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A Rose by Any Other Name Would Smell as Confusing

All too often, psychology discussions use confusing — or worse, deliberately cheerful — terminology. Teachers should seek out direct and neutral terms to simplify and clarify our discussions. Continue reading



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No, Brain Scans Can’t See You Think

https://npjscilearncommunity.nature.com/users/19663-tracey-tokuhama-espinosa/posts/42620-deciphering-fact-from-fiction-about-the-brain Continue reading



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Does Low-Structure Free Time Improve Executive Function?

Students can be taught executive-function skills that help in schools. They learn executive-function skills that help outside of school by playing on their own. Both kinds of practice help children mature. Continue reading



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Great Myths of Adolescence by  Jeremy D. Jewell, Michael I....

Do you think that teenagers today are lazier, riskier, and more self-absorbed than previous generations?¬†Great…



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The Best-Known Neural Model of Learning Might be Substantially Wrong

A new neural model of long-term memory formation might change our understanding of learning. It should not, however, change our approaches to teaching. Continue reading



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Building a Better Research Mousetrap: @justsaysinmice

A new twitter account can help you sort the good science reporting from the bad. And, it’s got cute pictures too. Continue reading



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Meet Blake Harvard, “Effortful Educator”

An interview with Blake Harvard: high-school psychology teacher, and Effortful Educator. Continue reading



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Surprise: Screen Time (Even Before Bed) Doesn’t Harm Adolescents

A very large study with more than 17,000 people suggests that screen time isn’t really harming adolescent well-being. If that’s true, we should focus our efforts on finding and solving real problems in adolescent life, and not be distracted by sincere but inaccurate hype. Continue reading



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STOP THE PRESSES (And Yet, Remain Calm)

In the world of science, if you see the right kind of evidence, you have…



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How to (Un)Make System-Wide Changes Based on Research

We might be eager to hurry up and change everything to make our schools better. By rolling out one change at a time, and by agreeing on criteria for success and failure in advance, we can raise the likelihood that our changes will help students learn. Continue reading



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