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Is Real Educational Reform Possible? If So, How?

Is Real Educational Reform Possible? If So, How?
From the dawn of institutionalized schooling until now there have always been reformers, who want to modify the way schooling is done. For the most part, such reformers can be scaled along what might be called a liberal-conservative, or progressive-traditionalist, continuum. At one end are those who think that children learn best when they are happy, have choices, study material that is directly meaningful to them, and, in general, are permitted some control over what and how they learn. The pendulum never moves very far before it is pushed back in the other direction, because neither type of reform works. Such back-and-forth nudging of the pendulum is the stuff of continuous debate and of countless books written by professors of education. What do I mean by real educational reform? Real educational reform, as I see it, requires a fundamental shift in our understanding of the educational process. They do all this on their own initiative, with essentially no direction from adults.

CHAWK / Articles The 3 R’s? A Fourth Is Critical, Too: Recess By Tara Parker-PopeThe New York Times February 23, 2009 The best way to improve children’s performance in the classroom may be to take them out of it. A study published this month in the journal Pediatrics studied the links between recess and classroom behavior among about 11,000 children age 8 and 9. The lead researcher, Dr. “Sometimes you need data published for people at the educational level to start believing it has an impact,” she said. And many children are not getting that break. Also, teachers often punish children by taking away recess privileges. Last month, Harvard researchers reported in The Journal of School Health that the more physical fitness tests children passed, the better they did on academic tests. A small study of children with attention deficit hyperactivity disorder last year found that walks outdoors appeared to improve scores on tests of attention and concentration. Directed attention is a limited resource. Dr. Sen.

Institute for Brain Sciences - Cooper, Harris - Ph.D. | Duke Institute for Brain Sciences | Brain Research Professor and Chair Psychology & Neuroscience, Arts & Sciences DIBS Faculty, Member, DIBS Chairs & Directors Advisory Council Research Description My research interests follow two paths. I am also interested in the application of social and developmental psychology to educational policy issues. Education Ph.D., University of Connecticut, Social Psychology, 1975 M.A., University of Connecticut, Psychology, 1974 B.A., SUNY at Stony Brook, Psychology and Sociology, 1972 Recent Publications Cooper, H. (2009). Cooper, H., Hedges, L.

Discovery Education - Curiosity in the Classroom Every school is different — and so is the technology that fuels your classrooms. We are committed to ensuring that our services are available on your platform of choice, whenever and wherever you need them, with the same high-quality experience every time. Encyclopedia of Earth Augmented Reality Game Lets Kids Be the Scientists | 'Vanished' Game Mixes Online and Real Worlds | Science Education President Barack Obama may have urged Americans to celebrate science fair winners as if they were Super Bowl champions during his 2011 State of the Union address, but American students still struggle with science. Now, researchers hope to ignite kids' interest in science by drawing them into an activity long loved by children: computer games. On April 4, scientists at the Massachusetts Institute of Technology and the Smithsonian Institution plan to launch a first-of-its-kind "curated game" — funded by the National Science Foundation — that's designed to give middle-school students a peak into the process of science. The game, called "Vanished," is an environmental mystery game with a science-fiction twist, said Scot Osterweil, a game developer and creative director of MIT's Education Arcade. It's also an "augmented reality" game, meaning kids will do real-world experiments and activities that mesh with the fiction of the game. Collaborative game play Doing science online

Brain scans support findings that IQ can rise or fall significantly during adolescence IQ, the standard measure of intelligence, can increase or fall significantly during our teenage years, according to research funded by the Wellcome Trust, and these changes are associated with changes to the structure of our brains. The findings may have implications for testing and streaming of children during their school years. Across our lifetime, our intellectual ability is considered to be stable, with intelligence quotient (IQ) scores taken at one point in time used to predict educational achievement and employment prospects later in life. However, in a study published October 20 in the journal Nature, researchers at the Wellcome Trust Centre for Neuroimaging at UCL (University College London) and the Centre for Educational Neuroscience show for the first time that, in fact, our IQ is not constant. The researchers, led by Professor Cathy Price, tested 33 healthy adolescents in 2004 when they were between the ages of 12 and 16 years.

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