When students never learn to read cursive, they lose access to any historical documents that haven't been typed up, experts say.
Recently in Research Category
July 17, 2014
July 02, 2014
Children who decide for themselves how to spend their time have more highly-developed executive function, according to a new study. And those children will go on to be healthier, wealthier, and more socially stable throughout their lives.
June 06, 2014
When researchers asked study participants to reflect on what they had just learned, their performance increased the next time they returned to the material.
May 02, 2014
In a new book, Harvard Paul E. Peterson points to significant "gaps between what teachers and the public think is best for the education of our nation's children," including on issues such as performance pay, teacher evaluation, annual testing, school choice, teacher hiring and tenure, and school spending.
April 24, 2014
A new study shows that the Facing History professional-development program, oriented around an immersive civics-education unit, significantly improved teachers' sense of instructional effectiveness, while also boosting students' historical-thinking skills.
February 03, 2014
A new study distinguishes between real positive benefits of some kinds of rumormongering.
January 13, 2014
A new study out of Emory University offers evidence that reading novels is more than just high-level entertainment. It also appears to be good for your brain.
January 07, 2014
A recently-released study concludes that good looks tend to improve a student's chances of academic success, including better grades in high school, according to a CNN research column.
November 20, 2013
In a captivating keynote last Sunday at the Learning & the Brain conference in Boston, G. Christian Jernstedt, a professor of psychological and brain sciences at Dartmouth College, discussed some broad brain-science principles regarding how people learn that may be helpful for classroom educators.
November 17, 2013
In an address on deeper learning at the Learning and the Brain conference in Boston this weekend, Christine Massey, the director of research and education at the Institute for Research in Cognitive Science at the University of Pennsylvania, offered a helpful definition: "We take deeper learning as the process of learning for transfer."