Over at EWA Radio, we explored the debate over how so-called noncognitive factors like “grit” influence student achievement, and how schools are rethinking approaches to classroom instruction as a result. (You can find the full episode here.) I thought this was a good opportunity to revisit a recent guest post by Daveen Rae Kurutz of the Beaver County Times, looking at our “deep dive” session into these issues at EWA’s recent National Seminar:
In a new study evaluating the college application habits of recent high school graduates in Texas, researchers found that academically talented Hispanic and black students were likely to pass up a chance at an Ivy League education and apply to colleges closer to home.
Education writing is famous for its alphabet soup of acronyms and obscure terms, but it could just as well be faulted for trafficking buzzwords in search of clear definitions.
Ideas like grit, motivation, fitting in and learning from one’s mistakes, often summarized as noncognitive factors, are just some of the concepts floated more frequently these days. A new paper released this week seeks to provide clarity to this fast-growing discipline within the world of how students learn.
Conversations about classroom discipline typically focus on ways to teach kids there are consequences to their actions as a means of controlling future behavior. But a new approach gaining ground removes the sliding scale of punishment from the equation.
Clinical psychologist Ross Greene — whose books are well known to parents of so-called “problem kids,” is rewriting the rules for how some schools respond to challenging students.
For education reporters, coming up with fresh angles for back-to-school stories is an annual challenge. Two veteran education journalists—Steve Drummond (NPR) and Beth Hawkins (MinnPost)—share smart tips for digging deep, and keeping ahead of the curve on the latest trends. We discuss new ways of approaching the first day of school, ideas for unique profiles, and how to make the most of your publication’s multimedia resources.
Schools that that teach low-income students a notoriously demanding curriculum are almost twice as likely to see those students enroll in college, a new report shows.
This news comes on the heels of growing research suggesting that challenging assessments, which are a staple of the International Baccalaureate program featured in the report, help students develop a deeper understanding of key subjects like math and history. That “deeper learning,” in turn, may lead to more college opportunities.
“The spread of charter schools throughout the East Bay and California is often viewed as a blessing or curse, depending on whom you ask,” a recent Contra Costa Times article begins.
But among Latinos in the area, it would appear to be the former, according to the newspaper’s analysis of charter school demographics in Oakland, California, where charter schools have seen their enrollment nearly triple over the past decade.
I’m headed to Quebec City this week, and in preparation I’ve been reading “Champlain’s Dream: The European Founding of North America” by David Hackett Fischer. There are also quite a few education titles on my vacation reading list, and we’ll be featuring some of the authors in upcoming episodes of EWA Radio.
More knowledge. More skill. More potential. No matter what reason a student enrolls in college, the ultimate goal is usually the same: a degree that will expand opportunities. But for many students, earning a degree and finding work in their chosen field may pose stark and unanticipated challenges. And for many of their communities, turning colleges and universities into reliable places to find qualified candidates for the jobs that are available may prove easier said than done.
Hay casi 12 millones de latinos matriculados en las escuelas públicas en los de Estados Unidos y la cifra sigue creciendo: Se proyecta que aumentará a 15.6 millones durante la próxima década. Sin embargo, estas cifras no nos presentan la historia completa sobre la educación de los estudiantes latinos. Cada día es más importante entender las estadísticas y reportar lo que realmente está pasando en los salones de clase, y esta labor es especialmente importante para los periodistas que trabajan en los medios de comunicación en español.
Get to knowour Public Editor. Emily Richmond writes a blog several times a week, but she also offers one-on-one help if you’re stuck in your reporting or need a fresh angle for your story. She’s eager to help, and the service is always free and confidential.
Browseour topics pages. There’s a good chance you’ll be writing about something there very soon, and we’ve collected examples of great coverage, lists of organizations you can contact for information, story ideas to get you started and much more.
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LANSDOWNE, VA – Rising Cooke College Scholars Dawit Gebre and Emily Janis will join 130 college-bound, high school graduates from across the country today for a special event at the White House. During the 2015 Beating the Odds Summit, hosted by First Lady Michelle Obama, Dawit and Emily will take part in resource-rich panels and discussions designed to prepare them better for their academic journeys.
LANSDOWNE, VA – Speaking before the National Governors’ Association (NGA) Education and Workforce Committee during the NGA’s 2015 Summer Meeting on Saturday, Jack Kent Cooke Foundation Executive Director Harold Levy warned the nation’s governors of the threat the Excellence Gap poses to the strength of the American workforce.