From Big Think - Perhaps most important and most difficult to change, is the structure of perverse incentives that places intense pressure on scientists to produce positive results while actively encouraging them to quietly sit on negative ones.
This novella (reading time: 2 hours) is from the collection Hieroglyph: Stories and Visions for a Better Future, edited by Ed Finn and Kathryn Cramer. It is nominated for a Locus award and a Sturgeon Award.
From the Hechinger Report - In one recent data-mining analysis, researchers from an education technology company found that almost one third of the students they studied waited until the day before the due date to start their chemistry homework (typically weekly problem sets). And these students scored 3 percentage points lower, on average, than their classmates. In other words, if the class average was 88, the procrastinators scored 85.
In a forthcoming study by researcher Emily Rodgers of The Ohio State University, in Columbus, and her colleagues, 1st graders in low-performing elementary schools showed statistically significant gains in their ability to identify letters after using an iPad app called LetterWorks. Their teachers, however, expressed reluctance about continuing to use the app, in large part because they held a philosophical belief that tactile learning is important for young children.
From Peter Greene - "Social capital is a kind of fancy term for a quality that is critical for education, but also for pretty much everything else, and it's another way to understand the differences between rich and poor, powerful and powerless, that goes beyond simply saying, "Some people have money and some people, not so much."
When you can predict who’s more likely to be suspended, less likely to graduate, more likely to get shot dead by law enforcement, and less likely to get arts, music, and the breadth of physical education by the color of someone’s skin, we still have racial inequality.
What does earlier reading in kindergarten predict for reading proficiency and academic success in later grades? Not much, according to the report, which cites study findings that by fourth grade, children who were reading at age 4 were not significantly better at reading than their classmates who’d learned to read at age 7. The report also points out that in Finland and Sweden, kids don’t even start formal schooling until they are 7 years old.
Given the wide developmental variation in young learners and the evidence that early reader advantages fade, the report concludes that a kindergarten literacy standard will simply crush the spirits of the late bloomers, linking school with “feelings of inadequacy, anxiety, and confusion.”
Unlike the advantages for reading ahead of the pack in kindergarten, which may fade over time, research shows more robust, long-term negative academic effects on students who are struggling readers, falling behind their peers.
“Young children learn best in active, hands-on ways and in the context of meaningful real-life experiences,” notes a statement of “grave concerns” about the kindergarten standards signed by hundreds of teachers and education scholars, including Howard Gardner, the Harvard developmental psychologist known for his theory of multiple intelligences and their importance in learning. “Overuse of didactic instruction and testing cuts off children’s initiative, curiosity, and imagination, limiting their engagement in school,” according to the statement.
“Over the last half century, there’s been a continuous decline in children’s freedom to play,” says Boston College psychologist Peter Gray. “It’s through play that children gain the social abilities, the grit, the ability to control their impulses and solve their own problems that makes them resilient.”