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"The Internet has made researching subjects deceptively effortless for students - or so it may seem to them at first. Truth is, students who haven't been taught the skills to conduct good research will invariably come up short."

"Sara Shaw, an elementary school teacher in Avon, Mass., realized she needed to teach online research skills several years ago when her students kept turning in projects riddled with misinformation. The flawed material often came from websites the students used. They took the information as fact, when it often was just someone's personal opinion."

"According to our research, more than 90% of Creative Commons photos are not attributed at all. To make matters worse, less than 10% of the photos that do credit the original work are attributed properly. This means that more than 99% of Creative Commons photos are not adequately attributed. Not without pride, we are happy to notice that most of the bloggers using Foter.com attribute CC photos properly, which is greatly facilitated by our "ready to paste" attribution info. Every time they intend to use a searched image, all they need to do is copy the image and the accompanying attribution details into their blogs. Most is not enough, though. People often find CC photos on various sites and wonder how to attribute them. In order to help you, our team prepared a comprehensive infographic that reflects interesting research findings, gives details of Creative Commons licenses and illustrates how to properly attribute CC photos. We do hope it will contribute to the overall quality of posted materials and promote respect for copyright owners."

"Stanford psychology professor Carol Dweck has become something of a cult figure in education and parenting circles. Her research into boosting student motivation has spawned a mini industry of consultants, sold more than a million books and changed the way that many adults praise children."

"When students write a paper, it goes without saying that they must cite the sources that they use in creating it. For generations, students have created note cards to document and organize these resources and/or submitted a bibliography page with their finished work. In the modern classroom, student research and creation has taken on a new look. Before, when students created a poster, and then separately handed in a bibliography page to the teacher, justice was done and fair credit was given for the ideas used."

" Gen Z is also very entrepreneurial - almost 13 percent already have their own business, and an additional 22 percent plan to own a business in the future. The Internet plays a major role in this aspirational shift, breaking down the walls of possibilities for young students to create and sustain their own businesses. The study found that these teens have a sincere love of learning. They thrive when they are challenged and allowed to be engaged in their education - more than half of the students learn best by doing. Empowered by the Internet, they are remarkably independent and self-reliant, and are comfortable researching, discovering and self-educating through YouTube DIY videos and online learning platforms like Skillshare and Udemy."

"Important research compiled on the effects of students multitasking while learning shows that they are losing depth of learning, getting mentally fatigued, and are weakening their ability to transfer what they have learned to other subjects and situations."

"What is the best approach teachers can take towards homework? I think the guest responses today, along with numerous reader comments, provide a great perspective on the topic. If you'd like to read more research and discover additional ideas, you might want to explore my collection at The Best Resources For Learning About Homework Issues. Todays guests are educator/authors Dr. Cathy Vatterott and Bryan Harris. Reader suggestions follow their contributions."

"The ultimate goal of professional development is improving students' learning, through the mechanism of improving instruction. This brief review of research on mathematics professional development summarizes what we know about the goals and characteristics of effective mathematics professional development for teachers. We intend this review to guide educators as they plan professional development."

"But what was so different about how these women learned math in high school? How did their math teachers form bonds so strong that years later they were attending students' weddings in Mexico? The answer: Complex Instruction. This pedagogy is not specific to math and has been in the literature for decades, originally researched by Elizabeth Cohen and Rachel Lotan at Stanford University. Teachers at Railside High discovered the methodology when they were undergoing an accreditation review and were told they needed to drastically change something to improve their results. The ultimatum prompted teachers to try something different - heterogeneous classes, high expectations for all students and, above all, approaching math with an eye to students' strengths."

"More and more people in education agree on the importance of learning stuff other than academics. But no one agrees on what to call that "stuff". There are least seven major overlapping terms in play. New ones are being coined all the time. This bagginess bugs me, as a member of the education media. It bugs researchers and policymakers too. "Basically we're trying to explain student success educationally or in the labor market with skills not directly measured by standardized tests," says Martin West, at the Harvard Graduate School of Education. "The problem is, you go to meetings and everyone spends the first two hours complaining and arguing about semantics." West studies what he calls "non-cognitive skills." Although he's not completely happy with that term. "

"As educators, we give feedback to students on their work all the time: in the moment, daily, weekly, and at the end of a unit or year. And research about formative assessment tells us that feedback is a foundational practice that makes a difference in student learning. But how can we make sure our guidance truly encourages our students' learning and growth at each interval? The literature includes some practical ideas to help us get there. It tells us that there is a continuum of feedback, which starts at one end with a focus on what's right or wrong. At the other end of the continuum, the type and amount of information provided turns the feedback into instruction. Let's take a look at three different feedback models derived from the literature and the insights we can take away from each one."

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"This is a crucial time for education. Every system in every country is in the process of figuring out how to reboot education to teach skills, application, and attitude in addition to recall and understanding. Helping students be able to grapple with increased problem solving and inquiry, be better critical and creative thinkers, show greater independence and engagement, and exhibit skills as presenters and collaborators is the challenge of the moment. That's why so many educators are using the project based learning (PBL) model. PBL has proven to be a means for setting up the kind of problem-solving challenges that engage students in deeper learning and critical inquiry. It requires students to research, collaborate, decide on the value of information and evidence, accept feedback, design solutions, and present findings in a public space-all factors that create the conditions under which high performance and mastery are most likely to emerge. The rise of PBL, in fact, is a success story for education."

"The rapid adoption of devices in the classroom has fundamentally changed the way we can create video. Every part of the creation process -- writing, recording, editing, and distributing -- is possible on the devices that can fit in our pocket. Vision is the most dominant of the five senses. Research shows that concepts are better remembered if they are taught visually. This is called the pictorial superiority effect, and it's why video is such a powerful learning tool. A video is created three times: when you write it, when you shoot it, and when you edit it. "

"College students could save an average of $128 a course if traditional textbooks were replaced with free or low-cost "open-source" electronic versions, a new report finds. The Student Public Interest Research Groups, state-based advocacy groups that promote affordable textbook options, analyzed open-source pilot programs at five colleges and found that the savings for students can be significant."

"3.Feelings of belonging help retention: Most students perform better and are more satisfied in their online learning experience if the institution cultivates positive working and social relations among learners, says the report. To build a stronger sense of belonging or relatedness to students part of online learning, the researchers recommend Thornberg's four metaphors enabling engagement in online spaces: 1) Caves, where distance learners can find time to reflect and come in to contact with themselves; 2) Campfires, or formal environments where students have the opportunity to listen to stories from which they construct knowledge from those with expertise and wisdom; 3) Watering Holes, or informal environments where students gather at a central source to discuss information and create meaning with their peers; and 4) Mountain Tops, where students celebrate their findings and present their ideas to an audience.

"When I hear the term OER, I don't automatically leap to "Open Educational Resources." Perhaps it just doesn't trip off my metaphorical tongue. Instead, my brain automatically translates it to "free online stuff to use in my classroom." Officially, however, the term OER, according to The William and Flora Hewlett Foundation, represents the "teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge.""

"3.Feelings of belonging help retention: Most students perform better and are more satisfied in their online learning experience if the institution cultivates positive working and social relations among learners, says the report. To build a stronger sense of belonging or relatedness to students part of online learning, the researchers recommend Thornberg's four metaphors enabling engagement in online spaces: 1) Caves, where distance learners can find time to reflect and come in to contact with themselves; 2) Campfires, or formal environments where students have the opportunity to listen to stories from which they construct knowledge from those with expertise and wisdom; 3) Watering Holes, or informal environments where students gather at a central source to discuss information and create meaning with their peers; and 4) Mountain Tops,"

"To help teachers do PBL well, we created a comprehensive, research-based model for PBL - a "gold standard" to help teachers, schools, and organizations to measure, calibrate, and improve their practice. This term is used in many industries and fields to indicate the highest quality process or product. Our conception of Gold Standard PBL has three parts: 1) Student Learning Goals (in the center of the diagram below) 2) Essential Project Design Elements (shown in the red sections of the diagram), and 3) Project Based Teaching Practices (which we explain elsewhere)."