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Educational Leadership:Early Intervention at Every Age:The Perils and Promise...

Educational Leadership:Early Intervention at Every Age:The Perils and Promise...
Carol S. Dweck I think educators commonly hold two beliefs that do just that. Many believe that (1) praising students' intelligence builds their confidence and motivation to learn, and (2) students' inherent intelligence is the major cause of their achievement in school. Our research has shown that the first belief is false and that the second can be harmful—even for the most competent students. As a psychologist, I have studied student motivation for more than 35 years. Fixed or Malleable? Praise is intricately connected to how students view their intelligence. Other students believe that their intellectual ability is something they can develop through effort and education. More and more research in psychology and neuroscience supports the growth mind-set. Alfred Binet (1909/1973), the inventor of the IQ test, had a strong growth mind-set. The Two Faces of Effort The fixed and growth mind-sets create two different psychological worlds. The Effects of Praise Motivated to Learn Going Forward

http://www.ascd.org/publications/educational-leadership/oct07/vol65/num02/The-Perils-and-Promises-of-Praise.aspx

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Giving Good Praise to Girls: What Messages Stick How to praise kids: It’s a hot topic for many parents and educators. A lot of the conversation around it has stemmed from studies by Carol Dweck, professor of psychology at Stanford who has been researching this specific topic for many years. “My research shows that praise for intelligence or ability backfires,” said Dweck, who co-authored a seminal research paper on the effects of praise on motivation and performance. “What we’ve shown is that when you praise someone, say, ‘You’re smart at this,’ the next time they struggle, they think they’re not. It’s really about praising the process they engage in, not how smart they are or how good they are at it, but taking on difficulty, trying many different strategies, sticking to it and achieving over time.” But what some might not know is that this paradox is strongest for girls.

Multilevel issues in research using students’ perceptions of learning environments: The case of the Questionnaire on Teacher Interaction The design of learning environment studies investigating students’ perceptions often is multilevel in nature. This multilevel nature of studies can appear in the object of research (for example, teacher behaviour towards the individual student or towards the class), the level of perception (personalised perceptions or group perceptions) and the sampling of data (usually clustered: students are sampled with their classmates, classes are sampled with other classes taught by the same teacher, etc.). In the present study, the impact of decisions about level is studied using students’ perceptions of the teacher–student relationship as assessed with the Questionnaire on Teacher Interaction (QTI). Data were gathered in one school (59 classes of 29 teachers) with two versions of this questionnaire: a personalised version and a class version. For reasons of comparison, additional data on the class version were analysed from 44,415 students from 1,913 teachers in 207 schools.

Signe Whitson: Rude vs. Mean vs. Bullying: Defining the Differences A few weeks ago, I had the terrific fortune of getting to present some of the bullying prevention work that I do to a group of children at a local bookstore. As if interacting with smiling, exuberant young people was not gift enough, a reporter also attended the event a wrote a lovely article about my book and the work I do with kids, parents, educators and youth care professionals. All in all, it was dream publicity and since then, has sparked many conversations with people in my town who saw my photo in the newspaper and immediately related to the examples of bullying that were discussed. I have been brought to tears more than once since the article ran, while listening to parents share their feelings of outrage and helplessness over their kids’ experiences with bullying in school. One gifted but socially awkward middle school student blew me away with his articulate, poised, yet searingly painful accounts of relentless physical and verbal bullying on his school bus. Explore HuffPost

Teach Smart with Technology: Helping Students Engage with Feedback Using Audio/Video Tools in LMS By Cecilia Lo Why give feedback in audio/video format? One of the common pedagogical challenges is that students appear unwilling or unable to respond to instructor feedback effectively. When instructors return their assignments, students often just look at the final grade and without thinking through how the feedback can help them improve their future work. Providing feedback in audio/video format in lieu of traditional written feedback can be a way to engage students for a number of reasons:

Want to Stop Mean Girls? Raise Nice Girls, Instead  Once upon a time, fourth grade was the year that young girls began to have difficulty navigating friendships. For many years, I worked in a school for kids with learning disabilities. It was always during fourth grade that previously established friendships began to hit turbulence. Names were called. Gossip was spread. (3) An interpersonal perspective on teacher behaviour in the classroom. In this article we present research investigating teacher behaviour from an interpersonal perspective. This perspective refers to the teacher-student relationship. This relationship is important for the working climate in the classroom.... more In this article we present research investigating teacher behaviour from an interpersonal perspective.

Howard Gardner, multiple intelligences and education Howard Gardner, multiple intelligences and education. Howard Gardner’s work around multiple intelligences has had a profound impact on thinking and practice in education – especially in the United States. Here we explore the theory of multiple intelligences; why it has found a ready audience amongst educationalists; and some of the issues around its conceptualization and realization. Contents: introduction · howard gardner – a life · howard gardner on multiple intelligences · the appeal of multiple intelligences · are there additional intelligences? · howard gardner’s multiple intelligences – some issues and problems · conclusion · further reading and references · how to cite this article I want my children to understand the world, but not just because the world is fascinating and the human mind is curious.

How Rubrics Provide Feedback I’d like to start with an assumption about rubrics. I believe that rubrics are tools designed to serve two purposes:They help a teacher assess student work consistently and clearly.They help provide feedback to students through setting expectations and evaluating performance.With these two goals in mind—assessment and feedback—I’d like to examine how rubrics need to be built and used to be able to serve those purposes. I recently wrote about the different kinds of rubrics, and I’d like to focus exclusively on analytic (rather than holistic) rubrics in this discussion. I’ve seen a number of assignment rubrics that are poorly designed and poorly implemented, and I’d like to point out the trouble with a particular approach and show how it can be fixed. First, though, I need to clarify a critical term. That example includes all three elements of feedback.

The Hidden Brain: How Ocean Currents Explain Our Unconscious Social Biases by Maria Popova “Those who travel with the current will always feel they are good swimmers; those who swim against the current may never realize they are better swimmers than they imagine.” Biases often work in surreptitious ways — they sneak in through the backdoor of our conscience, our good-personhood, and our highest rational convictions, and lodge themselves between us and the world, between our imperfect humanity and our aspirational selves, between who we believe we are and how we behave. In the introduction, Vedantam contextualizes why this phenomenon isn’t new but bears greater urgency than ever:

Gardner's Multiple Intelligences Howard Gardner of Harvard has identified seven distinct intelligences. This theory has emerged from recent cognitive research and "documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways," according to Gardner (1991). According to this theory, "we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences - the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains."

Setting Objectives and Providing Feedback by Ceri B. Dean, Elizabeth Ross Hubbell, Howard Pitler and Bj Stone Imagine that you had to go to a city you haven't visited before. You know that cities have a variety of services and attractions, but you don't know exactly what you are supposed to do in this particular city.

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