Best Evidence in Brief: Reviewing the research on school climate and social-emotional learning

From experience to meaning...

There is a new Best Evidence in Brief (they have a blog now too) and I think this will interest a lot of teachers:

A new research brief, School Climate and Social and Emotional Learning: The Integration of Two Approaches, by David Osher and Juliette Berg at AIR, reviews research on how positive school climates support social-emotional learning (SEL) and how improved SEL contributes to improved school climate in elementary and secondary schools.
The authors present research from various journal articles, research briefs, policy guides, and other sources. Key findings were as follows:
  • Supportive relationships, engagement, safety, cultural competence and responsiveness, and academic challenge and high expectations create positive school climates that can help build social and emotional competence.
  • The relationship between positive school climate and SEL is interactive and co-influential, occurs in all settings and student-teacher-staff interactions, and influences students and teachers directly and indirectly.
  • Rigorous…

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What It Takes for Employees to Own and Drive Their Own Learning (A Lot!) – Part 2

3-Star learning experiences

Mirjam Neelen & Paul A. Kirschner

Last week’s blog discussed what SDL and SRL are and how it can be supported it in the workplace. This week, we’ll explore how to measure the quality of this SDL and SRL and how we can help employees become better self-directed and self-regulated learners.

How to measure SDL and SRL

The table below gives an overview of subjective and objective ways to measure SDL and SRL (see Saks & Leijen, 2014 and Endedijk, Brekelmans, Sleegers, & Vermunt, 2016).

Measures of SDL – after the fact Measures of SRL – after the fact
Questionnaires (self-report) Stimulated recall interviews
Interviews Portfolios and diaries/logs
  Task-based questionnaires or interviews
  Hypothetical task interviews
Measures of SDL – real-time Measures of SRL – real-time
Observation Eye tracking
Think aloud protocols
Observation and video -registration of behaviour
Performance assessment through concrete tasks, situational manipulations, or error detection tasks

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Cartoons on Grading

Larry Cuban on School Reform and Classroom Practice

A recent post on this blog dealt with a teacher who gave every student he taught an A. It turned out badly for that teacher. Tests, report cards and grading have a long history of conflict between teachers and students, between students and parents, among students–well, any reader who has attended school anywhere in the world has had experience with tests, grades and report cards. Including cartoonists. Here are some that tickled me. I hope you enjoy them.

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cartoon7432.pngcalvin-on-grading.gif

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Evidence-Based Does Not Equal Evidence-Proven

Robert Slavin's Blog

Chemist

As I speak to educational leaders about using evidence to help them improve outcomes for students, there are two words I hear all the time that give me the fantods (as Mark Twain would say):

Evidence-based

            I like the first word, “evidence,” just fine, but the second word, “based,” sort of negates the first one. The ESSA evidence standards require programs that are evidence-proven, not just evidence-based, for various purposes.

“Evidence-proven” means that a given program, practice, or policy has been put to the test. Ideally, students, teachers, or schools have been assigned at random to use the experimental program or to remain in a control group. The program is provided to the experimental group for a significant period of time, at least a semester, and then final performance on tests that are fair to both groups are compared, using appropriate statistics.

If your doctor gives you…

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Orderly classrooms benefit the most disadvantaged children

Filling the pail

The Organisation for Economic Co-operation and Development (OECD) have released a working paper that draws on test and survey data from the Programme for International Student Development (PISA). It makes interesting reading for those of us who are concerned about the prospects of the most disadvantaged students.

The authors define a group known as ‘academically resilient’ students. These students have demonstrated an understanding of English, Maths and Science that is sufficient, in the view of the OECD, to enable them to actively participate in their communities and take part in lifelong learning. The working paper then focuses on the proportion of academically resilient students among students from a disadvantaged background.

Some countries, such as Germany, have increased the proportion of such students since 2006, partly by increasing overall PISA performance. Other countries, such as Australia, have seen a decline.

Interestingly, the authors of the paper note a school level effect…

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Meet the Geek, the Internet Celebrity, the Victim and the Lurker, aka teenagers online

From experience to meaning...

I have seen already several of these categorizations of online persona of social media or technology users, but this one looks nice and recognizable. I haven’t read the book yet, as it is just released.

From the press release:

Academics have identified four distinct personas of social media user that teenagers describe as shaping how they behave on social media.

Young social media users are categorised as either acting like the Geek, the Internet Celebrity, the Victim or the Lurker depending on their levels of online activity and visibility, University of Sussex academics say.

The categorisations are based on interviews the researchers conducted with children aged between 10 and 15-years-old for a new book, Researching Everyday Childhoods, published by Bloomsbury and launched today [Monday January 29].

The interviews revealed many youngsters were increasingly savvy about maintaining their privacy online, often being motivated to protect themselves by unpleasant past personal…

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An Alphabet of Research on Teaching and Learning

Blogcollectief Onderzoek Onderwijs

Wekelijks ontvang ik de Marshall Memo. Deze zeer interessante Memo – die ik iedereen zou willen aanraden – wordt sinds 2003 gepubliceerd door Kim Marshall, en is ontworpen om schoolhoofden, docenten, onderwijsbeleidsmakers, enzovoorts op de hoogte / goedgeïnformeerd te houden over onderwijsrelevant onderzoek en ‘best practices’. Kim maakt gebruik van zijn ervaring als docent, schoolhoofd, bovenschoolse leider, onderwijsbestuurder en onderwijsconsulent om het werk van anderen lichter te maken door op te treden als een soort “aangewezen-lezer.” In het kader van mijn reproductie van zijn werk wat in zijn eigen woorden volgens de Honor System werkt, zegt Kim, dat men individuele samenvattingen uit zijn Memo’s mag verspreiden indien zowel de Marshall Memo als de originele bronnen en auteurs vermeld zijn. Dus, bij dezen.

In zijn nieuwe Memo (Marshall Memo 721) stond een stuk over een nieuw boek van Daniel Schwartz, Jessica Tsang, and Kristen Blair met 26 ‘gereedschappen’ voor docenten en leerlingen om beter te leren…

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