Group items tagged

when given to children over long periods of time, they neither improve school achievement nor reduce behavior problems.

e have been learning about the lack of effectiveness of these drugs.

were believed to require attention-deficit drugs to correct

brain studies

Putting children on drugs does nothing to change the conditions that derail their development in the first place

brain studies of children

We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change.” “We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose,” Davidson said. “Once we absorb the realization that we’ve already changed, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool [the Internet] and use it in a way that better serves our lives. It’s time to

choice-response thinking—that they need not be victims—may be one of the most valuable thinking patterns we can give them.

Rewards can serve as effective incentives only if the person is interested in that reward.

rewards for expected standards of behavior are counterproductive

How effectively do children’s after-school assignments advance learning?

Enriching children’s classroom learning requires making homework not shorter or longer, but smarter.

understanding and improving the ways in which children absorb, retain and apply knowledge.