Friday, August 16, 2019

Belonging and Bullying Study

A study of 900 middle schoolers found that students who report having a sense of belonging both at home and school are less likely to engage in bullying. The results indicate that the more a student feels like they belong among their peers and family, the more likely they will feel like they belong at school. In addition, the more they feel like they belong within their school community, the less likely they were to report bullying behaviors. This indicates that parents might be able to play a proactive role in increasing their child’s sense of belonging at school by focusing on improving a sense of belonging in the family.
Slaten, C., Rose, C., & Ferguson, J. (2019).  Understanding the relationship between youths' belonging and bullying behaviour: An SEM Model.  Educational & Child Psychology, 36(2).
https://shop.bps.org.uk/publications/publications-by-subject/educational-child-psychology-vol-36-no-2-june-2019-school-belonging.html

Growth Mindset Study

Yet giving students even a brief opportunity to understand and reflect on their mindsets for learning can make them likelier to challenge themselves and improve, according to a new national study.
A short (less than one hour), online growth mindset intervention—which teaches that intellectual abilities can be developed—improved grades among lower-achieving students and increased overall enrollment to advanced mathematics courses in a nationally representative sample of students in secondary education in the United States. Notably, the study identified school contexts that sustained the effects of the growth mindset intervention: the intervention changed grades when peer norms aligned with the messages of the intervention.
Yeager, D. et al. (2019). A national experiment reveals where a growth mindset improves achievement.
https://www.nature.com/articles/s41586-019-1466-y

Thursday, August 15, 2019

Teen Media Use Survey

Tweens spend about 6 hours daily on entertainment media, and teens average 9 hours daily, according to a recent survey.They frequently multitask in the process, and much of their use is mobile. Their parents are more concerned about media content than the amount of time using meda. TV and radio are the main sources of entertainment. Media use is gender-linked, and socio-economically affected. The report examines each type of media and its use.

Common Sense Media. (2019). The Common Sense census: Media use by tweens and teens. San Francisco: Common Sense Media. https://www.commonsensemedia.org/sites/default/files/uploads/research/census_researchreport.pdf

Tuesday, August 13, 2019

Digital vs Paper Reading Study

A survey of education studies shows students tend to absorb more on paper than on screen, though the benefits are minor. The studies showed that students of all ages, from elementary school to college, tend to absorb more when they’re reading on paper than on screens, particularly when it comes to nonfiction material. This finding is now at least the third study to synthesize reputable research on reading comprehension in the digital age and find that paper is better. It was preceded by a 2017 review by scholars at the University of Maryland and a 2018 meta-analysis by scholars in Spain and Israel. The international analysis arrived at nearly the same numerical conclusion as the other study. Paper beat screens by more than a fifth of a standard deviation.
Clinton, V. (2019). Reading from paper compared to screens. Journal of Research in Reading, 42(2), 288-325. https://doi.org/10.1111/1467-9817.12269

Thursday, August 1, 2019

Teacher / Librarian Collaboration

New research examines classroom teachers' perceptions of their own openness to change and collaborating with school librarians in the context of information literacy instruction. Classroom teachers indicated a belief that teaching information literacy skills was the role of both school librarians and teachers. However, grading and teaching content were the role of the teacher. Collaboration usually consisted of dividing up the lesson rather than working together on standards, planning and assessment. Implementing change is facilitated through surveys and faculty/department meeting discussion.
Crary, S. (2019). Secondary Teacher Perceptions and Openness to Change Regarding Instruction in Information Literacy Skills. School Library Research, 22. http://www.ala.org/aasl/sites/ala.org.aasl/files/content/pubs/slr/vol22/SLR_SecondaryTeacherPerceptions_V22.pdf