what kind of future generation we are creating within our current set of students and what kind of world do we want to model for them? Social and emotional learning is at the heart of education. It has got to be. Otherwise we’re lost.”


IU Partnership Helps High School Students Learn Art of Film-making, Produce Movies The Republic

Susanne Schwibs, an experimental film professor at IU and Noel Koontz, a film literature teacher at academy decided to bring their classes together through service learning. “"When (IU students) learn and try to teach techniques to the high school students, they get a deeper understanding of what they themselves are doing," Schwibs said."Film-making is collaborative," Koontz said. He continues, "bringing the learners together helps to mimic the film-making process, and it gives his class a chance to try different kinds of techniques to create a narrative hands-on.”


Education policy lags behind research findings Boston Globe

There is new development in literature on how children develop skills that are crucial to academic and life-long success, and the development of the brain. The NIH study of a Chicago preschool program found that by age 24, children who participated in the program had lower rates of depression, violent crime and incarceration, and were more likely to attend four-year colleges and to have health insurance than children who did not participate in the preschool program. Learning requires that children be able to pay attention, be patient, persist, persevere, face their mistakes, and remain focused when frustrated. Each of these skills is rooted in the ability of children to understand, control and manage their own emotions.

8 No-Prep Methods to Reduce Classroom Bullying: By Beth Morrow

By .(JavaScript must be enabled to view this email address) on October 13, 2014

With the continual crush of standards and tests in our classrooms, it’s tempting to bypass the more creative and less structured social activities that don’t end up on a bubble sheet.

The irony is that those feel-good moments are the only opportunity many students have to get to know each other in a socially positive environment as people, not competitors. Bullying is often the result of one person seeking power or attention--or both--from someone lacking confidence in their own social self-worth. The danger is that in eliminating deliberate social skill-building activities, students do not have exposure to or experience in building their own self-worth.  By cutting out these confidence-building moments, it’s as though we are expecting fewer bullying behaviors by eliminating the very tools that can help improve the situation.

We frequently claim we need more time to improve classroom climate but more time is not a prerequisite. Here are eight no/low-prep ways to infuse our classrooms with the behaviors we most want to see from our students.

[Read more…]

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

[Read more…]

Research Roundup

By .(JavaScript must be enabled to view this email address) on March 04, 2016

Most research shows the negative implications of stress, such as less cognitive function and less self-control.  If students can learn how to embrace their stress they can view stress as a challenge which can be overcome.  If students are given “resources to handle the situation, the stress can actually energize students to do better”.  Stress will always be a part of life so teaching students “to calm down in the moment” and approach stress in a positive manner can help students cope with stress. Accepting stress can lead students to become more proactive and improve learning. Read on to learn about Kelly McGonigal, health psychologist and lecturer at Stanford University, and her suggested ways to help students approach stress.  

Federal Education Law that has come out of Every Student Succeeds Act (ESSA) requires states to choose “one nonacademic measure in judging school performance”.  These nonacademic measures are just as important as cognitive abilities.   Some are worried that “definitions are unclear and the tests faulty”.  Those against measuring these non-cognitive skills claim there is no reliable way to test these social emotional skills (Self-control, empathy, perseverance, etc.).  Teaching social emotional skills shy away from strict testing scores and look at the student through holistic lenses. The National Assessment of Educational Progress which reports out the “nation’s report card” will now have questions about social emotional skills. Read on to learn how some see measuring social emotional skills a necessity and why others are hesitant.

Melissa Richards and Carol Hunt are incorporating the arts into their math lessons.  It combines different subjects such as dance, drama, math, and other academic subjects to engage students known as “art integration”.  This form of teaching is unlike the traditional classroom teachings and it seems to be working.  Teachers who were trained saw students perform better on math assessments compared to teachers who were not trained. Read on to learn more about this engaging program! 

Research Roundup

By .(JavaScript must be enabled to view this email address) on July 30, 2015


Educational neuroscience is gaining more popularity as it seeks to understand how learning happens and what physically happens to the brain as learning takes place.  Current neuroscience research confirms that “hands on learning” is best because “multiple senses receive such information” which stores information in more areas of the brain. This article digs deeper into how educational neuroscientists are looking into closing achievement gaps and improve special education practices.




In this article, educational psychology professor, Dorothy L. Espelag, talks about three ways schools can create bullying-prevention strategies.  First, she emphasizes the need for a “community wide effort’’ in terms of creating “long term change”.  To achieve long term goals and improve school climate she states that bullying needs to be handled in the following three ways: first, reporting incidents which helps give victims a voice; second, reviewing incidents and having trained personnel on staff to document and validate the incident; and third, resolving incidents by understanding research and restorative practice strategies to help lessen future incidents. 




This short video features Ruthanne Buck, who is a part of “Teach to Lead” discussing how teachers need the opportunity to innovate; and “right now they don’t have the space”.  She urges teachers to be the one to “create solutions” that will lead to creating teacher leadership.