A National Center for Education Statistics program will begin to study teaching best practices and conditions in the U.S. this Spring.
March 2012 Archives
In "Improving Working Memory Efficiency by Reframing Metacognitive Interpretation of Task Difficulty," published in March's Journal of Experimental Psychology, researchers Frédérique Autin and Jean-Claude Croizet conducted three tests to examine how framing the learning process affected 6th graders' performance on a test.
From guest blogger Hannah Rose Sacks Math anxiety has been a topic of conversation in both the education and psychology fields for half a century. However, it is only recently that scientists have been able to find a physiological link. A new study, published in this month's issue of Psychological Science, finds that the part of the brain that activates when faced with fear-inducing stimuli reacts similarly when faced with problems involving math for those with performance fears surrounding math. When this part of the brain activates in people with math anxiety, the brain's ability to process and reason through ...
Recent research has regularly indicated that teacher coaching and high expectations for student behavior are characteristics of the most effective charter schools. In "Learning from Charter School Management Organizations: Strategies for Student Behavior and Teacher Coaching", researchers from the Center for Reinventing Public Education and Mathematica probe into exactly what those teacher coaching and behavior expectations look like.
President Obama has nominated Susanna Loeb to join the National Board for Education Sciences.
In "Where Should Student Teachers Learn to Teach? Effects of Field Placement School Characteristics on Teacher Retention and Effectiveness," the University of Michigan's School of Education's Matthew Ronfeldt seeks examines the relationship between the teacher placements and later retention and performance of 2,860 New York City teachers who had field placements during the 2003-04 school year. He finds that teachers who were placed in easier-to-staff schools were more likely to keep teaching in New York City's schools and performed better (as determined, yes, by value-added measures) than those who were placed in tough-to-staff schools.
In "Video Game Playing, Attention Problems, and Impulsiveness: Evidence of Bidirectional Causality," published in the American Psychological Association's Psychology of Popular Media Culture journal, researchers Douglas A. Gentile and Edward Swing from Iowa State University joined with Choon Guan Lin of the Institute of Mental Health in Singapore and Angeline Khoo of Singapore's National Institute of Education to examine the relationship between video games, attention, and impulse control. They found that students who spend more time playing video games are likely to have more attention problems later on, and that students who have attention disorders are likely to play more ...
A new University of North Carolina-Chapel Hill study finds rising state standards, mixed with federal accountability, does lead to educational triage—but the effect seems to be short-lived.
New experimental studies find no benefits for Tools of the Mind preschool program.
The Society for Research on Educational Effectiveness opens its annual conference in Washington with a closer look at research on program scale-up efforts.
Charters were meant to be a hotbed for innovation, so it's no surprise that they're one of the most-studied types of schools (and school reforms). I summarized some of the most recent research on charter schools for our business and innovation special report.
For "Does Shortening the School Week Impact Student Performance? Evidence from the Four-Day School Week," Mary Beth Walker of the Andrew Young School of Policy Studies at Georgia State University and D. Mark Anderson of Montana State University examined rural schools' fourth grade reading and fifth grade math scores on the Colorado Student Assessment Program. The researchers looked at math scores from 2001-2010 and reading scores from 2000-2010 for schools with both four-day and traditional school weeks.
From guest blogger Hannah Rose Sacks How much sleep do students need to do well in school? It's not necessarily as much as previously thought. However, a new study conducted by Eric R. Eide and Mark H. Showalter of Brigham Young University says the real answer is: it depends. The study, published online in January by Eastern Economic Journal, sought to determine the optimal number of hours students need to achieve at the highest levels. To determine the optimal amount of sleep, they compared standardized test scores in mathematics and reading with the self-reported number of hours students were typically ...