And, in a separate, ongoing study of nearly 500 preschoolers, Ms. Cameron found about a third tested high in both executive-function skills—such as following directions amid distractions—and visual-motor skills, such as cutting paper. Children who performed well in either or both executive-function and visual-motor skills achieved well in both math and reading achievement and class behavior later on in the early-elementary grades.
“It’s the children who are low in both who are struggling,” Ms. Cameron said. The more quickly children become automatic in mentally coordinating an action or repeating a design, the more they can free up working memory and organize their thinking for more abstract problems.
Showing 156 posts tagged research
As more and more foundation money floods into K-12 education, it is being channeled to fewer and fewer groups, according to new research presented at the American Educational Research Association meeting here last week.
Researchers also found that foundation money is moving away from traditional public schools and toward “challengers to the system”—primarily charter schools—and that the funders in general are becoming much more active in shaping how those challengers develop.
image via flickr:CC | opensourceway
New research suggest an aesthetic experience that reflects a person’s mood can help calm emotional turmoil. Thus, sad music or books may help someone get through heartbreak.
“Emotional experiences of aesthetic products are important to our happiness and well-being. Music, movies, paintings, or novels that are compatible with our current mood and feelings, akin to an empathic friend, are more appreciated when we experience broken or failing relationships,” write the study authors.
image via flickr:CC | shainelee
Kids who were better at reading and math at age seven ended up in a higher socioeconomic class age 42, regardless of what other advantages they had.
Enrollment in advanced placement courses has skyrocketed in recent years, and there are many reasons for this spike. Students often believe taking AP courses will give them an edge in getting into college, help them do better once there, and save them money by not having to take those classes again. And many believe AP programs enrich students’ lives because they’re taking part in a rigorous program of learning.
But a recent study found that research doesn’t unequivocally support those beliefs.
“The research is mixed,” said Denise Pope, co-founder of Challenge Success, a non-profit organization at the Stanford University Graduate School of Education. “There isn’t any clear research for any of those claims.”
I have seen a number of prompts that ask students to move beyond the evidence and expand on why that evidence is included in a passage, or to make direct connections to situations in a student’s personal life. However, these scenarios are not the norm, even though they should be. What can we do to move from scavenging to digesting of information? Here are three “simple” ideas…
Concern about young people’s use of technology is nothing new, of course. But Rosen’s study, published in the May issue of Computers in Human Behavior, is part of a growing body of research focused on a very particular use of technology: media multitasking while learning. Attending to multiple streams of information and entertainment while studying, doing homework, or even sitting in class has become common behavior among young people—so common that many of them rarely write a paper or complete a problem set any other way.
But evidence from psychology, cognitive science, and neuroscience suggests that when students multitask while doing schoolwork, their learning is far spottier and shallower than if the work had their full attention. They understand and remember less, and they have greater difficulty transferring their learning to new contexts. So detrimental is this practice that some researchers are proposing that a new prerequisite for academic and even professional success—the new marshmallow test of self-discipline—is the ability to resist a blinking inbox or a buzzing phone.
Recent research examining efforts to enhance collaboration in districts and schools strongly indicates that purposefully building trust works. Studies by the Consortium on Chicago School Research and the National Center for Educational Achievement (a division of the firm that develops the ACT college admission tests) bear this out, as do the examples of the Cincinnati, Union City, New Jersey, and Springfield, Massachusetts public school districts. The weight of this accumulating evidence suggests that it is time to reverse course from the ineffective reliance on the coercive “sticks” that have dominated education policymaking to a new set of approaches that would promote effective teamwork and intensively collaborative practices.
A group of students who saw that a backpack was attached to an avatar that they had created overestimated the heights of virtual hills, just as people in real life tend to overestimate heights and distances while carrying extra weight, according to Sangseok You, a doctoral student in the school of information, University of Michigan.
“You exert more of your agency through an avatar when you design it yourself,” said S. Shyam Sundar, Distinguished Professor of Communications and co-director of the Media Effects Research Laboratory, Penn State, who worked with You. “Your identity mixes in with the identity of that avatar and, as a result, your visual perception of the virtual environment is colored by the physical resources of your avatar.”
image via flickr:CC | Dr._Colleen_Morgan
The study found that students motivated by a desire for autonomy and competence tended to earn higher grades and show a greater likelihood of persistence than did other students.
Why did you decide to go to college?
Laptops are commonplace in university classrooms. In light of cognitive psychology theory on costs associated with multitasking, we examined the effects of in-class laptop use on student learning in a simulated classroom. We found that participants who multitasked on a laptop during a lecture scored lower on a test compared to those who did not multitask, and participants who were in direct view of a multitasking peer scored lower on a test compared to those who were not. The results demonstrate that multitasking on a laptop poses a significant distraction to both users and fellow students and can be detrimental to comprehension of lecture content.
If you’re lecturing you’re doing it wrong…but this is an interesting study with many good citations on multitasking and learning in classroom environments.
photo via flickr:CC | Enokson
Concrete objects — such as toys, tiles and blocks — that students can touch and move around, called manipulatives, have been used to teach basic math skills since the 1980s. Use of manipulatives is based on the long-held belief that young children’s thinking is strictly concrete in nature, so concrete objects are assumed to help them learn math concepts.
image via flickr:CC | ladytimeless
Clenching your right hand may help form a stronger memory of an event or action, and clenching your left may help you recollect the memory later, according to research published April 24 in the open access journal PLOS ONE by Ruth Propper and colleagues from Montclair State University.
The group that clenched their right fist when memorizing the list and then clenched the left when recollecting the words performed better than all the other hand clenching groups. This group also did better than the group that did not clench their fists at all, though this difference was not statistically ‘significant’.
“The findings suggest that some simple body movements — by temporarily changing the way the brain functions- can improve memory. Future research will examine whether hand clenching can also improve other forms of cognition, for example verbal or spatial abilities,” says Ruth Propper, lead scientist on the study.
image via flickr:CC | DenisGiles
Being a new teacher is hard enough… So why do lower-achieving schools employ less experienced teachers and place them in lower-skilled classes, while veteran teachers keep less challenging placements?