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Teachers Without Borders

Standardized Test Scores Can Improve When Kids Told They Can Fail, Study Finds - 1 views

www.huffingtonpost.com/...s-can-improve-w_n_1343020.html

teacher development bestpractices Math activities classroom teaching assessment formative_assessment

shared by Teachers Without Borders on 23 Mar 12 - No Cached
  • As it turns out, Alcala's students aren't the only ones who can benefit from exercises like "my favorite no." A new study by two French researchers published in the Journal of Psychology: General shows how telling students that failure is a natural element of learning -- instead of pressuring them to succeed -- may increase their academic performance.
  • "We wanted to show that even if you put children in a situation where there's no pressure, the simple fact that they're confronted with difficulty could trigger a disruption in their performance."
  • To verify this hypothesis, Croizet and Autin conducted three studies among sixth graders in their city, Poitiers. In one experiment, they gave 111 sixth graders an impossible set of anagrams to solve. Then Autin told one group of kids that "learning is difficult and failure is common," but hard work will help, "like riding a bicycle." Autin asked a second group of kids how they attacked the problems after the test. When both groups, plus a control group, then took an exam that measured working memory -- a capacity often used to predict IQ -- the students Autin had counseled performed "significantly better" than both groups, especially on the tougher questions.
  • ...2 more annotations...
  • He noted that similar studies in the U.S. have found that college students perform better after reading positive messages, and that he replicated the experiment by having older students tell younger students that they should "expect middle school to be difficult but doable" -- and found that state test scores increased dramatically.
  • The researchers also found that test relaxation techniques that seem obvious to most teachers, such as telling students that they can perform well, can actually make kids more anxious -- and thus perform at lower levels. "It makes sense to me," Alcala, the Berkeley teacher, said of the study. "I've been doing it [my favorite no] for four years now, and my kids' understanding is significantly better than before, as measured by test scores."
Teachers Without Borders

Writing and practitioner inquiry: Thinking relationally - 0 views

education.waikato.ac.nz/...view.php

inquiry pd practitioner inquiry professional communities professional development teacher professional development

shared by Teachers Without Borders on 25 Mar 08 - Cached
  • Reid envisions teachers as reflexive “inquirers into professional practice who question their routine practices and assumptions”.
  • His vision appreciates the value and possibilities of practitioner inquiry for enhancing an individual’s knowledge and professional learning, while also generating knowledge and capacity for professional communities.
  • Teachers Without Borders on 25 Mar 08
     
    The value of practitioner inquiry as contribution to individual knowledge and as a generator of knowledge for professional communities.
  • Teachers Without Borders on 25 Mar 08
     
    Graham Parr (Monash University, Australia)
Teachers Without Borders

UPDATED: Keeping Cultural Ties Helps Mexican-American Pupils Succeed - Learning the Language - Education Week - 1 views

blogs.edweek.org/...ing_in_touch_with_culture.html

ELLs immigration education Mexico minorities

shared by Teachers Without Borders on 09 Oct 11 - No Cached
  • A new study from the University of Missouri suggests that Mexican-Americans in U.S. schools fare better when they maintain a connection to their heritage. "Culture Predicts Mexican Americans' College Self-Efficacy and College Performance," published in the journal Culture and College Outcomes, shows that Mexican-Americans who continued to speak Spanish and remained attached to their cultural heritage had higher GPAs and were more successful in college.
  • He spoke about the importance of educators understanding cultural differences: "Educators need to be aware of students' home lives," Aguayo said. "Immigrant parents, in particular, tend to put more trust in educators, rather than being involved in the child's education like we normally see in the U.S. If educators can take the time to learn about the parents' culture, the educators can have a positive impact on the students' future."
  • The study adds another voice to the conversation about best practices for teaching ELLs. Arayo says that his results indicate that English-only education may hurt some students: "I understand the reasons behind English-only efforts, but the research shows that if we don't accept the cultural identity of these students in our schools, such as tolerating their native language, Mexican-Americans may not succeed."
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