The conclusions aren’t pretty, as this excerpt says:
The article says 22,000 students participated. However, apart from this article, I can’t find anything else out about the survey. So it’s unclear if it it was a scientifically done random one, or a self-selected “opt-in” process. That’s similar to Gallup’s questionable past surveys on student engagement (see Intriguing Gallup Student Poll Results, But Not Something I’d Quote A Lot).
I’m not saying that a majority of our students are super-enthusiastic about their high school experience. I’m just not convinced that it’s as bad as some of these surveys suggest.
My first end-of-year list is on research studies that have come out over the past six months.
I write many posts about recent research studies and how they can relate practically to the classroom. In fact, I post a regular feature called Research Studies of the Week. In addition, I write individual posts about studies I feel are particularly relevant to my work as a teacher.
The Science of Learning, a publication from Deans for Impact, was recently unveiled, and it’s an important document for all teachers to read. You may have already seen it – writing a post about it has been on my “to do” list for a few weeks.
The report provides an excellent short and sweet summary of the most recent research on learning, and is very well documented.
It also contains many useful suggestions for the classroom.
It’s no surprise to teachers of English Language Learners – and to those of us who have learned a second language – that a new study has found that repeating new words/phrases aloud helps with retention.
Interestingly, that same research has found that it’s much better to repeat them to someone else instead of just to a screen or in your head:
Previous studies conducted at Professor Boucher’s Phonetic Sciences Laboratory have shown that when we articulate a sound, we create a sensory and motor reference in our brain, by moving our mouth and feeling our vocal chords vibrate. “The production of one or more sensory aspects allows for more efficient recall of the verbal element. But the added effect of talking to someone shows that in addition to the sensorimotor aspects related to verbal expression, the brain refers to the multisensory information associated with the communication episode,” Boucher explained. “The result is that the information is better retained in memory.”
I’m assuming that repeating them aloud chorally to a teacher in the classroom would qualify as repeating them to someone else, but don’t know that for sure…
I love sites like English Central and others that let students repeat into a microphone and have their pronunciation automatically evaluated, but I guess we teachers should consider this kind of research (if replicated) in thinking about online tools…
Tech Insider took the information and created a chart of the results (their chart is more accessible than the one in the report itself). You can see the entire chart here, and I’ve done a screenshot of the reasons that were at the top.
This is Kelly’s analysis of it:
Schools have direct influence in 3 of the top 4 reasons kids drop out of school.
The Mindset Scholars Network has just unveiled a new website. Here’s how they describe it:
The website features summaries of the scientific literature for broader audiences, ablogthat reports on the latest findings and news from the mindset field, a searchable libraryof 30+ years of mindset research, links toresearch-based resources for practitioners, and nearly two dozenFAQsthat provide the latest answers from research to common questions about mindsets.
“How do they define ‘mindset’? you might wonder (I did). Here’s how they define it:
Growth Mindset: The belief that intelligence can be developed
Belonging: The belief that one is respected and valued by teachers and peers, and fits in culturally in one’s learning environment
Purpose & Relevance: The belief that one’s schoolwork is valuable because it is personally relevant and/or connected to a larger purpose