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Even More Good News about Mindfulness

Posted on: September 27, 2019

A second recent study, this one correlating mindfulness with academic progress, gives us further hope that mindfulness can help our students and our school. Continue reading →

What (De)Motivates Struggling Math Students?

by: Andrew Watson

Posted on: September 24, 2019

When teachers focus on their students’ “innate math ability,” what happens to their students’ motivation? Researchers in Germany wanted to find out. Continue reading →

Yes or No: “Video Games Can Promote Emotional Intelligence”?

by: Andrew Watson

Posted on: September 22, 2019

A recent study from Italy gives us intriguing possibilities for helping adolescents manage their complex emotions. Continue reading →

Why, and When, Does Music Interfere with Reading?

by: Andrew Watson

Posted on: September 20, 2019

Eye-tracking technology helps researchers explain when music disrupts fluent reading. Students: take note! Continue reading →

An Exciting Event in Mindfulness Research

by: Andrew Watson

Posted on: September 18, 2019

New research on mindfulness training avoids the pitfalls of earlier studies. And: it shows meaningful changes in both the mind and the brain. Continue reading →

Brain Words: How the Science of Reading Informs Teaching by J. Richard Gentry and Gene P. Oullette

by: Rebecca Gotlieb

Posted on: September 16, 2019

Far too many children are not learning to read well. New research about reading has not sufficiently informed teaching practices. In Brain Words: How the Science of Reading Informs Teaching, J. Richard Gentry and Gene P. Ouellette, expert reading researchers

Trying to Prove Yourself Wrong

by: Andrew Watson

Posted on: September 14, 2019

What should you do when you find evidence that contradicts your beliefs about teaching? Well, you can start by following Blake Harvard’s example… Continue reading →