Educators from around the country share their favorite educational apps.
Teaching math as intellectual discipline and a creative endeavor could help a generation of students learn to love numbers.
Psychologists are finding that when students are motivated by a desire to have a positive impact on the world they are more able to plug away at challenging or tedious tasks.
New research from Stanford is helping to build the case that nurturing a “growth mindset” can help many kids understand their true potential.
Parenting these days is patrolled by the language police. Sometimes it seems like the worst thing you could ever say to a kid is “Good job!” or the dreaded, “Good girl!” Widely popularized psychological research warns about the “inverse power of praise” and the importance of “unconditional parenting.” What are these researchers really getting at? Are the particular words we use to talk to our kids so important? And how do we convey positive feelings without negative consequences?
Stanford psychologist Carol Dweck’s work on growth mindsets has dominated much of the attention around how students can influence their own learning. But there are other ways to help students tap into their own motivation, too. Here are a few other important mindsets to consider.
People can develop their characters with a little bit of attention to their innate positive qualities and staying attuned to those of others.
The science of learning can offer some surprising and useful perspectives on how we guide and educate young people. Things like our perception of “smart,” relationships between students and educators, sleep, and use of technology can have profound effects on intelligence.
Flickr:Bunchesandbits “The struggle with writing is over.” That message, written on a Post-It note and affixed to his computer, brings the novelist Philip Roth great relief and contentment these days, according to a profile published earlier this week in the New York Times. At the age of 79, the author of more than 31 acclaimed […]
In Japanese classrooms, teachers consciously design tasks that are slightly beyond the capabilities of the students they teach, so the students can actually experience struggling with something just outside their reach.