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"content": "\u003cp>Handing out colored bracelets and upbeat stickers when students behave well seems like an effective strategy for encouraging civility. Little prizes and public praise would seem to encourage honesty, generosity and other marks of good character, and for years schools have relied on such rewards to elicit the behavior they desire in their students.\u003c/p>\n\u003cp>At Lincoln-Hubbard School in Summit, New Jersey, for example, teachers used to hand out stickers to elementary school children with the words “I was caught doing something right” when a child behaved properly. At Glenwood Elementary School in Short Hills, New Jersey, some second-graders who conducted themselves well were rewarded with beans that they could trade in for toys at the end of the week. “You would get them for a bunch of different things, like helping the teacher,” said Brian Smith, when recalling the class reward system. “It made the problematic kids not want to be as problematic.\"\u003c/p>\n\u003cp>Rewards can be seductive, according to \u003ca href=\"https://characterandcitizenship.org/about-us/key-players?id=8\">Marvin Berkowitz\u003c/a>, a professor of education at University of Missouri-St. Louis and author of \u003cem>You Can’t Teach Through a Rat\u003c/em>. They’re easy, they seem to work—particularly with the hard-to-reach kids—and many teachers are taught according to the behaviorist model, which posits that people repeat conduct that’s reinforced and avoid what’s punished. “We are breeding a new generation of kids who are well trained to be reward and recognition torpedoes,” Berkowitz writes.\u003c/p>\n\u003cp>But a substantial body of social science \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/10589297\">research\u003c/a> going back decades has concluded that giving rewards for certain types of behavior is not only futile but harmful. In his book \u003cem>Drive: The Surprising Truth About What Motivates Us\u003c/em>, \u003ca href=\"http://www.danpink.com/about/\">Daniel Pink\u003c/a> identifies seven drawbacks to extrinsic rewards: they cripple intrinsic motivation, limit performance, squash creativity, stifle good conduct, promote cheating, can become habit-forming, and spur a short-term mindset. Giving prizes for routine and mindless tasks can be moderately effective, Pink writes. But offering rewards for those tasks that are “inherently interesting, creative, or noble…is a very dangerous game.” When it comes to promoting good behavior, extrinsic rewards are “the \u003cem>worst\u003c/em> ineffective character education practice used by educators,” Berkowitz writes.\u003c/p>\n\u003caside class=\"pullquote alignright\">Private words of encouragement replaced the monthly awards assemblies.\u003c/aside>\n\u003cp>A handful of schools are heeding the research and beginning to back away from the practice. In Florissant, Missouri, students at \u003ca href=\"http://www.ssdmo.org/schools/northview\">Northview High School\u003c/a> no longer receive rubber bracelets when they do something right. Monthly awards assemblies celebrating the student who demonstrated superior character in the area of responsibility, say, have vanished. Under the direction of Stephanie Valleroy, the now-retired principal of Northview, the school moved decidedly away from prizes and public affirmation of good behavior.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Valleroy decided to change the school’s culture in 2007, after she and other educators on her staff attended conferences on character education, including events hosted by \u003ca href=\"https://coe.umsl.edu/w2/initiatives/lace.html\">Leadership Academy in Character Education\u003c/a> at the University of Missouri-St. Louis. Inspired by what she’d learned, especially about the corrosive effect of rewards, she returned to Northview and launched a character education committee and school leadership team. Valleroy knew she needed staff buy-in, and over a period of years sent educators to conferences on character. Together, they revamped lesson plans to incorporate character development into all aspects of the curriculum, and shared the new plans on the school intranet. She also worked with the staff to craft a new mission statement for the school that put character at the center.\u003c/p>\n\u003cp>Some teachers struggled at first with the removal of extrinsic rewards. \"'What do you mean we’re not giving out Northview bracelets?’” Valleroy recalled some teachers asking. She told them: “We’re just not.” Parents embraced it right away; Valleroy had been at Northview for more than 20 years when she made the change, and parents trusted her.\u003c/p>\n\u003cp>Instead of handing out prizes, teachers tried to reach children by talking about what’s inside them. “We consistently talked to them about what were their motivations from the heart,” Valleroy said. Rather than say “don’t do this,” teachers would remind students of the school’s mission and rules, which focused on respect, responsibility and work ethic. Teachers often asked students, “What’s your responsibility in this?” The school also folded service into the curriculum, which required children to take on a project that aided the school, community, country or world. Private words of encouragement replaced the monthly awards assemblies. “I would pull kids aside and say ‘I know you did a really good job in X,’ but not in public,” Valleroy said. “It was just a comment, not an ordeal,” she added.\u003c/p>\n\u003cp>Not only did the children shrug when the rewards disappeared, Valleroy said, they also welcomed the character-infused approach to learning. Teachers overheard students talking about being responsible and respectful. Kids who ordinarily kept quiet in class volunteered frequently, and more stepped up to help their classmates. The service learning also had a dramatic impact, according to Valleroy: Students took pleasure in helping others, and recognized that they had abilities worth sharing. “Their academic skills and attention and willingness to participate in academics grew immensely,” Valleroy said.\u003c/p>\n\u003cp>“Removing extrinsics was a huge part of its success,” she added.\u003c/p>\n\u003cp>What’s especially noteworthy about the school’s embrace of prize-free character education is that Northview serves only children needing special education; all 180 students who attend require support that’s not available in mainstream schools. Even more so than in regular classrooms, special education relies heavily on extrinsic rewards with its students. “The use of extrinsics is a common practice in special education and it was simply what we did,” Valleroy said.\u003c/p>\n\u003cp>Curiously, the students who responded most positively to the shift were the ones with great emotional needs, often the toughest challenges for teachers and most likely to be controlled with rewards, according to Valleroy. These students wanted to help in other classrooms as a part of their service learning, and began to form natural relationships with the other kids along the way. Valleroy saw them step up to leadership roles, and many spoke at graduation about how far they’d come. “It was incredible to see that growth,” Valleroy said.\u003c/p>\n\u003cp>After Valleroy retired, Brian O’Connor took over as principal and continued to emphasize character development and intrinsic motivation. The school population is familiar with adversity: most of the students at Northview High School qualify for free or reduced lunch and many live in foster care, according to Valleroy. In spite of those obstacles, she reports that 89 percent graduate, 87 percent report feeling safe at school, and attendance rates hover at 90 percent.\u003c/p>\n\u003cp>Mainstream schools could also do away with extrinsic rewards, Valleroy said. “It would be a paradigm shift,” she said. “But it absolutely could be done.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=rrkrvAUbU9Y\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Handing out colored bracelets and upbeat stickers when students behave well seems like an effective strategy for encouraging civility. Little prizes and public praise would seem to encourage honesty, generosity and other marks of good character, and for years schools have relied on such rewards to elicit the behavior they desire in their students.\u003c/p>\n\u003cp>At Lincoln-Hubbard School in Summit, New Jersey, for example, teachers used to hand out stickers to elementary school children with the words “I was caught doing something right” when a child behaved properly. At Glenwood Elementary School in Short Hills, New Jersey, some second-graders who conducted themselves well were rewarded with beans that they could trade in for toys at the end of the week. “You would get them for a bunch of different things, like helping the teacher,” said Brian Smith, when recalling the class reward system. “It made the problematic kids not want to be as problematic.\"\u003c/p>\n\u003cp>Rewards can be seductive, according to \u003ca href=\"https://characterandcitizenship.org/about-us/key-players?id=8\">Marvin Berkowitz\u003c/a>, a professor of education at University of Missouri-St. Louis and author of \u003cem>You Can’t Teach Through a Rat\u003c/em>. They’re easy, they seem to work—particularly with the hard-to-reach kids—and many teachers are taught according to the behaviorist model, which posits that people repeat conduct that’s reinforced and avoid what’s punished. “We are breeding a new generation of kids who are well trained to be reward and recognition torpedoes,” Berkowitz writes.\u003c/p>\n\u003cp>But a substantial body of social science \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/10589297\">research\u003c/a> going back decades has concluded that giving rewards for certain types of behavior is not only futile but harmful. In his book \u003cem>Drive: The Surprising Truth About What Motivates Us\u003c/em>, \u003ca href=\"http://www.danpink.com/about/\">Daniel Pink\u003c/a> identifies seven drawbacks to extrinsic rewards: they cripple intrinsic motivation, limit performance, squash creativity, stifle good conduct, promote cheating, can become habit-forming, and spur a short-term mindset. Giving prizes for routine and mindless tasks can be moderately effective, Pink writes. But offering rewards for those tasks that are “inherently interesting, creative, or noble…is a very dangerous game.” When it comes to promoting good behavior, extrinsic rewards are “the \u003cem>worst\u003c/em> ineffective character education practice used by educators,” Berkowitz writes.\u003c/p>\n\u003caside class=\"pullquote alignright\">Private words of encouragement replaced the monthly awards assemblies.\u003c/aside>\n\u003cp>A handful of schools are heeding the research and beginning to back away from the practice. In Florissant, Missouri, students at \u003ca href=\"http://www.ssdmo.org/schools/northview\">Northview High School\u003c/a> no longer receive rubber bracelets when they do something right. Monthly awards assemblies celebrating the student who demonstrated superior character in the area of responsibility, say, have vanished. Under the direction of Stephanie Valleroy, the now-retired principal of Northview, the school moved decidedly away from prizes and public affirmation of good behavior.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Valleroy decided to change the school’s culture in 2007, after she and other educators on her staff attended conferences on character education, including events hosted by \u003ca href=\"https://coe.umsl.edu/w2/initiatives/lace.html\">Leadership Academy in Character Education\u003c/a> at the University of Missouri-St. Louis. Inspired by what she’d learned, especially about the corrosive effect of rewards, she returned to Northview and launched a character education committee and school leadership team. Valleroy knew she needed staff buy-in, and over a period of years sent educators to conferences on character. Together, they revamped lesson plans to incorporate character development into all aspects of the curriculum, and shared the new plans on the school intranet. She also worked with the staff to craft a new mission statement for the school that put character at the center.\u003c/p>\n\u003cp>Some teachers struggled at first with the removal of extrinsic rewards. \"'What do you mean we’re not giving out Northview bracelets?’” Valleroy recalled some teachers asking. She told them: “We’re just not.” Parents embraced it right away; Valleroy had been at Northview for more than 20 years when she made the change, and parents trusted her.\u003c/p>\n\u003cp>Instead of handing out prizes, teachers tried to reach children by talking about what’s inside them. “We consistently talked to them about what were their motivations from the heart,” Valleroy said. Rather than say “don’t do this,” teachers would remind students of the school’s mission and rules, which focused on respect, responsibility and work ethic. Teachers often asked students, “What’s your responsibility in this?” The school also folded service into the curriculum, which required children to take on a project that aided the school, community, country or world. Private words of encouragement replaced the monthly awards assemblies. “I would pull kids aside and say ‘I know you did a really good job in X,’ but not in public,” Valleroy said. “It was just a comment, not an ordeal,” she added.\u003c/p>\n\u003cp>Not only did the children shrug when the rewards disappeared, Valleroy said, they also welcomed the character-infused approach to learning. Teachers overheard students talking about being responsible and respectful. Kids who ordinarily kept quiet in class volunteered frequently, and more stepped up to help their classmates. The service learning also had a dramatic impact, according to Valleroy: Students took pleasure in helping others, and recognized that they had abilities worth sharing. “Their academic skills and attention and willingness to participate in academics grew immensely,” Valleroy said.\u003c/p>\n\u003cp>“Removing extrinsics was a huge part of its success,” she added.\u003c/p>\n\u003cp>What’s especially noteworthy about the school’s embrace of prize-free character education is that Northview serves only children needing special education; all 180 students who attend require support that’s not available in mainstream schools. Even more so than in regular classrooms, special education relies heavily on extrinsic rewards with its students. “The use of extrinsics is a common practice in special education and it was simply what we did,” Valleroy said.\u003c/p>\n\u003cp>Curiously, the students who responded most positively to the shift were the ones with great emotional needs, often the toughest challenges for teachers and most likely to be controlled with rewards, according to Valleroy. These students wanted to help in other classrooms as a part of their service learning, and began to form natural relationships with the other kids along the way. Valleroy saw them step up to leadership roles, and many spoke at graduation about how far they’d come. “It was incredible to see that growth,” Valleroy said.\u003c/p>\n\u003cp>After Valleroy retired, Brian O’Connor took over as principal and continued to emphasize character development and intrinsic motivation. The school population is familiar with adversity: most of the students at Northview High School qualify for free or reduced lunch and many live in foster care, according to Valleroy. In spite of those obstacles, she reports that 89 percent graduate, 87 percent report feeling safe at school, and attendance rates hover at 90 percent.\u003c/p>\n\u003cp>Mainstream schools could also do away with extrinsic rewards, Valleroy said. “It would be a paradigm shift,” she said. “But it absolutely could be done.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>The start of the school year can be rough on some kids. It's a big shift from summer's freedom and lack of structure to the measured routines of school. And sometimes that can build up into tears, losing sleep, outbursts and other classic signs of anxiety.\u003c/p>\n\u003cp>\"Going back to school is a transition for everyone,\" says Lynn Bufka, a practicing psychologist who also works at the American Psychological Association. \"No matter the age of the child, or if they've been to school before.\"\u003c/p>\n\u003cp>In the vast majority of cases, this is pretty standard stuff. It doesn't mean it's not painful — for you and your kids. Just watch \u003ca href=\"https://www.youtube.com/watch?v=US48w_j85LA\" target=\"_blank\" rel=\"noopener noreferrer\">this viral video \u003c/a>-- (Andrew is now in first grade and doing fine).\u003c/p>\n\u003cp>\"If you see that in your kids, don't panic,\" says John Kelly, a school psychologist in Long Island, N.Y. \"For most kids, there's gonna be some level of anxiety.\"\u003c/p>\n\u003cp>And, if you think back on it, you can probably remember feeling that way, too.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>We talked to some experts about what parents can do to ease the transition — plus, what to watch out for if there's a more serious problem.\u003c/p>\n\u003cp>Here's their list of tips:\u003c/p>\n\u003cp>\u003cstrong>Listen to your kid\u003c/strong>\u003c/p>\n\u003cp>Be available, says Lynn Bufka. If children have questions about school, or, once school starts, something exciting happens during the day, parents should make time to listen. Sharing the excitement can help ease concerns.\u003c/p>\n\u003cp>Tune into what your kids are talking about. \"Emotionally, parents are the safe place for children to experience emotions and to help them develop the language around expressing emotions,\" says Bufka.\u003c/p>\n\u003cp>\u003cstrong>Be specific\u003c/strong>\u003c/p>\n\u003cp>Beyond listening in general, drill down to the specifics. \"It's important for parents to explore with their kids what they're feeling anxious about,\" says Bufka.\u003c/p>\n\u003cp>If parents know what, exactly, is making students nervous — friends, classes, a new teacher — they can help problem-solve.\u003c/p>\n\u003cp>\u003cstrong>Let kids be the experts\u003c/strong>\u003c/p>\n\u003cp>Eleanor Mackey, a psychologist with Children's National Health System in Washington, D.C., suggests asking kids what might make them feel better.\u003c/p>\n\u003cp>\"Let them generate solutions,\" she says, \"Ask them what helps them feel better in other scary situations.\"\u003c/p>\n\u003cp>If they need help coming up with ideas, parents can help them role-play tough situations or come up with strategies they can use in situations that make them worried.\u003c/p>\n\u003cp>\u003cstrong>Positive messaging\u003c/strong>\u003c/p>\n\u003cp>Create a positive expectation. Talk about things your kids can look forward to in school, past experiences they've enjoyed. Friends or field trips are good examples.\u003c/p>\n\u003cp>\u003cstrong>Talk through previous triumphs\u003c/strong>\u003c/p>\n\u003cp>Many kids have been nervous or anxious before, so reminding them of their own successes with similar situations can help.\u003c/p>\n\u003cp>Try: \"Remember last year, when you were feeling this way? You got through it.\"\u003c/p>\n\u003cp>Reassuring kids that they have the tools to get through the challenge ahead, because they've overcome their fears in the past, can go a long way, says Lynn Bufka.\u003c/p>\n\u003cp>Eleanor Mackey says parents may be unsure what to say in situations like this. She offers a template:\u003c/p>\n\u003cblockquote>\u003cp>\"I understand you are scared – that's just fine. I also know that you can manage this. Remember last year when you were so nervous but you did it and made it through and ... made a great new friend, did well in Spanish, etc...\"\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Reach out to the teacher\u003c/strong>\u003c/p>\n\u003cp>\"I'm surprised at how reluctant parents are to talk to the teacher,\" says Mackey. \"They don't want to be \u003cem>that\u003c/em> parent, or they don't want to label their kid with issues.\"\u003c/p>\n\u003cp>And yet, she says, teachers have consistently told her they like hearing from parents.\u003c/p>\n\u003cp>Educators spend a lot of time trying to figure each kid out, she explains, so if you can save them the time, why not share? Parents are, after all, the experts on their kids.\u003c/p>\n\u003cp>Maybe your child is scared to answer questions in front of class, or has anxiety about being put on the spot — let the teacher know. She (or he) can use that information to help design the class, or maybe there can be more small-group work instead.\u003c/p>\n\u003cp>Parents can also tell their kids they've talked to the teacher, which can lower anxiety and send the message that the adults are on their side.\u003c/p>\n\u003cp>\u003cstrong>Start the routine early \u003c/strong>\u003c/p>\n\u003cp>\"It's always helpful to practice your routines before things start,\" says Bufka.\u003c/p>\n\u003cp>Find (and clean!) backpacks, lunch boxes, folders and other supplies. Plan ahead and get the child involved in the planning process — have them get their belongs ready, etc.\u003c/p>\n\u003cp>\"That gives the child a sense of mastery over the situation,\" Bufka explains. \"Getting your child engaged about \u003cem>the new thing \u003c/em>will help them feel like it's more under their control.\"\u003c/p>\n\u003cp>Often, families try and squeeze in a last fun adventure right at the end, but that can make things worse. Don't wait for the night before, says John Kelly, who is also the president of the National Association of School Psychologists. \"You really need to start that adjustment early.\"\u003c/p>\n\u003cp>That means getting up earlier — and going to bed earlier too.\u003c/p>\n\u003cp>It's kind of a no-brainer that sleep is essential, Mackey points out, but patterns can't be adjusted (literally) overnight.\u003c/p>\n\u003cp>\"Kids really get out of rhythm in the summer,\" she says, and this has a bigger impact than adults realize.\u003c/p>\n\u003cp>\"When we're tired, we're moody, and little things can feel really big,\" Mackey explains. \"Anxiety is much worse if sleep is bad. Make sure you have a good quiet routine and early enough bedtime that your child can get sufficient sleep.\"\u003c/p>\n\u003cp>Oh, and turn off that tablet or smartphone before bed, too.\u003c/p>\n\u003cp>\u003cstrong>Do a dry run\u003c/strong>\u003c/p>\n\u003cp>If it's a new school or a new neighborhood, introduce students to that situation before the big day. Visiting the school, or walking to and from the bus stop, can go a long way, says Mackey. You may have to do this more than once to make it seem familiar, she says. \"Just once may lead to more anxiety.\"\u003c/p>\n\u003cp>A dry run can help even if it's not a new school. Kelly calls it: Say Hello To the School Again.\u003c/p>\n\u003cp>It's a great way to remind anxious kids they've been here before. Many schools are open the week before Day 1, often teachers are around too. If the school has an orientation, don't miss it.\u003c/p>\n\u003cp>\u003cstrong>Social connections\u003c/strong>\u003c/p>\n\u003cp>When kids can make social connections before they start school, that's a really helpful step, says Kelly. Many kids have anxiety around friends, 'Who's going to be in my class? Who can I sit with at lunch? Ride the bus with?'\u003c/p>\n\u003cp>Especially for older students, comparing schedules with friends can help.\u003c/p>\n\u003cp>\u003cstrong>Don't ignore clothing anxiety\u003c/strong>\u003c/p>\n\u003cp>Parents may not think that what you wear on the first day matters, but for kids it can be huge. Especially, John Kelly says, in the middle and high school years.\u003c/p>\n\u003cp>\u003cstrong>Read some books\u003c/strong>\u003c/p>\n\u003cp>Kelly recommends \u003cem>School's First Day of School,\u003c/em> by Adam Rex. It's about how nervous the school itself is. \u003cem>First Day Jitters\u003c/em> by Julie Danneberg is helpful for kids starting new schools. And, Kelly says, for really young kids try Nancy Carlson's \u003cem>Look Out Kindergarten, Here I Come. \u003c/em>Carlson's book also has a Spanish version\u003cem>: Preparate, kindergarten! Alla voy!\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Chill out after school\u003c/strong>\u003c/p>\n\u003cp>Give kids a break after school, says Mackey. They don't need a lot of time, 5 to 10 minutes is just fine. Kids, she explains, need this after a hectic day when their brains are in overdrive.\u003c/p>\n\u003cp>Try doing it with them. A few minutes of quiet or light conversation can be great for the whole family — and it's another opportunity to connect with your kids.\u003c/p>\n\u003cp>\u003cstrong>Remember: Easing anxiety can take time\u003c/strong>\u003c/p>\n\u003cp>Not everyone is going to adjust to a new situation on the first day. Be patient. Each day can bring new challenges. This is especially true for older students, who are navigating new classes, different teachers and changing schedules.\u003c/p>\n\u003cp>It's very normal for kids to have trouble for a week or two weeks into the school year. \"It's all new,\" says Kelly. \"They're re-starting routines, or starting routines for the first time, and that can take a while.\"\u003c/p>\n\u003cp>\u003cstrong>Parents have anxiety, too\u003c/strong>\u003c/p>\n\u003cp>\"It's important for parents to realize that schools are filled with professionals who work with children all the time,\" says Bufka. Remember, Kelly adds, kids are going to pick up cues from parents, so making sure you're comfortable too is an important piece.\u003c/p>\n\u003cp>\u003cstrong>Signs that it's not normal\u003c/strong>\u003c/p>\n\u003cp>There are some warning signs that your child may need some extra help. Kelly ticks off a few: If you really see your child struggling, having a really difficult time just getting to school or feeling increasingly anxious at night time.\u003c/p>\n\u003cp>Lynn Bufka says as a parent, you're in the best position to observe changes in their behavior.\u003c/p>\n\u003cp>\"If the child is refusing to do things that they've normally done, or that they've not had difficulty doing before,\" she says, \"that's a sign that something isn't going right.\"\u003c/p>\n\u003cp>Maybe it's a bully, or your child is really overwhelmed and they need some extra work with a psychologist.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Bufka says that in some cases anxiety around school can develop into school refusal, where kids flat out refuse to go. And that's definitely the time to reach out to a professional.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Counter+Back-To-School+Anxiety+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The start of the school year can be rough on some kids. It's a big shift from summer's freedom and lack of structure to the measured routines of school. And sometimes that can build up into tears, losing sleep, outbursts and other classic signs of anxiety.\u003c/p>\n\u003cp>\"Going back to school is a transition for everyone,\" says Lynn Bufka, a practicing psychologist who also works at the American Psychological Association. \"No matter the age of the child, or if they've been to school before.\"\u003c/p>\n\u003cp>In the vast majority of cases, this is pretty standard stuff. It doesn't mean it's not painful — for you and your kids. Just watch \u003ca href=\"https://www.youtube.com/watch?v=US48w_j85LA\" target=\"_blank\" rel=\"noopener noreferrer\">this viral video \u003c/a>-- (Andrew is now in first grade and doing fine).\u003c/p>\n\u003cp>\"If you see that in your kids, don't panic,\" says John Kelly, a school psychologist in Long Island, N.Y. \"For most kids, there's gonna be some level of anxiety.\"\u003c/p>\n\u003cp>And, if you think back on it, you can probably remember feeling that way, too.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>We talked to some experts about what parents can do to ease the transition — plus, what to watch out for if there's a more serious problem.\u003c/p>\n\u003cp>Here's their list of tips:\u003c/p>\n\u003cp>\u003cstrong>Listen to your kid\u003c/strong>\u003c/p>\n\u003cp>Be available, says Lynn Bufka. If children have questions about school, or, once school starts, something exciting happens during the day, parents should make time to listen. Sharing the excitement can help ease concerns.\u003c/p>\n\u003cp>Tune into what your kids are talking about. \"Emotionally, parents are the safe place for children to experience emotions and to help them develop the language around expressing emotions,\" says Bufka.\u003c/p>\n\u003cp>\u003cstrong>Be specific\u003c/strong>\u003c/p>\n\u003cp>Beyond listening in general, drill down to the specifics. \"It's important for parents to explore with their kids what they're feeling anxious about,\" says Bufka.\u003c/p>\n\u003cp>If parents know what, exactly, is making students nervous — friends, classes, a new teacher — they can help problem-solve.\u003c/p>\n\u003cp>\u003cstrong>Let kids be the experts\u003c/strong>\u003c/p>\n\u003cp>Eleanor Mackey, a psychologist with Children's National Health System in Washington, D.C., suggests asking kids what might make them feel better.\u003c/p>\n\u003cp>\"Let them generate solutions,\" she says, \"Ask them what helps them feel better in other scary situations.\"\u003c/p>\n\u003cp>If they need help coming up with ideas, parents can help them role-play tough situations or come up with strategies they can use in situations that make them worried.\u003c/p>\n\u003cp>\u003cstrong>Positive messaging\u003c/strong>\u003c/p>\n\u003cp>Create a positive expectation. Talk about things your kids can look forward to in school, past experiences they've enjoyed. Friends or field trips are good examples.\u003c/p>\n\u003cp>\u003cstrong>Talk through previous triumphs\u003c/strong>\u003c/p>\n\u003cp>Many kids have been nervous or anxious before, so reminding them of their own successes with similar situations can help.\u003c/p>\n\u003cp>Try: \"Remember last year, when you were feeling this way? You got through it.\"\u003c/p>\n\u003cp>Reassuring kids that they have the tools to get through the challenge ahead, because they've overcome their fears in the past, can go a long way, says Lynn Bufka.\u003c/p>\n\u003cp>Eleanor Mackey says parents may be unsure what to say in situations like this. She offers a template:\u003c/p>\n\u003cblockquote>\u003cp>\"I understand you are scared – that's just fine. I also know that you can manage this. Remember last year when you were so nervous but you did it and made it through and ... made a great new friend, did well in Spanish, etc...\"\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Reach out to the teacher\u003c/strong>\u003c/p>\n\u003cp>\"I'm surprised at how reluctant parents are to talk to the teacher,\" says Mackey. \"They don't want to be \u003cem>that\u003c/em> parent, or they don't want to label their kid with issues.\"\u003c/p>\n\u003cp>And yet, she says, teachers have consistently told her they like hearing from parents.\u003c/p>\n\u003cp>Educators spend a lot of time trying to figure each kid out, she explains, so if you can save them the time, why not share? Parents are, after all, the experts on their kids.\u003c/p>\n\u003cp>Maybe your child is scared to answer questions in front of class, or has anxiety about being put on the spot — let the teacher know. She (or he) can use that information to help design the class, or maybe there can be more small-group work instead.\u003c/p>\n\u003cp>Parents can also tell their kids they've talked to the teacher, which can lower anxiety and send the message that the adults are on their side.\u003c/p>\n\u003cp>\u003cstrong>Start the routine early \u003c/strong>\u003c/p>\n\u003cp>\"It's always helpful to practice your routines before things start,\" says Bufka.\u003c/p>\n\u003cp>Find (and clean!) backpacks, lunch boxes, folders and other supplies. Plan ahead and get the child involved in the planning process — have them get their belongs ready, etc.\u003c/p>\n\u003cp>\"That gives the child a sense of mastery over the situation,\" Bufka explains. \"Getting your child engaged about \u003cem>the new thing \u003c/em>will help them feel like it's more under their control.\"\u003c/p>\n\u003cp>Often, families try and squeeze in a last fun adventure right at the end, but that can make things worse. Don't wait for the night before, says John Kelly, who is also the president of the National Association of School Psychologists. \"You really need to start that adjustment early.\"\u003c/p>\n\u003cp>That means getting up earlier — and going to bed earlier too.\u003c/p>\n\u003cp>It's kind of a no-brainer that sleep is essential, Mackey points out, but patterns can't be adjusted (literally) overnight.\u003c/p>\n\u003cp>\"Kids really get out of rhythm in the summer,\" she says, and this has a bigger impact than adults realize.\u003c/p>\n\u003cp>\"When we're tired, we're moody, and little things can feel really big,\" Mackey explains. \"Anxiety is much worse if sleep is bad. Make sure you have a good quiet routine and early enough bedtime that your child can get sufficient sleep.\"\u003c/p>\n\u003cp>Oh, and turn off that tablet or smartphone before bed, too.\u003c/p>\n\u003cp>\u003cstrong>Do a dry run\u003c/strong>\u003c/p>\n\u003cp>If it's a new school or a new neighborhood, introduce students to that situation before the big day. Visiting the school, or walking to and from the bus stop, can go a long way, says Mackey. You may have to do this more than once to make it seem familiar, she says. \"Just once may lead to more anxiety.\"\u003c/p>\n\u003cp>A dry run can help even if it's not a new school. Kelly calls it: Say Hello To the School Again.\u003c/p>\n\u003cp>It's a great way to remind anxious kids they've been here before. Many schools are open the week before Day 1, often teachers are around too. If the school has an orientation, don't miss it.\u003c/p>\n\u003cp>\u003cstrong>Social connections\u003c/strong>\u003c/p>\n\u003cp>When kids can make social connections before they start school, that's a really helpful step, says Kelly. Many kids have anxiety around friends, 'Who's going to be in my class? Who can I sit with at lunch? Ride the bus with?'\u003c/p>\n\u003cp>Especially for older students, comparing schedules with friends can help.\u003c/p>\n\u003cp>\u003cstrong>Don't ignore clothing anxiety\u003c/strong>\u003c/p>\n\u003cp>Parents may not think that what you wear on the first day matters, but for kids it can be huge. Especially, John Kelly says, in the middle and high school years.\u003c/p>\n\u003cp>\u003cstrong>Read some books\u003c/strong>\u003c/p>\n\u003cp>Kelly recommends \u003cem>School's First Day of School,\u003c/em> by Adam Rex. It's about how nervous the school itself is. \u003cem>First Day Jitters\u003c/em> by Julie Danneberg is helpful for kids starting new schools. And, Kelly says, for really young kids try Nancy Carlson's \u003cem>Look Out Kindergarten, Here I Come. \u003c/em>Carlson's book also has a Spanish version\u003cem>: Preparate, kindergarten! Alla voy!\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Chill out after school\u003c/strong>\u003c/p>\n\u003cp>Give kids a break after school, says Mackey. They don't need a lot of time, 5 to 10 minutes is just fine. Kids, she explains, need this after a hectic day when their brains are in overdrive.\u003c/p>\n\u003cp>Try doing it with them. A few minutes of quiet or light conversation can be great for the whole family — and it's another opportunity to connect with your kids.\u003c/p>\n\u003cp>\u003cstrong>Remember: Easing anxiety can take time\u003c/strong>\u003c/p>\n\u003cp>Not everyone is going to adjust to a new situation on the first day. Be patient. Each day can bring new challenges. This is especially true for older students, who are navigating new classes, different teachers and changing schedules.\u003c/p>\n\u003cp>It's very normal for kids to have trouble for a week or two weeks into the school year. \"It's all new,\" says Kelly. \"They're re-starting routines, or starting routines for the first time, and that can take a while.\"\u003c/p>\n\u003cp>\u003cstrong>Parents have anxiety, too\u003c/strong>\u003c/p>\n\u003cp>\"It's important for parents to realize that schools are filled with professionals who work with children all the time,\" says Bufka. Remember, Kelly adds, kids are going to pick up cues from parents, so making sure you're comfortable too is an important piece.\u003c/p>\n\u003cp>\u003cstrong>Signs that it's not normal\u003c/strong>\u003c/p>\n\u003cp>There are some warning signs that your child may need some extra help. Kelly ticks off a few: If you really see your child struggling, having a really difficult time just getting to school or feeling increasingly anxious at night time.\u003c/p>\n\u003cp>Lynn Bufka says as a parent, you're in the best position to observe changes in their behavior.\u003c/p>\n\u003cp>\"If the child is refusing to do things that they've normally done, or that they've not had difficulty doing before,\" she says, \"that's a sign that something isn't going right.\"\u003c/p>\n\u003cp>Maybe it's a bully, or your child is really overwhelmed and they need some extra work with a psychologist.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Bufka says that in some cases anxiety around school can develop into school refusal, where kids flat out refuse to go. And that's definitely the time to reach out to a professional.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Counter+Back-To-School+Anxiety+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>It's not just what you say that matters. It's how you say it.\u003c/p>\n\u003cp>Take the phrase, \"Here's Johnny.\" When Ed McMahon used it to introduce Johnny Carson on \u003cem>The Tonight Show,\u003c/em> the words were an enthusiastic greeting. But in \u003cem>The Shining,\u003c/em> Jack Nicholson used the same two words to convey murderous intent.\u003c/p>\n\u003cp>Now scientists are \u003ca href=\"http://science.sciencemag.org/cgi/doi/10.1126/science.aam8577\">reporting\u003c/a> in the journal \u003cem>Science \u003c/em>that they have identified specialized brain cells that help us understand what a speaker really means. These cells do this by keeping track of changes in the pitch of the voice.\u003c/p>\n\u003cp>\"We found that there were groups of neurons that were specialized and dedicated just for the processing of pitch,\" says \u003ca href=\"http://neurosurgery.ucsf.edu/index.php/about_us_faculty_chang_edward.html\">Dr. Eddie Chang\u003c/a>, a professor of neurological surgery at the University of California, San Francisco.\u003c/p>\n\u003cp>Chang says these neurons allow the brain to detect \"the melody of speech,\" or intonation, while other specialized brain cells identify vowels and consonants.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Intonation is about how we say things,\" Chang says. \"It's important because we can change the meaning, even — without actually changing the words themselves.\"\u003c/p>\n\u003cp>For example, by raising the pitch of our voice at the end of a sentence, a statement can become a question.\u003c/p>\n\u003cp>The identification of neurons that detect changes in pitch was largely the work of \u003ca href=\"http://changlab.ucsf.edu/our-team/\">Claire Tang\u003c/a>, a graduate student in Chang's lab and the \u003cem>Science \u003c/em>paper's lead author.\u003c/p>\n\u003cp>Tang and a team of researchers studied the brains of 10 epilepsy patients awaiting surgery. The patients had electrodes placed temporarily on the surface of their brains to help surgeons identify the source of their seizures.\u003c/p>\n\u003cp>This allowed the team to monitor the activity of cells in each patient's brain as they listened to a series of sentences spoken by a computer.\u003c/p>\n\u003cp>\"What we did was change where the intonation contour — the pitch changes — were happening in each of those sentences,\" Chang says.\u003c/p>\n\u003cp>So the volunteers would hear different versions of a sentence like, \"Reindeer are a visual animal.\" Sometimes the computer voice started high and ended low, making the sentence a statement. Other times it started low and ended high, making the sentence a question.\u003c/p>\n\u003cp>The cells that track pitch didn't care whether they heard a high female voice or a low male voice, Chang says. It was the pattern of pitch changes that mattered.\u003c/p>\n\u003cp>\"To people like musicians this is not a surprise,\" Chang says, \"because you can take a melody and shift all of its notes higher or lower, but it's still recognizable.\"\u003c/p>\n\u003cp>The identification of specialized cells that track intonation shows just how much importance the human brain assigns to hearing, says \u003ca href=\"https://www.communication.northwestern.edu/faculty/NinaKraus\">Nina Kraus\u003c/a>, a neurobiologist who runs the \u003ca href=\"http://www.brainvolts.northwestern.edu/\">Auditory Neuroscience Laboratory\u003c/a> at Northwestern University.\u003c/p>\n\u003cp>\"Processing sound is one of the most complex jobs that we ask our brain to do,\" Kraus says. And it's a skill that some brains learn better than others, she says.\u003c/p>\n\u003cp>Kraus found that out when she did a \u003ca href=\"http://www.brainvolts.northwestern.edu/documents/KrausBanai2007_CDir.pdf\">study\u003c/a> that looked at whether musicians were better than people who aren't musicians at recognizing the subtle tonal changes found in Mandarin Chinese.\u003c/p>\n\u003cp>\"The English-speaking musicians were able to process with high precision those contours,\" she says, \"and the nonmusicians didn't.\"\u003c/p>\n\u003cp>On the other hand, recognizing intonation is a skill that's often impaired in people with autism, Kraus says.\u003c/p>\n\u003cp>\"A typically developing child will process those pitch contours very precisely,\" Kraus says. \"But some kids on the autism spectrum don't. They understand the words you are saying, but they are not understanding how you mean it.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The new study suggests that may be because the brain cells that usually keep track of pitch aren't working the way they should.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Really%3F+Really.+How+Our+Brains+Figure+Out+What+Words+Mean+Based+On+How+They%27re+Said&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's not just what you say that matters. It's how you say it.\u003c/p>\n\u003cp>Take the phrase, \"Here's Johnny.\" When Ed McMahon used it to introduce Johnny Carson on \u003cem>The Tonight Show,\u003c/em> the words were an enthusiastic greeting. But in \u003cem>The Shining,\u003c/em> Jack Nicholson used the same two words to convey murderous intent.\u003c/p>\n\u003cp>Now scientists are \u003ca href=\"http://science.sciencemag.org/cgi/doi/10.1126/science.aam8577\">reporting\u003c/a> in the journal \u003cem>Science \u003c/em>that they have identified specialized brain cells that help us understand what a speaker really means. These cells do this by keeping track of changes in the pitch of the voice.\u003c/p>\n\u003cp>\"We found that there were groups of neurons that were specialized and dedicated just for the processing of pitch,\" says \u003ca href=\"http://neurosurgery.ucsf.edu/index.php/about_us_faculty_chang_edward.html\">Dr. Eddie Chang\u003c/a>, a professor of neurological surgery at the University of California, San Francisco.\u003c/p>\n\u003cp>Chang says these neurons allow the brain to detect \"the melody of speech,\" or intonation, while other specialized brain cells identify vowels and consonants.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Intonation is about how we say things,\" Chang says. \"It's important because we can change the meaning, even — without actually changing the words themselves.\"\u003c/p>\n\u003cp>For example, by raising the pitch of our voice at the end of a sentence, a statement can become a question.\u003c/p>\n\u003cp>The identification of neurons that detect changes in pitch was largely the work of \u003ca href=\"http://changlab.ucsf.edu/our-team/\">Claire Tang\u003c/a>, a graduate student in Chang's lab and the \u003cem>Science \u003c/em>paper's lead author.\u003c/p>\n\u003cp>Tang and a team of researchers studied the brains of 10 epilepsy patients awaiting surgery. The patients had electrodes placed temporarily on the surface of their brains to help surgeons identify the source of their seizures.\u003c/p>\n\u003cp>This allowed the team to monitor the activity of cells in each patient's brain as they listened to a series of sentences spoken by a computer.\u003c/p>\n\u003cp>\"What we did was change where the intonation contour — the pitch changes — were happening in each of those sentences,\" Chang says.\u003c/p>\n\u003cp>So the volunteers would hear different versions of a sentence like, \"Reindeer are a visual animal.\" Sometimes the computer voice started high and ended low, making the sentence a statement. Other times it started low and ended high, making the sentence a question.\u003c/p>\n\u003cp>The cells that track pitch didn't care whether they heard a high female voice or a low male voice, Chang says. It was the pattern of pitch changes that mattered.\u003c/p>\n\u003cp>\"To people like musicians this is not a surprise,\" Chang says, \"because you can take a melody and shift all of its notes higher or lower, but it's still recognizable.\"\u003c/p>\n\u003cp>The identification of specialized cells that track intonation shows just how much importance the human brain assigns to hearing, says \u003ca href=\"https://www.communication.northwestern.edu/faculty/NinaKraus\">Nina Kraus\u003c/a>, a neurobiologist who runs the \u003ca href=\"http://www.brainvolts.northwestern.edu/\">Auditory Neuroscience Laboratory\u003c/a> at Northwestern University.\u003c/p>\n\u003cp>\"Processing sound is one of the most complex jobs that we ask our brain to do,\" Kraus says. And it's a skill that some brains learn better than others, she says.\u003c/p>\n\u003cp>Kraus found that out when she did a \u003ca href=\"http://www.brainvolts.northwestern.edu/documents/KrausBanai2007_CDir.pdf\">study\u003c/a> that looked at whether musicians were better than people who aren't musicians at recognizing the subtle tonal changes found in Mandarin Chinese.\u003c/p>\n\u003cp>\"The English-speaking musicians were able to process with high precision those contours,\" she says, \"and the nonmusicians didn't.\"\u003c/p>\n\u003cp>On the other hand, recognizing intonation is a skill that's often impaired in people with autism, Kraus says.\u003c/p>\n\u003cp>\"A typically developing child will process those pitch contours very precisely,\" Kraus says. \"But some kids on the autism spectrum don't. They understand the words you are saying, but they are not understanding how you mean it.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The new study suggests that may be because the brain cells that usually keep track of pitch aren't working the way they should.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Really%3F+Really.+How+Our+Brains+Figure+Out+What+Words+Mean+Based+On+How+They%27re+Said&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>My friend Joanne was packing her youngest child off to college this month and wrestling with a modern dilemma: Is it better to buy textbooks in digital form or old-fashioned print? One of her son’s professors was recommending an online text for a business course: lighter, always accessible and seriously cheaper ($88 vs. $176 for a 164-page book). But Joanne’s instinct was that her son would “learn better” from a printed volume, free of online distractions, and with pages he could dog-ear, peruse in any order, and inscribe with marginal notes. Her son was inclined to agree.\u003c/p>\n\u003cp>Many of us book lovers cherish the tactile qualities of print, but some of this preference is emotional or nostalgic. Do reading and note-taking on paper offer any measurable advantages for learning? Given the high cost of hard-backed textbooks, is it wiser to save the money and the back strain by going digital?\u003c/p>\n\u003cp>You might think that, decades into the digital revolution, we would have a clear answer to this question. Wrong. Earlier this year educational psychologist Patricia Alexander, a literacy scholar at the University of Maryland, published a \u003ca href=\"http://journals.sagepub.com/doi/abs/10.3102/0034654317722961\">thorough review\u003c/a> of recent research on the topic. She was “shocked,” she says, to find that out of 878 potentially relevant studies published between 1992 and 2017, only 36 directly compared reading in digital and in print and measured learning in a reliable way. (Many of the other studies zoomed in on aspects of e-reading, such as eye movements or the merits of different kinds of screens.)\u003c/p>\n\u003cp>Aside from pointing up a blatant need for more research, Alexander’s review, co-authored with doctoral student Lauren Singer and appearing in \u003cem>Review of Educational Research\u003c/em>, affirmed at least one practical finding: if you are reading something lengthy – more than 500 words or more than a page of the book or screen – your comprehension will likely take a hit if you’re using a digital device. The finding was supported by numerous studies and held true for students in college, high school and grade school.\u003c/p>\n\u003cp>Research suggests that the explanation is at least partly the greater physical and mental demands of reading on a screen: the nuisance of scrolling, and the tiresome glare and flicker of some devices. There may be differences in the concentration we bring to a digital environment, too, where we are accustomed to browsing and multitasking. And some researchers have observed that working your way through a print volume leaves spatial impressions that stick in your mind (for instance, the lingering memory of where a certain passage or diagram appeared in a book).\u003c/p>\n\u003caside class=\"pullquote alignright\">'They assume that because they were going faster [reading digitally], they understood it better. It’s an illusion.’\u003ccite>Patricia Alexander, University of Maryland literacy scholar\u003c/cite>\u003c/aside>\n\u003cp>Alexander and Singer have done their own studies of the digital versus print question. In a \u003ca href=\"http://www.tandfonline.com/doi/full/10.1080/00220973.2016.1143794\">2016 experiment\u003c/a> they asked 90 undergraduates to read short informational texts (about 450 words) on a computer and in print. Due to the length, no scrolling was required, but there still was a difference in how much they absorbed. The students performed equally well in describing the main idea of the passages no matter the medium, but when asked to list additional key points and recall further details, the print readers had the edge.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Curiously, the students themselves were unaware of this advantage. In fact, after answering comprehension questions, 69% said they believed they had performed better after reading on a computer. Researchers call this failure of insight poor “calibration.”\u003c/p>\n\u003cp>The point of such research, as Alexander herself notes, is not to anoint a winner in a contest between digital and print. We all swim in a sea of electronic information and there’s no turning back the tide.\u003c/p>\n\u003cp>“The core question,” Alexander said in an interview, is “when is a reader best served by a particular medium. And what kind of readers? What age? What kind of text are we talking about? All of those elements matter a great deal.”\u003c/p>\n\u003cp>On top of that, we all could do with a lot more self-awareness about how we learn from reading.\u003c/p>\n\u003cp>For example, a big reason that students in the study thought they learned better from digital text is that they moved more quickly in that medium. Research by Alexander and others has confirmed this faster pace. “They assume that because they were going faster, they understood it better,” Alexander observes. “It’s an illusion.”\u003c/p>\n\u003cp>If students become aware of this illusion, they can make better choices. Just as they might decide to turn off social media alerts while studying an online textbook, they might want to consciously slow themselves down when reading for deep meaning. On the other hand, when reading for pleasure or surface information, they can let ’er rip.\u003c/p>\n\u003cp>Digital text makes it easy for students to copy and paste key passages into a document for further study, but there is little research on how this compares with taking notes by hand.\u003c/p>\n\u003cp>“We study things like highlighting and underlining,” Alexander says, “but those kind of motor responses have never been of highest value in terms of text-processing strategies” – whether done with a cursor or a marker. The studying strategy with “the greatest power,” she adds, involves deeply questioning the text — asking yourself if you agree with the author, and why or why not.\u003c/p>\n\u003cp>Dutch scholar Joost Kircz points out that these are still early days for digital reading, and new and better formats will continue to emerge. In his view, the linear format of a traditional book is well suited for narratives but not necessarily ideal for academic texts or scientific papers.\u003c/p>\n\u003cp>“In narrative prose fiction, the author strictly determines the reading path,” he and co-author August Hans Den Boef write in \u003ca href=\"http://en.aup.nl/books/9789089646002-the-unbound-book.html\">\u003cem>The Unbound Book\u003c/em>\u003c/a>\u003cem>,\u003c/em> a collection of essays about the future of reading. “But in a digital environment we can easily enable a plurality of reading paths in educational and scholarly texts.”\u003c/p>\n\u003cp>In addition to the hyperlinks, video and audio that currently enhance many digital texts, Kircz would like to see innovations such as multiple types of hyperlinks, perhaps in a rainbow of colors that denote specific purposes (annotation, elaboration, contrary views, media, etc.). He also imagines digital books that could enable a variety of paths through a body of work. Not all information is linear or even layered, he told me: “There’s a lot of information that’s spherical. You cannot stack it up. The question is to what extent can we mimic human understanding?”\u003c/p>\n\u003cp>While we await those future digital products, students deciding what school books to buy this fall would do well to ask themselves just what they hope to get from the text. As Alexander notes, “If I’m only trying to learn something that’s going to be covered on a test and the test is shallow in nature, then [digital] is just fine.” If, on the other hand, you hope to dive in deeply and gather imperishable pearls, spring for the book.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, the nonprofit, independent news website focused on inequality and innovation in education. Sign up for our \u003c/em>\u003ca href=\"http://eepurl.com/6PKcL\">newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>My friend Joanne was packing her youngest child off to college this month and wrestling with a modern dilemma: Is it better to buy textbooks in digital form or old-fashioned print? One of her son’s professors was recommending an online text for a business course: lighter, always accessible and seriously cheaper ($88 vs. $176 for a 164-page book). But Joanne’s instinct was that her son would “learn better” from a printed volume, free of online distractions, and with pages he could dog-ear, peruse in any order, and inscribe with marginal notes. Her son was inclined to agree.\u003c/p>\n\u003cp>Many of us book lovers cherish the tactile qualities of print, but some of this preference is emotional or nostalgic. Do reading and note-taking on paper offer any measurable advantages for learning? Given the high cost of hard-backed textbooks, is it wiser to save the money and the back strain by going digital?\u003c/p>\n\u003cp>You might think that, decades into the digital revolution, we would have a clear answer to this question. Wrong. Earlier this year educational psychologist Patricia Alexander, a literacy scholar at the University of Maryland, published a \u003ca href=\"http://journals.sagepub.com/doi/abs/10.3102/0034654317722961\">thorough review\u003c/a> of recent research on the topic. She was “shocked,” she says, to find that out of 878 potentially relevant studies published between 1992 and 2017, only 36 directly compared reading in digital and in print and measured learning in a reliable way. (Many of the other studies zoomed in on aspects of e-reading, such as eye movements or the merits of different kinds of screens.)\u003c/p>\n\u003cp>Aside from pointing up a blatant need for more research, Alexander’s review, co-authored with doctoral student Lauren Singer and appearing in \u003cem>Review of Educational Research\u003c/em>, affirmed at least one practical finding: if you are reading something lengthy – more than 500 words or more than a page of the book or screen – your comprehension will likely take a hit if you’re using a digital device. The finding was supported by numerous studies and held true for students in college, high school and grade school.\u003c/p>\n\u003cp>Research suggests that the explanation is at least partly the greater physical and mental demands of reading on a screen: the nuisance of scrolling, and the tiresome glare and flicker of some devices. There may be differences in the concentration we bring to a digital environment, too, where we are accustomed to browsing and multitasking. And some researchers have observed that working your way through a print volume leaves spatial impressions that stick in your mind (for instance, the lingering memory of where a certain passage or diagram appeared in a book).\u003c/p>\n\u003caside class=\"pullquote alignright\">'They assume that because they were going faster [reading digitally], they understood it better. It’s an illusion.’\u003ccite>Patricia Alexander, University of Maryland literacy scholar\u003c/cite>\u003c/aside>\n\u003cp>Alexander and Singer have done their own studies of the digital versus print question. In a \u003ca href=\"http://www.tandfonline.com/doi/full/10.1080/00220973.2016.1143794\">2016 experiment\u003c/a> they asked 90 undergraduates to read short informational texts (about 450 words) on a computer and in print. Due to the length, no scrolling was required, but there still was a difference in how much they absorbed. The students performed equally well in describing the main idea of the passages no matter the medium, but when asked to list additional key points and recall further details, the print readers had the edge.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Curiously, the students themselves were unaware of this advantage. In fact, after answering comprehension questions, 69% said they believed they had performed better after reading on a computer. Researchers call this failure of insight poor “calibration.”\u003c/p>\n\u003cp>The point of such research, as Alexander herself notes, is not to anoint a winner in a contest between digital and print. We all swim in a sea of electronic information and there’s no turning back the tide.\u003c/p>\n\u003cp>“The core question,” Alexander said in an interview, is “when is a reader best served by a particular medium. And what kind of readers? What age? What kind of text are we talking about? All of those elements matter a great deal.”\u003c/p>\n\u003cp>On top of that, we all could do with a lot more self-awareness about how we learn from reading.\u003c/p>\n\u003cp>For example, a big reason that students in the study thought they learned better from digital text is that they moved more quickly in that medium. Research by Alexander and others has confirmed this faster pace. “They assume that because they were going faster, they understood it better,” Alexander observes. “It’s an illusion.”\u003c/p>\n\u003cp>If students become aware of this illusion, they can make better choices. Just as they might decide to turn off social media alerts while studying an online textbook, they might want to consciously slow themselves down when reading for deep meaning. On the other hand, when reading for pleasure or surface information, they can let ’er rip.\u003c/p>\n\u003cp>Digital text makes it easy for students to copy and paste key passages into a document for further study, but there is little research on how this compares with taking notes by hand.\u003c/p>\n\u003cp>“We study things like highlighting and underlining,” Alexander says, “but those kind of motor responses have never been of highest value in terms of text-processing strategies” – whether done with a cursor or a marker. The studying strategy with “the greatest power,” she adds, involves deeply questioning the text — asking yourself if you agree with the author, and why or why not.\u003c/p>\n\u003cp>Dutch scholar Joost Kircz points out that these are still early days for digital reading, and new and better formats will continue to emerge. In his view, the linear format of a traditional book is well suited for narratives but not necessarily ideal for academic texts or scientific papers.\u003c/p>\n\u003cp>“In narrative prose fiction, the author strictly determines the reading path,” he and co-author August Hans Den Boef write in \u003ca href=\"http://en.aup.nl/books/9789089646002-the-unbound-book.html\">\u003cem>The Unbound Book\u003c/em>\u003c/a>\u003cem>,\u003c/em> a collection of essays about the future of reading. “But in a digital environment we can easily enable a plurality of reading paths in educational and scholarly texts.”\u003c/p>\n\u003cp>In addition to the hyperlinks, video and audio that currently enhance many digital texts, Kircz would like to see innovations such as multiple types of hyperlinks, perhaps in a rainbow of colors that denote specific purposes (annotation, elaboration, contrary views, media, etc.). He also imagines digital books that could enable a variety of paths through a body of work. Not all information is linear or even layered, he told me: “There’s a lot of information that’s spherical. You cannot stack it up. The question is to what extent can we mimic human understanding?”\u003c/p>\n\u003cp>While we await those future digital products, students deciding what school books to buy this fall would do well to ask themselves just what they hope to get from the text. As Alexander notes, “If I’m only trying to learn something that’s going to be covered on a test and the test is shallow in nature, then [digital] is just fine.” If, on the other hand, you hope to dive in deeply and gather imperishable pearls, spring for the book.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>A few years ago, my daughter requested that her nightly lullaby be replaced with a bedtime story.\u003c/p>\n\u003cp>I was happy to comply, and promptly invented stories full of imaginary creatures in elaborate plots intended to convey some important lesson about patience or hard work or being kind to others.\u003c/p>\n\u003cp>But my daughter was not pleased. She had very particular ideas about what her bedtime stories should be about. She wanted stories about a little girl planning a birthday party. A \u003cem>human\u003c/em> girl. A human girl about her age. And what fascinated her were the mundane details: the theme for the party, the location, who was invited, and (most importantly) what they had for dessert.\u003c/p>\n\u003cp>It turns out my daughter is not alone. Her passion for birthday party stories, in particular, may be somewhat idiosyncratic, but \u003ca href=\"http://www.npr.org/sections/13.7/2015/10/19/449865847/children-want-factual-stories-versus-fantasy-more-often-than-adults\">children often prefer the factual over the fantastical\u003c/a>. And a growing body of work suggests that when it comes to storybooks, they also learn better from stories that are realistic. For example, preschool-aged children are \u003ca href=\"http://dx.doi.org/10.3389/fpsyg.2014.00283\">more likely to learn new facts about animals\u003c/a> when the animals are portrayed realistically as opposed to anthropomorphically, and they're more likely to apply the solution to a problem presented in a storybook to a new scenario when the storybook involves \u003ca href=\"http://dx.doi.org/10.1080/15248370902966594\">real people\u003c/a> (as opposed to fictional characters) and a \u003ca href=\"http://dx.doi.org/10.1111/j.1467-8624.2011.01603.x\">realistic plot\u003c/a> (as opposed to a space adventure).\u003c/p>\n\u003cp>A \u003ca href=\"https://doi.org/10.1111/desc.12590\">new study\u003c/a> by Nicole Larson, Kang Lee, and Patricia Ganea, forthcoming in the journal \u003cem>Developmental Science\u003c/em>, reveals that learning about good behavior is no exception. When children read a realistic storybook about humans who shared, they were more likely to do so themselves.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the study, 4- to 6-year-old children were read a story about sharing that featured either human characters or anthropomorphic animals. Both before and after the story, children had the opportunity to share stickers with other children. The number of stickers each child set aside for others provided a quantifiable measure of sharing.\u003c/p>\n\u003cp>The key finding was that, on average, children who heard the story featuring a human who shared increased the number of stickers they shared, whereas those who heard the story featuring an anthropomorphic animal that shared did not. In other words, young children applied the lesson from the story to their own behavior, but only when the story featured humans.\u003c/p>\n\u003cp>The researchers also found that when children in another group were allowed to choose whether to read the story about humans or the story about anthropomorphic animals, they had no reliable preference. This suggests that the story about humans wasn't more effective in promoting sharing simply because children found it more appealing, and also that children weren't reliably drawn to the more fantastical alternative.\u003c/p>\n\u003cp>The findings from the study reinforce the idea that young children have an easier time exporting what they learn from a fictional storybook to the real world when the storybook is realistic. The leap from a fictional human to a real one is simply smaller than the leap from an anthropomorphic raccoon to a human. But it could be that as children grow older they become better at making these leaps, or that parents can help them make the leaps more readily.\u003c/p>\n\u003cp>In a \u003ca href=\"http://dx.doi.org/10.1016/j.cognition.2016.11.007\">paper\u003c/a> just published in the journal \u003cem>Cognition\u003c/em>, for example, developmental psychologist Caren Walker and I found that prompting 5- and 6-year-old children to \u003cem>explain\u003c/em> key events in a storybook made them better at extracting the moral of the story and then applying it to a real-world problem. This is something parents can do easily as they read storybooks with their children, asking them why (say) an anthropomorphic raccoon did or didn't share, and why other characters responded as they did. If the theory in our paper is right, this should help children relate the unrealistic aspects of the story to what they know about the real world, and thus appreciate the patterns that hold across both the fictional world of the story and the real world around them.\u003c/p>\n\u003cp>The lesson I've learned from research on children's stories is this: When my daughter asks for a (realistic) birthday party story tonight, I'll indulge her. It will be about a human girl who celebrates her 7th birthday. But it will also include some realistic problems with realistic solutions — and I'll throw in some lessons about sharing and some prompts to explain for good measure.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Tania Lombrozo is a psychology professor at the University of California, Berkeley. She writes about psychology, cognitive science and philosophy, with occasional forays into parenting and veganism. You can keep up with more of what she is thinking on Twitter: \u003c/em>\u003ca href=\"https://twitter.com/tanialombrozo\" target=\"_blank\" rel=\"noopener noreferrer\">@TaniaLombrozo\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=In+Children%27s+Storybooks%2C+Realism+Has+Advantages&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A few years ago, my daughter requested that her nightly lullaby be replaced with a bedtime story.\u003c/p>\n\u003cp>I was happy to comply, and promptly invented stories full of imaginary creatures in elaborate plots intended to convey some important lesson about patience or hard work or being kind to others.\u003c/p>\n\u003cp>But my daughter was not pleased. She had very particular ideas about what her bedtime stories should be about. She wanted stories about a little girl planning a birthday party. A \u003cem>human\u003c/em> girl. A human girl about her age. And what fascinated her were the mundane details: the theme for the party, the location, who was invited, and (most importantly) what they had for dessert.\u003c/p>\n\u003cp>It turns out my daughter is not alone. Her passion for birthday party stories, in particular, may be somewhat idiosyncratic, but \u003ca href=\"http://www.npr.org/sections/13.7/2015/10/19/449865847/children-want-factual-stories-versus-fantasy-more-often-than-adults\">children often prefer the factual over the fantastical\u003c/a>. And a growing body of work suggests that when it comes to storybooks, they also learn better from stories that are realistic. For example, preschool-aged children are \u003ca href=\"http://dx.doi.org/10.3389/fpsyg.2014.00283\">more likely to learn new facts about animals\u003c/a> when the animals are portrayed realistically as opposed to anthropomorphically, and they're more likely to apply the solution to a problem presented in a storybook to a new scenario when the storybook involves \u003ca href=\"http://dx.doi.org/10.1080/15248370902966594\">real people\u003c/a> (as opposed to fictional characters) and a \u003ca href=\"http://dx.doi.org/10.1111/j.1467-8624.2011.01603.x\">realistic plot\u003c/a> (as opposed to a space adventure).\u003c/p>\n\u003cp>A \u003ca href=\"https://doi.org/10.1111/desc.12590\">new study\u003c/a> by Nicole Larson, Kang Lee, and Patricia Ganea, forthcoming in the journal \u003cem>Developmental Science\u003c/em>, reveals that learning about good behavior is no exception. When children read a realistic storybook about humans who shared, they were more likely to do so themselves.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the study, 4- to 6-year-old children were read a story about sharing that featured either human characters or anthropomorphic animals. Both before and after the story, children had the opportunity to share stickers with other children. The number of stickers each child set aside for others provided a quantifiable measure of sharing.\u003c/p>\n\u003cp>The key finding was that, on average, children who heard the story featuring a human who shared increased the number of stickers they shared, whereas those who heard the story featuring an anthropomorphic animal that shared did not. In other words, young children applied the lesson from the story to their own behavior, but only when the story featured humans.\u003c/p>\n\u003cp>The researchers also found that when children in another group were allowed to choose whether to read the story about humans or the story about anthropomorphic animals, they had no reliable preference. This suggests that the story about humans wasn't more effective in promoting sharing simply because children found it more appealing, and also that children weren't reliably drawn to the more fantastical alternative.\u003c/p>\n\u003cp>The findings from the study reinforce the idea that young children have an easier time exporting what they learn from a fictional storybook to the real world when the storybook is realistic. The leap from a fictional human to a real one is simply smaller than the leap from an anthropomorphic raccoon to a human. But it could be that as children grow older they become better at making these leaps, or that parents can help them make the leaps more readily.\u003c/p>\n\u003cp>In a \u003ca href=\"http://dx.doi.org/10.1016/j.cognition.2016.11.007\">paper\u003c/a> just published in the journal \u003cem>Cognition\u003c/em>, for example, developmental psychologist Caren Walker and I found that prompting 5- and 6-year-old children to \u003cem>explain\u003c/em> key events in a storybook made them better at extracting the moral of the story and then applying it to a real-world problem. This is something parents can do easily as they read storybooks with their children, asking them why (say) an anthropomorphic raccoon did or didn't share, and why other characters responded as they did. If the theory in our paper is right, this should help children relate the unrealistic aspects of the story to what they know about the real world, and thus appreciate the patterns that hold across both the fictional world of the story and the real world around them.\u003c/p>\n\u003cp>The lesson I've learned from research on children's stories is this: When my daughter asks for a (realistic) birthday party story tonight, I'll indulge her. It will be about a human girl who celebrates her 7th birthday. But it will also include some realistic problems with realistic solutions — and I'll throw in some lessons about sharing and some prompts to explain for good measure.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Tania Lombrozo is a psychology professor at the University of California, Berkeley. She writes about psychology, cognitive science and philosophy, with occasional forays into parenting and veganism. You can keep up with more of what she is thinking on Twitter: \u003c/em>\u003ca href=\"https://twitter.com/tanialombrozo\" target=\"_blank\" rel=\"noopener noreferrer\">@TaniaLombrozo\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=In+Children%27s+Storybooks%2C+Realism+Has+Advantages&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>More and more, people in education agree on the importance of schools' paying attention to stuff other than academics.\u003c/p>\n\u003cp>But still, no one agrees on what to call that \"stuff.\"\u003c/p>\n\u003cp>I originally published a story on this topic\u003ca href=\"http://www.npr.org/sections/ed/2015/05/28/404684712/non-academic-skills-are-key-to-success-but-what-should-we-call-them\"> two years ago\u003c/a>.\u003c/p>\n\u003cp>As I reported back then, there were a bunch of overlapping terms in play, from \"character\" to \"grit\" to \"noncognitive skills.\"\u003c/p>\n\u003cp>This bagginess bugged me, as a member of the education media. It bugged researchers and policymakers too. It still does.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If anything, the case for nonacademics has gotten even stronger since then. In fact, it has been enshrined in federal law. The Every Student Succeeds Act mandates that states measure at least one nonacademic indicator of school success.\u003c/p>\n\u003cp>There is also new research indicating that school-based interventions to promote social and emotional skills have large, and long-term, positive impacts: an average of $11 for every dollar invested, according to \u003ca href=\"http://www.rwjf.org/en/library/research/2017/07/improving-social-emotional-skills-in-childhood-enhances-long-term-well-being.html\">an analysis\u003c/a> by the Robert Wood Johnson Foundation (which is a supporter of NPR).\u003c/p>\n\u003cp>But despite all the hoopla there is still — still! — no consensus on how to define these indicators, or even on what to call them.\u003c/p>\n\u003cp>\"Basically, we're trying to explain student success educationally or in the labor market with skills not directly measured by standardized tests,\" Martin West, at the Harvard Graduate School of Education, originally told me.\u003c/p>\n\u003cp>\"The problem is, you go to meetings and everyone spends the first two hours complaining and arguing about semantics.\"\u003c/p>\n\u003cp>West studies what he calls \"noncognitive skills,\" although he is not completely happy with that term.\u003c/p>\n\u003cp>This isn't just a semantic issue, argues Laura Bornfreund at the New America Foundation. She \u003ca href=\"http://www.npr.org/sections/ed/2014/11/25/366561443/what-every-school-can-learn-from-preschools\">wrote a paper\u003c/a> on what she called \"Skills for Success\" because she didn't like any of these other terms.\u003c/p>\n\u003cp>\"There's a lot of different terms floating around but also a lack of agreement on what really is most important to students.\"\u003c/p>\n\u003cp>As Noah Webster, the great American lexicographer and educator, put it \u003ca href=\"http://press-pubs.uchicago.edu/founders/documents/v1ch18s26.html\">back in 1788\u003c/a>: \"The \u003cem>virtues\u003c/em> of men are of more consequence to society than their \u003cem>abilities\u003c/em>; and for this reason, the \u003cem>heart\u003c/em> should be cultivated with more assiduity than the\u003cem> head.\u003c/em>\"\u003c/p>\n\u003cp>Yet he didn't come up with a good catchall, either.\u003c/p>\n\u003cp>So, in Webster's tradition, here is a short glossary of terms that are being used to talk about that cultivation of the heart.\u003c/p>\n\u003cp>\u003cstrong>21st Century Skills\u003c/strong>\u003c/p>\n\u003cp>According to the \u003ca href=\"http://www.p21.org/about-us/p21-framework\">Partnership for 21st Century Learning,\u003c/a>, a research and advocacy group, these include the \"4Cs of critical thinking, collaboration, communication and creativity,\" as well as \"life and career skills\" and \"information, media and technology skills.\"\u003c/p>\n\u003cp>The problem, says West, is that \"if anything, all the evidence would suggest that in the closing decades of the 20th and 21st centuries, \u003cem>cognitive\u003c/em> skills became more important than ever.\" So this term, although it's often heard in business and technology circles, doesn't necessarily signal the shift in focus that some researchers want.\u003c/p>\n\u003cp>\u003cstrong>Character\u003c/strong>\u003c/p>\n\u003cp>Character education has a long history in the U.S., with a major vogue in the 1930s and a revival in the 1980s and 1990s. The KIPP (Knowledge is Power Program) network of charter schools, for example has a curriculum of seven \"character strengths\": grit, zest, optimism, self-control, gratitude, social intelligence and curiosity.\u003c/p>\n\u003cp>\"We're not religious, we're not talking about ethics, we're not going to give any kind of doctrine about what is right from wrong,\" says Leyla Bravo-Willey of KIPP Infinity in Harlem. \"But there are some fundamental things that make people really great citizens, which usually include being kind.\"\u003c/p>\n\u003cp>West argues that the use of \"character\" is inappropriate in research and policymaking because of its moral and religious connotations.\u003c/p>\n\u003cp>He notes that many of the qualities on the KIPP list — grit and self-control, for example — are designed to prepare students for success. \"That's in tension with a traditional understanding of character, which often implies something being good in and of itself — which often includes some notion of self sacrifice,\" says West.\u003c/p>\n\u003cp>That distinction doesn't bother Bravo-Willey. She says that the school is responding to parents' own wishes that their children be happy and good as well as successful.\u003c/p>\n\u003cp>See also: These days you might hear educators talk about the importance of \u003cem>empathy\u003c/em> or \u003cem>perspective-taking\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>Grit\u003c/strong>\u003c/p>\n\u003cp>Grit is a pioneer virtue with a long American history — think of the classic Western \u003cem>True Grit\u003c/em>. When Angela Duckworth was working on her dissertation in the mid-2000s, she chose the term to encapsulate the measures of self-control, persistence and conscientiousness that she was finding to be powerful determinants of success. It quickly caught on — maybe too quickly, the University of Pennsylvania psychologist told me.\u003c/p>\n\u003cp>\"I'm grateful for the attention, but that gratitude and amazement was quickly replaced by anxiety about people thinking that we had figured things out already.\" She is worried that grit is being overemphasized: In \u003ca href=\"http://www.npr.org/sections/ed/2015/05/13/405891613/a-key-researcher-says-grit-isnt-ready-for-high-stakes-measures\">a 2015 paper,\u003c/a> she argued that grit measures aren't ready to be incorporated into high-stakes accountability systems. \"I'm also concerned that people interpret my position to be that grit's the only thing that matters.\"\u003c/p>\n\u003cp>Grit has attracted a lot of attention, and naturally, that comes with criticism.\u003c/p>\n\u003cp>In the past two years, some researchers have argued that \u003ca href=\"http://www.npr.org/sections/ed/2016/05/25/479172868/angela-duckworth-responds-to-a-new-critique-of-grit\">grit effects have been overblown\u003c/a>. Others have argued for more attention to the social context of the trait. A child growing up in the lap of luxury simply faces fewer obstacles. \"Grit\" may be seen as a way of blaming kids who are struggling for the impact of poor neighborhoods or underresourced schools.\u003c/p>\n\u003cp>\u003cstrong>Agency\u003c/strong>\u003c/p>\n\u003cp>See also: Agency. Anindya Kundu, a doctoral student at New York University who counts Duckworth as a mentor and Pedro Noguera, an eminent scholar of the achievement gap, as an adviser, is investigating a concept called agency. It's like grit, but different.\u003c/p>\n\u003cp>\"Agency is one of sociology's oldest concepts,\" he says. Basically, it's \"the amount of power that a person has to influence their own life.\"\u003c/p>\n\u003cp>Agency brings in social context, structural inequality and cultural difference. People who manage to succeed despite growing up in poverty, Kundu has found, guard their own mental health and happiness, taking an optimistic view. They learn how to cultivate networks, both trusted intimates and new mentors. And they form goals and are dissatisfied until they reach them.\u003c/p>\n\u003cp>Kundu sees his work as being \"in dialogue with\" grit research, taking in people's social circumstances as well as their inner abilities.\u003c/p>\n\u003cp>\u003cstrong>Growth Mindset\u003c/strong>\u003c/p>\n\u003cp>Carol Dweck, the Stanford University psychologist, chose the term \"mindset\" in 2007 for the title of her bestselling book.\u003c/p>\n\u003cp>\"Growth mindset\" is the belief that positive traits, including intelligence, can be developed with practice. \"Fixed mindset\" refers to the idea that intelligence and other talents are set at birth.\u003c/p>\n\u003cp>\"In my research papers, I had some very, very clunky scientific-sounding term for the fixed and the growth mindset,\" she says. \"When I went to write the book I thought, these will not do at all.\"\u003c/p>\n\u003cp>Mindset has caught on tremendously in both the business and education worlds. But Dweck's concern is that it's being used willy-nilly to justify any old intuition that people might have about positive thinking in the classroom.\u003c/p>\n\u003cp>\"When people start thinking, 'I'll make the kids feel good and they'll learn,' that's how something like the self-esteem movement gains traction.\" That 1980s trend led to lots of trophies but little improvement in achievement.\u003c/p>\n\u003cp>\u003cstrong>Resilience\u003c/strong>\u003c/p>\n\u003cp>See also: \u003cem>Resilience.\u003c/em> Pamela Cantor, of \u003ca href=\"http://www.npr.org/sections/ed/2017/06/12/530893427/how-to-apply-the-brain-science-of-resilience-to-the-classroom\">Turnaround for Children\u003c/a>, began her medical practice in mental health care in poor communities in the Bronx.\u003c/p>\n\u003cp>\"What has been called social and emotional learning is now being expanded to be thought of as: How do children become learners?\" she says. Children who struggle with impulse control or attention, she says, very often have faced adversity and trauma.\u003c/p>\n\u003cp>At the same time, she says, children's brains are especially malleable. In a safe environment and with trusting relationships, they can improve their readiness to learn. This is resilience.\u003c/p>\n\u003cp>Cantor's organization addresses a lot of the qualities under the social-emotional umbrella, like mindfulness, growth mindset, self-regulation, attachment, executive function and social awareness. But in many ways, resilience is at the heart of what they do.\u003c/p>\n\u003cp>\"Once children have a success behaviorally and they come to recognize that they actually do have control over their behavior and can make better choices, and you acknowledge it, then they make better choices.\" And then they can learn.\u003c/p>\n\u003cp>This term is most strongly associated with the work of Nobel Prize-winning economist James Heckman. He really got this whole field rolling, by analyzing large data sets to show that attributes such as self-discipline and persistence — not just academic achievement — affected education, labor market and life outcomes.\u003c/p>\n\u003cp>This term is \"ugly, broad, nonspecific,\" argues Carol Dweck — and she is a fan. \"I'm the only person who likes the term,\" she says. \"And I'll tell you why: It is a very diverse group of factors and the reason it's been hard to come up with a name is that they don't necessarily belong together.\"\u003c/p>\n\u003cp>\u003cstrong>Non-Cognitive Traits and Habits\u003c/strong>\u003c/p>\n\u003cp>Martin West at Harvard uses this term himself, but he says he is always careful to acknowledge that it can be \"misleading.\"\u003c/p>\n\u003cp>\"Every skill or trait is cognitive in the sense that it involves and reflects the processing of information of some kind in our brains,\" he says. And West adds that traditional academic skills more often than not are complements, not substitutes, for the attitudes and personality traits captured by the term \"non-cognitive skills.\"\u003c/p>\n\u003cp>\u003cstrong>Social and Emotional Skills\u003c/strong>\u003c/p>\n\u003cp>Social & Emotional Learning. Nobody I spoke with hates this term. And in the past two years, it seems to have gained currency.\u003c/p>\n\u003cp>\"Increasingly teachers who are on the front line say that it's very important to teach kids to be more socially and emotionally competent,\" says Roger P. Weissberg, chief knowledge officer of the Collaborative for Social and Emotional Learning, which promotes the concept and the term nationwide. \"Teachers feel, and growing research supports, that it helps them academically, it improves school climate, it improves discipline, and it's going to help them to be college and career — and life — ready.\"\u003c/p>\n\u003cp>Harvard has a lab called Ecological Approaches to Social Emotional Learning, or EASEL. Stephanie Jones, who directs the lab, says, \"when you get into definition and terminology there are many overlaps\" between fields. EASEL is a big taxonomy project to sort out these overlaps and the evidence-based approaches that go with them, for about a dozen skills.\u003c/p>\n\u003cp>The only problem is that the \"learning\" part may not be seen as encompassing things that are more like attitudes or beliefs, like growth mindset. And the \"social and emotional\" part, again, may be seen as excluding skills that are really cognitive in nature.\u003c/p>\n\u003cp>\u003cstrong>SEL Stalemate? \u003c/strong>\u003c/p>\n\u003cp>Reached this month, two years later, Martin West says we may be ready to declare a winner by default.\u003c/p>\n\u003cp>\"The semantic debates have died down a bit, but more from exhaustion than from progress toward consensus. Most people seem to be using social and emotional (or social-emotional/socioemotional) learning as a catchall.\"\u003c/p>\n\u003cp>But Bornfreund is sticking to her guns. \"I still refer to them as Skills for Success for short; skills, habits and mindsets for success would be the full descriptor. Because they are both cognitive and academic, and more than character traits, those labels don't fit. I haven't heard any new terms that fit better.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Have you? Reach out to us on Twitter at \u003ca href=\"https://twitter.com/npr_ed?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">@npr_ed\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Social+And+Emotional+Skills%3A+Everybody+Loves+Them%2C+But+Still+Can%27t+Define+Them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>More and more, people in education agree on the importance of schools' paying attention to stuff other than academics.\u003c/p>\n\u003cp>But still, no one agrees on what to call that \"stuff.\"\u003c/p>\n\u003cp>I originally published a story on this topic\u003ca href=\"http://www.npr.org/sections/ed/2015/05/28/404684712/non-academic-skills-are-key-to-success-but-what-should-we-call-them\"> two years ago\u003c/a>.\u003c/p>\n\u003cp>As I reported back then, there were a bunch of overlapping terms in play, from \"character\" to \"grit\" to \"noncognitive skills.\"\u003c/p>\n\u003cp>This bagginess bugged me, as a member of the education media. It bugged researchers and policymakers too. It still does.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If anything, the case for nonacademics has gotten even stronger since then. In fact, it has been enshrined in federal law. The Every Student Succeeds Act mandates that states measure at least one nonacademic indicator of school success.\u003c/p>\n\u003cp>There is also new research indicating that school-based interventions to promote social and emotional skills have large, and long-term, positive impacts: an average of $11 for every dollar invested, according to \u003ca href=\"http://www.rwjf.org/en/library/research/2017/07/improving-social-emotional-skills-in-childhood-enhances-long-term-well-being.html\">an analysis\u003c/a> by the Robert Wood Johnson Foundation (which is a supporter of NPR).\u003c/p>\n\u003cp>But despite all the hoopla there is still — still! — no consensus on how to define these indicators, or even on what to call them.\u003c/p>\n\u003cp>\"Basically, we're trying to explain student success educationally or in the labor market with skills not directly measured by standardized tests,\" Martin West, at the Harvard Graduate School of Education, originally told me.\u003c/p>\n\u003cp>\"The problem is, you go to meetings and everyone spends the first two hours complaining and arguing about semantics.\"\u003c/p>\n\u003cp>West studies what he calls \"noncognitive skills,\" although he is not completely happy with that term.\u003c/p>\n\u003cp>This isn't just a semantic issue, argues Laura Bornfreund at the New America Foundation. She \u003ca href=\"http://www.npr.org/sections/ed/2014/11/25/366561443/what-every-school-can-learn-from-preschools\">wrote a paper\u003c/a> on what she called \"Skills for Success\" because she didn't like any of these other terms.\u003c/p>\n\u003cp>\"There's a lot of different terms floating around but also a lack of agreement on what really is most important to students.\"\u003c/p>\n\u003cp>As Noah Webster, the great American lexicographer and educator, put it \u003ca href=\"http://press-pubs.uchicago.edu/founders/documents/v1ch18s26.html\">back in 1788\u003c/a>: \"The \u003cem>virtues\u003c/em> of men are of more consequence to society than their \u003cem>abilities\u003c/em>; and for this reason, the \u003cem>heart\u003c/em> should be cultivated with more assiduity than the\u003cem> head.\u003c/em>\"\u003c/p>\n\u003cp>Yet he didn't come up with a good catchall, either.\u003c/p>\n\u003cp>So, in Webster's tradition, here is a short glossary of terms that are being used to talk about that cultivation of the heart.\u003c/p>\n\u003cp>\u003cstrong>21st Century Skills\u003c/strong>\u003c/p>\n\u003cp>According to the \u003ca href=\"http://www.p21.org/about-us/p21-framework\">Partnership for 21st Century Learning,\u003c/a>, a research and advocacy group, these include the \"4Cs of critical thinking, collaboration, communication and creativity,\" as well as \"life and career skills\" and \"information, media and technology skills.\"\u003c/p>\n\u003cp>The problem, says West, is that \"if anything, all the evidence would suggest that in the closing decades of the 20th and 21st centuries, \u003cem>cognitive\u003c/em> skills became more important than ever.\" So this term, although it's often heard in business and technology circles, doesn't necessarily signal the shift in focus that some researchers want.\u003c/p>\n\u003cp>\u003cstrong>Character\u003c/strong>\u003c/p>\n\u003cp>Character education has a long history in the U.S., with a major vogue in the 1930s and a revival in the 1980s and 1990s. The KIPP (Knowledge is Power Program) network of charter schools, for example has a curriculum of seven \"character strengths\": grit, zest, optimism, self-control, gratitude, social intelligence and curiosity.\u003c/p>\n\u003cp>\"We're not religious, we're not talking about ethics, we're not going to give any kind of doctrine about what is right from wrong,\" says Leyla Bravo-Willey of KIPP Infinity in Harlem. \"But there are some fundamental things that make people really great citizens, which usually include being kind.\"\u003c/p>\n\u003cp>West argues that the use of \"character\" is inappropriate in research and policymaking because of its moral and religious connotations.\u003c/p>\n\u003cp>He notes that many of the qualities on the KIPP list — grit and self-control, for example — are designed to prepare students for success. \"That's in tension with a traditional understanding of character, which often implies something being good in and of itself — which often includes some notion of self sacrifice,\" says West.\u003c/p>\n\u003cp>That distinction doesn't bother Bravo-Willey. She says that the school is responding to parents' own wishes that their children be happy and good as well as successful.\u003c/p>\n\u003cp>See also: These days you might hear educators talk about the importance of \u003cem>empathy\u003c/em> or \u003cem>perspective-taking\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>Grit\u003c/strong>\u003c/p>\n\u003cp>Grit is a pioneer virtue with a long American history — think of the classic Western \u003cem>True Grit\u003c/em>. When Angela Duckworth was working on her dissertation in the mid-2000s, she chose the term to encapsulate the measures of self-control, persistence and conscientiousness that she was finding to be powerful determinants of success. It quickly caught on — maybe too quickly, the University of Pennsylvania psychologist told me.\u003c/p>\n\u003cp>\"I'm grateful for the attention, but that gratitude and amazement was quickly replaced by anxiety about people thinking that we had figured things out already.\" She is worried that grit is being overemphasized: In \u003ca href=\"http://www.npr.org/sections/ed/2015/05/13/405891613/a-key-researcher-says-grit-isnt-ready-for-high-stakes-measures\">a 2015 paper,\u003c/a> she argued that grit measures aren't ready to be incorporated into high-stakes accountability systems. \"I'm also concerned that people interpret my position to be that grit's the only thing that matters.\"\u003c/p>\n\u003cp>Grit has attracted a lot of attention, and naturally, that comes with criticism.\u003c/p>\n\u003cp>In the past two years, some researchers have argued that \u003ca href=\"http://www.npr.org/sections/ed/2016/05/25/479172868/angela-duckworth-responds-to-a-new-critique-of-grit\">grit effects have been overblown\u003c/a>. Others have argued for more attention to the social context of the trait. A child growing up in the lap of luxury simply faces fewer obstacles. \"Grit\" may be seen as a way of blaming kids who are struggling for the impact of poor neighborhoods or underresourced schools.\u003c/p>\n\u003cp>\u003cstrong>Agency\u003c/strong>\u003c/p>\n\u003cp>See also: Agency. Anindya Kundu, a doctoral student at New York University who counts Duckworth as a mentor and Pedro Noguera, an eminent scholar of the achievement gap, as an adviser, is investigating a concept called agency. It's like grit, but different.\u003c/p>\n\u003cp>\"Agency is one of sociology's oldest concepts,\" he says. Basically, it's \"the amount of power that a person has to influence their own life.\"\u003c/p>\n\u003cp>Agency brings in social context, structural inequality and cultural difference. People who manage to succeed despite growing up in poverty, Kundu has found, guard their own mental health and happiness, taking an optimistic view. They learn how to cultivate networks, both trusted intimates and new mentors. And they form goals and are dissatisfied until they reach them.\u003c/p>\n\u003cp>Kundu sees his work as being \"in dialogue with\" grit research, taking in people's social circumstances as well as their inner abilities.\u003c/p>\n\u003cp>\u003cstrong>Growth Mindset\u003c/strong>\u003c/p>\n\u003cp>Carol Dweck, the Stanford University psychologist, chose the term \"mindset\" in 2007 for the title of her bestselling book.\u003c/p>\n\u003cp>\"Growth mindset\" is the belief that positive traits, including intelligence, can be developed with practice. \"Fixed mindset\" refers to the idea that intelligence and other talents are set at birth.\u003c/p>\n\u003cp>\"In my research papers, I had some very, very clunky scientific-sounding term for the fixed and the growth mindset,\" she says. \"When I went to write the book I thought, these will not do at all.\"\u003c/p>\n\u003cp>Mindset has caught on tremendously in both the business and education worlds. But Dweck's concern is that it's being used willy-nilly to justify any old intuition that people might have about positive thinking in the classroom.\u003c/p>\n\u003cp>\"When people start thinking, 'I'll make the kids feel good and they'll learn,' that's how something like the self-esteem movement gains traction.\" That 1980s trend led to lots of trophies but little improvement in achievement.\u003c/p>\n\u003cp>\u003cstrong>Resilience\u003c/strong>\u003c/p>\n\u003cp>See also: \u003cem>Resilience.\u003c/em> Pamela Cantor, of \u003ca href=\"http://www.npr.org/sections/ed/2017/06/12/530893427/how-to-apply-the-brain-science-of-resilience-to-the-classroom\">Turnaround for Children\u003c/a>, began her medical practice in mental health care in poor communities in the Bronx.\u003c/p>\n\u003cp>\"What has been called social and emotional learning is now being expanded to be thought of as: How do children become learners?\" she says. Children who struggle with impulse control or attention, she says, very often have faced adversity and trauma.\u003c/p>\n\u003cp>At the same time, she says, children's brains are especially malleable. In a safe environment and with trusting relationships, they can improve their readiness to learn. This is resilience.\u003c/p>\n\u003cp>Cantor's organization addresses a lot of the qualities under the social-emotional umbrella, like mindfulness, growth mindset, self-regulation, attachment, executive function and social awareness. But in many ways, resilience is at the heart of what they do.\u003c/p>\n\u003cp>\"Once children have a success behaviorally and they come to recognize that they actually do have control over their behavior and can make better choices, and you acknowledge it, then they make better choices.\" And then they can learn.\u003c/p>\n\u003cp>This term is most strongly associated with the work of Nobel Prize-winning economist James Heckman. He really got this whole field rolling, by analyzing large data sets to show that attributes such as self-discipline and persistence — not just academic achievement — affected education, labor market and life outcomes.\u003c/p>\n\u003cp>This term is \"ugly, broad, nonspecific,\" argues Carol Dweck — and she is a fan. \"I'm the only person who likes the term,\" she says. \"And I'll tell you why: It is a very diverse group of factors and the reason it's been hard to come up with a name is that they don't necessarily belong together.\"\u003c/p>\n\u003cp>\u003cstrong>Non-Cognitive Traits and Habits\u003c/strong>\u003c/p>\n\u003cp>Martin West at Harvard uses this term himself, but he says he is always careful to acknowledge that it can be \"misleading.\"\u003c/p>\n\u003cp>\"Every skill or trait is cognitive in the sense that it involves and reflects the processing of information of some kind in our brains,\" he says. And West adds that traditional academic skills more often than not are complements, not substitutes, for the attitudes and personality traits captured by the term \"non-cognitive skills.\"\u003c/p>\n\u003cp>\u003cstrong>Social and Emotional Skills\u003c/strong>\u003c/p>\n\u003cp>Social & Emotional Learning. Nobody I spoke with hates this term. And in the past two years, it seems to have gained currency.\u003c/p>\n\u003cp>\"Increasingly teachers who are on the front line say that it's very important to teach kids to be more socially and emotionally competent,\" says Roger P. Weissberg, chief knowledge officer of the Collaborative for Social and Emotional Learning, which promotes the concept and the term nationwide. \"Teachers feel, and growing research supports, that it helps them academically, it improves school climate, it improves discipline, and it's going to help them to be college and career — and life — ready.\"\u003c/p>\n\u003cp>Harvard has a lab called Ecological Approaches to Social Emotional Learning, or EASEL. Stephanie Jones, who directs the lab, says, \"when you get into definition and terminology there are many overlaps\" between fields. EASEL is a big taxonomy project to sort out these overlaps and the evidence-based approaches that go with them, for about a dozen skills.\u003c/p>\n\u003cp>The only problem is that the \"learning\" part may not be seen as encompassing things that are more like attitudes or beliefs, like growth mindset. And the \"social and emotional\" part, again, may be seen as excluding skills that are really cognitive in nature.\u003c/p>\n\u003cp>\u003cstrong>SEL Stalemate? \u003c/strong>\u003c/p>\n\u003cp>Reached this month, two years later, Martin West says we may be ready to declare a winner by default.\u003c/p>\n\u003cp>\"The semantic debates have died down a bit, but more from exhaustion than from progress toward consensus. Most people seem to be using social and emotional (or social-emotional/socioemotional) learning as a catchall.\"\u003c/p>\n\u003cp>But Bornfreund is sticking to her guns. \"I still refer to them as Skills for Success for short; skills, habits and mindsets for success would be the full descriptor. Because they are both cognitive and academic, and more than character traits, those labels don't fit. I haven't heard any new terms that fit better.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Have you? Reach out to us on Twitter at \u003ca href=\"https://twitter.com/npr_ed?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">@npr_ed\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Social+And+Emotional+Skills%3A+Everybody+Loves+Them%2C+But+Still+Can%27t+Define+Them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"p1\">\u003cspan class=\"s1\">If you’d met Ulrich Boser while he was still in school, you might not have tagged him as a guy who would one day write a book about learning. Early in his life, at least, learning was a struggle. “School was tough for me from the very start—I repeated kindergarten,” Boser tells me ruefully. All these years, he’s kept a piece of paper with him: the school psychologist’s report on his learning problems. He elaborates further in a new book: \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">“Different theories about the cause of my difficulties floated around, vague potential explanations. One account held that I was slow to learn because my immigrant parents spoke German at home. Others claimed that I had an auditory problem, that my brain wasn’t wired correctly when it came to listening. Still others believed I lacked intelligence, that almost magical ability to think through issues and solve problems.”\u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Over time, however, Boser learned how to learn, and he began to excel academically. He is now a senior fellow at the Center for American Progress, a think tank in Washington, D.C.—and the author of \u003ca href=\"https://www.rodalebooks.com/learn-better/\">\u003ci>Learn Better: Mastering the Skills for Success in Life, Business, and School, or, How to Become an Expert in Just About Anything\u003c/i>\u003c/a>. Boser was motivated to write the book by his own experience, and by an explosion in research in the learning sciences that has taken place over the last 20 years. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">“For a long time, people assumed that the ability to learn was the same thing as intelligence: If you’re smart, you can learn,” says Boser. “What we know now is that specific approaches and techniques can increase students’ success.”\u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Over the past couple of decades, the science of learning “has gone from an obscure topic to a well-established field,” he writes. “Still, most of the research findings have remained buried in dusty academic journals and obscure government reports. Far too little has reached the public. Far too little has changed how people learn.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ca href=\"https://www.rodalebooks.com/learn-better/\">\u003cimg class=\"alignright size-full wp-image-48883\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Learn-better-e1501700035986.jpg\" alt=\"\" width=\"250\" height=\"383\">\u003c/a>In \u003ci>Learn Better\u003c/i>, Boser explores the research literature, interviews psychologists and cognitive scientists, and even tries out promising educational techniques on his two daughters, taking them to math classes employing the abacus, an ancient Chinese counting tool. He also adopts research-based approaches himself. Like all of us these days, Boser observes, he has “to learn new information all day, every day.” Persuaded by studies showing the importance of feedback, Boser began asking colleagues for critiques after he gave a presentation. Impressed with research on the cultivation of higher-order thinking, he began asking himself “metacognitive questions” as he worked on the book: \u003ci>Do I know this about learning? Why do I know this about learning? \u003c/i>\u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">At times, he admits, Boser found himself reverting to old habits. “We know from decades of research that re-reading written material gives us a false sense of fluency—we feel like we know it, but we really don’t,” he says. “Much more effective is putting the material away and trying to recall it from memory. I know this—but I would still find myself re-reading my notes before a speech. I’d catch myself and wonder, \u003ci>Have I learned nothing?!\u003c/i>”\u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Actually, of course, Boser has learned quite a lot, and he conveys it in an accessible and enjoyable style in \u003cem>Learn Better.\u003c/em> He scrupulously reports the research of others, and shares the results of studies he led himself at the Center for American Progress—for example: “Working with some of the nation’s most respected learning experts, I recently conducted a survey to see what people knew about how to acquire a skill, and the results were remarkable. While an overwhelming percentage of Americans said that they knew the basics of effective teaching and learning, they harbored a lot of weak intuitions and false beliefs about how people learn.”\u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">It’s more important than ever that we correct these misconceptions, replacing them with an evidence-based understanding of how learning actually works. Having overcome an inauspicious start to his educational career, Boser today holds the ability to learn above all others:\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">“We have to realize that in a world filled with data, when facts and figures flow as freely as water, when even cars are driving themselves, we have to be able to acquire new forms of expertise quickly and effectively,” he writes. “Learning to learn is what experts call the “ultimate survival tool,” one of the most important talents of the modern era, the skill that precedes all other skills. Because once you know how to learn, you can learn almost anything, and as a society, we need much richer forms of education, where information and knowledge work to foster the problem-solving skills that ultimately matter.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cspan class=\"s1\">If you’d met Ulrich Boser while he was still in school, you might not have tagged him as a guy who would one day write a book about learning. Early in his life, at least, learning was a struggle. “School was tough for me from the very start—I repeated kindergarten,” Boser tells me ruefully. All these years, he’s kept a piece of paper with him: the school psychologist’s report on his learning problems. He elaborates further in a new book: \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">“Different theories about the cause of my difficulties floated around, vague potential explanations. One account held that I was slow to learn because my immigrant parents spoke German at home. Others claimed that I had an auditory problem, that my brain wasn’t wired correctly when it came to listening. Still others believed I lacked intelligence, that almost magical ability to think through issues and solve problems.”\u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Over time, however, Boser learned how to learn, and he began to excel academically. He is now a senior fellow at the Center for American Progress, a think tank in Washington, D.C.—and the author of \u003ca href=\"https://www.rodalebooks.com/learn-better/\">\u003ci>Learn Better: Mastering the Skills for Success in Life, Business, and School, or, How to Become an Expert in Just About Anything\u003c/i>\u003c/a>. Boser was motivated to write the book by his own experience, and by an explosion in research in the learning sciences that has taken place over the last 20 years. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">“For a long time, people assumed that the ability to learn was the same thing as intelligence: If you’re smart, you can learn,” says Boser. “What we know now is that specific approaches and techniques can increase students’ success.”\u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Over the past couple of decades, the science of learning “has gone from an obscure topic to a well-established field,” he writes. “Still, most of the research findings have remained buried in dusty academic journals and obscure government reports. Far too little has reached the public. Far too little has changed how people learn.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ca href=\"https://www.rodalebooks.com/learn-better/\">\u003cimg class=\"alignright size-full wp-image-48883\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Learn-better-e1501700035986.jpg\" alt=\"\" width=\"250\" height=\"383\">\u003c/a>In \u003ci>Learn Better\u003c/i>, Boser explores the research literature, interviews psychologists and cognitive scientists, and even tries out promising educational techniques on his two daughters, taking them to math classes employing the abacus, an ancient Chinese counting tool. He also adopts research-based approaches himself. Like all of us these days, Boser observes, he has “to learn new information all day, every day.” Persuaded by studies showing the importance of feedback, Boser began asking colleagues for critiques after he gave a presentation. Impressed with research on the cultivation of higher-order thinking, he began asking himself “metacognitive questions” as he worked on the book: \u003ci>Do I know this about learning? Why do I know this about learning? \u003c/i>\u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">At times, he admits, Boser found himself reverting to old habits. “We know from decades of research that re-reading written material gives us a false sense of fluency—we feel like we know it, but we really don’t,” he says. “Much more effective is putting the material away and trying to recall it from memory. I know this—but I would still find myself re-reading my notes before a speech. I’d catch myself and wonder, \u003ci>Have I learned nothing?!\u003c/i>”\u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Actually, of course, Boser has learned quite a lot, and he conveys it in an accessible and enjoyable style in \u003cem>Learn Better.\u003c/em> He scrupulously reports the research of others, and shares the results of studies he led himself at the Center for American Progress—for example: “Working with some of the nation’s most respected learning experts, I recently conducted a survey to see what people knew about how to acquire a skill, and the results were remarkable. While an overwhelming percentage of Americans said that they knew the basics of effective teaching and learning, they harbored a lot of weak intuitions and false beliefs about how people learn.”\u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">It’s more important than ever that we correct these misconceptions, replacing them with an evidence-based understanding of how learning actually works. Having overcome an inauspicious start to his educational career, Boser today holds the ability to learn above all others:\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">“We have to realize that in a world filled with data, when facts and figures flow as freely as water, when even cars are driving themselves, we have to be able to acquire new forms of expertise quickly and effectively,” he writes. “Learning to learn is what experts call the “ultimate survival tool,” one of the most important talents of the modern era, the skill that precedes all other skills. Because once you know how to learn, you can learn almost anything, and as a society, we need much richer forms of education, where information and knowledge work to foster the problem-solving skills that ultimately matter.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How a School Ditched Awards and Assemblies to Refocus on Kids and Learning",
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"content": "\u003cp>When Paula Gosal took over as principal of the Chilliwack Middle School, she walked smack into the middle of a long-standing debate among the staff over awards. It wasn’t exactly a rumble that Gosal was tossed into so abruptly in the fall of 2016. Most of the teachers at this school for seventh- through ninth-graders in British Columbia had read the literature on awards, and were looking for feedback and support from their new principal. The majority wanted to do away with the school’s awards and awards assemblies, and needed the backing of their principal to make it happen.\u003c/p>\n\u003cp>“I did not have to be persuaded,” Gosal said. She called for a vote, and the staff unanimously decided to stop handing out awards.\u003c/p>\n\u003cp>Though data on the extent of school award-giving is scarce, the practice of delivering them is so customary that the Common Application to U.S. colleges includes spaces to report honors and other forms of recognition. Alongside their ubiquity, however, is abundant research showing that awards, rewards and other external incentives undermine intrinsic motivation.\u003c/p>\n\u003cp>“This is one of the most robust findings in social science—and also one of the most ignored,” wrote \u003ca href=\"http://www.danpink.com/books/drive/\">Daniel Pink\u003c/a>, author of \u003cem>Drive: The Surprising Truth About What Motivates Us\u003c/em>. Pursuit of the trinket or prize extinguishes what might have been a flicker of internal interest in a subject, suffocating the genuine sources of motivation: mastery, autonomy and purpose. “To say ‘do this, and you’ll get that’ makes people lose interest in ‘this,' ” said \u003ca href=\"http://www.alfiekohn.org/\">Alfie Kohn\u003c/a>, author of \u003cem>Punished by Rewards.\u003c/em> Awards are that much worse than rewards, Kohn added, because they are simply prizes made artificially limited.\u003c/p>\n\u003cp>For the majority of students who don’t receive public honors, awards ceremonies spur boredom, anger or resentment, said \u003ca href=\"https://characterandcitizenship.org/about-us/key-players?id=8\">Marvin Berkowitz\u003c/a>, a professor at the University of Missouri—St. Louis and author of \u003cem>You Can’t Teach Through a Rat\u003c/em>. Watching a peer receive an award inspires not a drive to succeed but rather a lingering bitterness, as well as an unfortunate association of school-sanctioned success with tedium.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"A key takeaway here is that awards aren't bad just because the losers are disappointed; everyone (including the winners) ultimately lose when schooling is turned into a scramble to defeat one's peers,\" Kohn said.\u003c/p>\n\u003cp>Understanding the intellectual rationale for doing away with awards, as Gosal and her staff did, made their decision a lot easier. But there were other reasons. Teachers at Chilliwack had been bothered by the exclusionary nature of the awards ceremonies; they noticed the same students and families being recognized year after year. As well, Gosal had been troubled in the past by the ugly encounters she’d witnessed among teachers who had argued for or against a particular student receiving an award. “My experience of watching teachers debate over children was unsettling,” Gosal said.\u003c/p>\n\u003cp>She and her staff also sought to change what motivated kids to work, so that they’d learn for the sake of it rather than for a prize. And they all had begun to realize that student life outside the classroom was just as rich as it was inside, and that those endeavors were just as worthy of notice.\u003c/p>\n\u003cfigure id=\"attachment_48748\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-48748\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Awards-7.jpeg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7.jpeg 4032w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-768x576.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-1180x885.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-960x720.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-240x180.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-375x281.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-520x390.jpeg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Instead of being selected by the school for achievements in pre-determined categories, students were able to recognize their own achievements. (Courtesy of Paula Gosal) \u003ccite>(Courtesy of Paula Gosal)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In May of 2017, Gosal told parents in her weekly newsletter that the June awards ceremony was off. Instead, the school would be hosting a success showcase for all students. “I wanted to marry the two worlds, who you are inside of school and who you are outside,” Gosal explained. The showcase would be more than a talent show, she added. It’s “this is who I am,” she said.\u003c/p>\n\u003cp>About 200 parents and children walked through the school halls on the night of the showcase. Everywhere, the students displayed their unique skills and interests: some danced, played a jazz set or sang. Others dribbled and scored on the basketball court, or demonstrated knot-tying, or dueled one another at a gaming station they had set up especially for the showcase. One child with training in professional dog handling showed her prowess to the crowd, and scores of others displayed their art, poetry and other creative work in the school gallery. Plastered throughout the school were one-page statements every child filled out that finished the phrase, “I am proud of ___.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'We hope that they continue to develop their best selves for their own benefit—not because someone tells them to or because there’s an award at the end of the year.'\u003ccite>Chris Wejr, principal of James Hill Elementary School in British Columbia\u003c/cite>\u003c/aside>\n\u003cp>Chris Wejr, the principal of James Hill Elementary School in British Columbia, eliminated awards and the ceremonies that go with them after talking with teachers and parents about the school’s practices and mission. He had wondered if the regular “student-of-the-month” assembly violated the everyday message of community they were attempting to build; the award seemed to be suggesting that “we’re one community—but you’re a little bit better,” he said. This approach also seemed to contradict the strengths-based model of education they sought to instill, which emphasized each student’s abilities and aptitudes.\u003c/p>\n\u003cp>“Every single person in school has strengths, skills and talents, and it’s our job to bring them out more,” Wejr said.\u003c/p>\n\u003cfigure id=\"attachment_48863\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-48863 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Awards-4-copy.jpg\" alt=\"\" width=\"1920\" height=\"1441\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-1020x766.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-1180x886.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-960x721.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-520x390.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Paula Gosal\u003c/figcaption>\u003c/figure>\n\u003cp>Together with the staff, they decided that handing out awards neither aligned with their beliefs nor brought out the best in their students—even for the sliver of kids who received awards. “Winners” got the message that product rather than process is what matters in education, Wejr said. “Learning should be the reward,” he added. And the far more plentiful “losers” heard that they weren’t good enough to be spotlighted on stage, or that their unique combination of attributes didn’t truly count.\u003c/p>\n\u003cp>Wejr replaced the ceremony that called out one student with a series of assemblies that highlighted chunks of fifth-graders, so that by the end of the year every graduating child was honored. Students said they learned more about their peers in the ceremony, Wejr said. And some appreciative parents approached him afterward to say that their child had never been recognized this way before. “If we believe all students can achieve, our practices have to align with that,” he said.\u003c/p>\n\u003cp>Neither Wejr nor Gosal heard much in the way of criticism from parents or students after they eliminated their school awards. From a population of 575 students, just two parents at Chilliwack Middle School sent emails questioning the decision, and social media channels were quiet. “The ease of the change has been surprising,” Gosal said. Though Wejr heard some grumbling outside the school about the educational system drifting toward mediocrity, he was quick to point out that marks of achievement at James Hill Elementary School have gone up since they eliminated awards.\u003c/p>\n\u003cp>“It’s not an award at the end of the year that drives achievement,” Wejr said. Excellence comes from a school culture that fosters collaboration and provides opportunities for students to lead, especially in those areas where children have special talents and skills, he added.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>When people challenge him about the wisdom of removing school prizes, Wejr asks, “When was the last time you handed out family awards?” If school is an actual community, separating out individuals for special notice makes no sense. School leaders ought to be looking beyond the short term and thinking more about what kinds of adults they’re trying to develop. He added, “We hope that they continue to develop their best selves for their own benefit—not because someone tells them to or because there’s an award at the end of the year.”\u003c/p>\n\n",
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"excerpt": "When a school got rid of \"student-of-the-month\" assemblies and prizes for the best-performing students, individuals were able to see for themselves the accomplishments that gave them pride. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Paula Gosal took over as principal of the Chilliwack Middle School, she walked smack into the middle of a long-standing debate among the staff over awards. It wasn’t exactly a rumble that Gosal was tossed into so abruptly in the fall of 2016. Most of the teachers at this school for seventh- through ninth-graders in British Columbia had read the literature on awards, and were looking for feedback and support from their new principal. The majority wanted to do away with the school’s awards and awards assemblies, and needed the backing of their principal to make it happen.\u003c/p>\n\u003cp>“I did not have to be persuaded,” Gosal said. She called for a vote, and the staff unanimously decided to stop handing out awards.\u003c/p>\n\u003cp>Though data on the extent of school award-giving is scarce, the practice of delivering them is so customary that the Common Application to U.S. colleges includes spaces to report honors and other forms of recognition. Alongside their ubiquity, however, is abundant research showing that awards, rewards and other external incentives undermine intrinsic motivation.\u003c/p>\n\u003cp>“This is one of the most robust findings in social science—and also one of the most ignored,” wrote \u003ca href=\"http://www.danpink.com/books/drive/\">Daniel Pink\u003c/a>, author of \u003cem>Drive: The Surprising Truth About What Motivates Us\u003c/em>. Pursuit of the trinket or prize extinguishes what might have been a flicker of internal interest in a subject, suffocating the genuine sources of motivation: mastery, autonomy and purpose. “To say ‘do this, and you’ll get that’ makes people lose interest in ‘this,' ” said \u003ca href=\"http://www.alfiekohn.org/\">Alfie Kohn\u003c/a>, author of \u003cem>Punished by Rewards.\u003c/em> Awards are that much worse than rewards, Kohn added, because they are simply prizes made artificially limited.\u003c/p>\n\u003cp>For the majority of students who don’t receive public honors, awards ceremonies spur boredom, anger or resentment, said \u003ca href=\"https://characterandcitizenship.org/about-us/key-players?id=8\">Marvin Berkowitz\u003c/a>, a professor at the University of Missouri—St. Louis and author of \u003cem>You Can’t Teach Through a Rat\u003c/em>. Watching a peer receive an award inspires not a drive to succeed but rather a lingering bitterness, as well as an unfortunate association of school-sanctioned success with tedium.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"A key takeaway here is that awards aren't bad just because the losers are disappointed; everyone (including the winners) ultimately lose when schooling is turned into a scramble to defeat one's peers,\" Kohn said.\u003c/p>\n\u003cp>Understanding the intellectual rationale for doing away with awards, as Gosal and her staff did, made their decision a lot easier. But there were other reasons. Teachers at Chilliwack had been bothered by the exclusionary nature of the awards ceremonies; they noticed the same students and families being recognized year after year. As well, Gosal had been troubled in the past by the ugly encounters she’d witnessed among teachers who had argued for or against a particular student receiving an award. “My experience of watching teachers debate over children was unsettling,” Gosal said.\u003c/p>\n\u003cp>She and her staff also sought to change what motivated kids to work, so that they’d learn for the sake of it rather than for a prize. And they all had begun to realize that student life outside the classroom was just as rich as it was inside, and that those endeavors were just as worthy of notice.\u003c/p>\n\u003cfigure id=\"attachment_48748\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-48748\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Awards-7.jpeg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7.jpeg 4032w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-768x576.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-1180x885.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-960x720.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-240x180.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-375x281.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-520x390.jpeg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Instead of being selected by the school for achievements in pre-determined categories, students were able to recognize their own achievements. (Courtesy of Paula Gosal) \u003ccite>(Courtesy of Paula Gosal)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In May of 2017, Gosal told parents in her weekly newsletter that the June awards ceremony was off. Instead, the school would be hosting a success showcase for all students. “I wanted to marry the two worlds, who you are inside of school and who you are outside,” Gosal explained. The showcase would be more than a talent show, she added. It’s “this is who I am,” she said.\u003c/p>\n\u003cp>About 200 parents and children walked through the school halls on the night of the showcase. Everywhere, the students displayed their unique skills and interests: some danced, played a jazz set or sang. Others dribbled and scored on the basketball court, or demonstrated knot-tying, or dueled one another at a gaming station they had set up especially for the showcase. One child with training in professional dog handling showed her prowess to the crowd, and scores of others displayed their art, poetry and other creative work in the school gallery. Plastered throughout the school were one-page statements every child filled out that finished the phrase, “I am proud of ___.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'We hope that they continue to develop their best selves for their own benefit—not because someone tells them to or because there’s an award at the end of the year.'\u003ccite>Chris Wejr, principal of James Hill Elementary School in British Columbia\u003c/cite>\u003c/aside>\n\u003cp>Chris Wejr, the principal of James Hill Elementary School in British Columbia, eliminated awards and the ceremonies that go with them after talking with teachers and parents about the school’s practices and mission. He had wondered if the regular “student-of-the-month” assembly violated the everyday message of community they were attempting to build; the award seemed to be suggesting that “we’re one community—but you’re a little bit better,” he said. This approach also seemed to contradict the strengths-based model of education they sought to instill, which emphasized each student’s abilities and aptitudes.\u003c/p>\n\u003cp>“Every single person in school has strengths, skills and talents, and it’s our job to bring them out more,” Wejr said.\u003c/p>\n\u003cfigure id=\"attachment_48863\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-48863 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Awards-4-copy.jpg\" alt=\"\" width=\"1920\" height=\"1441\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-1020x766.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-1180x886.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-960x721.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-520x390.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Paula Gosal\u003c/figcaption>\u003c/figure>\n\u003cp>Together with the staff, they decided that handing out awards neither aligned with their beliefs nor brought out the best in their students—even for the sliver of kids who received awards. “Winners” got the message that product rather than process is what matters in education, Wejr said. “Learning should be the reward,” he added. And the far more plentiful “losers” heard that they weren’t good enough to be spotlighted on stage, or that their unique combination of attributes didn’t truly count.\u003c/p>\n\u003cp>Wejr replaced the ceremony that called out one student with a series of assemblies that highlighted chunks of fifth-graders, so that by the end of the year every graduating child was honored. Students said they learned more about their peers in the ceremony, Wejr said. And some appreciative parents approached him afterward to say that their child had never been recognized this way before. “If we believe all students can achieve, our practices have to align with that,” he said.\u003c/p>\n\u003cp>Neither Wejr nor Gosal heard much in the way of criticism from parents or students after they eliminated their school awards. From a population of 575 students, just two parents at Chilliwack Middle School sent emails questioning the decision, and social media channels were quiet. “The ease of the change has been surprising,” Gosal said. Though Wejr heard some grumbling outside the school about the educational system drifting toward mediocrity, he was quick to point out that marks of achievement at James Hill Elementary School have gone up since they eliminated awards.\u003c/p>\n\u003cp>“It’s not an award at the end of the year that drives achievement,” Wejr said. Excellence comes from a school culture that fosters collaboration and provides opportunities for students to lead, especially in those areas where children have special talents and skills, he added.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When people challenge him about the wisdom of removing school prizes, Wejr asks, “When was the last time you handed out family awards?” If school is an actual community, separating out individuals for special notice makes no sense. School leaders ought to be looking beyond the short term and thinking more about what kinds of adults they’re trying to develop. He added, “We hope that they continue to develop their best selves for their own benefit—not because someone tells them to or because there’s an award at the end of the year.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Several years ago, former fourth-grade teacher Tracy Johnston Zager took an informal survey of two groups of people to find out how they feel about math: mathematicians and teachers who teach math. She discovered that while mathematicians used words like “beauty” and “wonder” to describe math, teachers recalled “dread” and “fear.” These words aligned with what Zager had observed in her job mentoring student teachers who expressed similar reservations about math. Teachers’ sentiment toward math is noteworthy because research has shown that \u003ca href=\"https://ww2.kqed.org/mindshift/2013/10/21/why-kids-take-on-adults-math-anxiety/\">adults can transfer anxiety to kids\u003c/a>.\u003c/p>\n\u003cp>As teachers try to improve how they teach math by applying numeracy, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/02/how-one-school-changed-its-math-culture-starting-with-teachers/\">inquiry-based learning\u003c/a>, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/19/how-productive-failure-for-students-can-help-lessons-stick/\">productive failure\u003c/a> and \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/23/how-a-strengths-based-approach-to-math-redefines-who-is-smart/\">complex instruction\u003c/a>, the idea of how to become better math teachers is gaining a wider audience. But Zager writes in her book, “We moved right into a new way to teach math, without addressing teachers’ personal histories with and understanding of mathematics.”\u003c/p>\n\u003cp>Zager traveled around the country observing and interviewing outstanding math teachers, and recently published a comprehensive book that invites teachers to reconsider how they think about and teach mathematics. In \u003ca href=\"https://www.stenhouse.com/content/becoming-math-teacher-you-wish-youd-had\">\u003cem>Becoming the Math Teacher You Wish You’d Had: Ideas and Strategies from Vibrant Classrooms\u003c/em>\u003c/a>, Zager strives to motivate teachers to replace the procedural and uninventive methods of ordinary math instruction with approaches that celebrate pure mathematics, with all its creativity, intuition and risk-taking.\u003c/p>\n\u003cp>And what is it true mathematicians do that the teachers should try to emulate? Mathematicians take risks, make mistakes, demand precision, rise to challenges, ask questions, connect ideas, use intuition, reason and prove—habits of mind that can be taught and learned in math classes. Zager introduces us to several exemplary teachers who find a way to do that, offering readers practical techniques to build the kind of classroom that embraces true mathematics. Zager’s book is divided into 13 chapters, each of which explores a different characteristic of a mathematical mind, and then follows up with stories of teachers who work to instill these qualities in their students.\u003c/p>\n\u003cp>“These teachers aren’t superheroes who were just born this way,” Zager cautions. Rather, they are mere mortals, all working with different populations of kids, who have honed their practice over the years through professional development, coaching and teacher inquiry. What unites them is a common desire to be more effective at their work.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://vimeo.com/129522026\u003c/p>\n\u003cp>One such teacher, Debbie Nichols, teaches first- and second-graders in a rural New England town. She wants her students to ask questions so she consciously finds ways to draw out her students to put their questions at the center of the class. One way she does this is by inviting students to work together to come up with questions, as she did in a class about shapes. “I would like to hear some of your questions so that we can figure out what we want to investigate!” she told her class. The students’ numerous questions were profound in their simplicity; they wondered, for example, “Are shapes the same all around the world?” and “Are shapes fragile?”\u003c/p>\n\u003cp>Nichols then asked students to select the four questions that would help them learn best, and continued to provide guidance and instruction as they probed deeper. Recognizing that students’ understanding of shapes was too limited to answer the questions they posed, she provided students with geometric materials like blocks and tiles to help them make sense of shapes. Midway through the unit, and then at the end, Nichols asked students again to think what new questions they might have. This focus on student questions, Zager writes, ignites their curiosity and spirit of inquiry, which are essential features of mathematical thinking.\u003c/p>\n\u003cp>Another teacher, Jen Clerkin Muhammad, encourages her fourth-grade students to make connections between various concepts. Among other reasons, connecting one idea to another builds on what’s already understood, establishes links between apparently unrelated subjects, and helps students apply mathematics to the real world. Muhammad recognizes that seeing problems solved in multiple ways promotes deeper understanding, and expects students to explore many representations of the same problem. In one class, for example, Muhammad asked students to draw a picture of a multiplication problem—if Darlene picked four apples, and Juan picked four times as many, how many does Juan have?-- and then to walk around and examine others’ representations. “Where do you see the four times as many in this representation?” Muhammad asked her students. Seeing varied perspectives on the same problem enhances student understanding of the essential concept and builds new connections.\u003c/p>\n\u003cp>Shawn Towle, who teaches eighth grade in suburban Portland, prods his students to debate their ideas. Such verbal give-and-take is inherent in mathematical discovery, and Towle challenges his students to take positions and then defend them. In one project, Towle gave students a math problem involving a spinning game and asked them to consider whether the problem is fair or unfair, and why. He then divided the class into like-minded groups and asked each group to clarify their reasoning. Students moved back and forth between groups, and then debated each other one-on-one. This student engagement in mathematical disputes, defending and then abandoning or sticking to their reasoning, resembles the way many high-level mathematical discoveries are made: through a blend of solitary work, collaboration and disagreement.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Dz7NsJOpB38\u003c/p>\n\u003cp>In some ways, these classes represent what Zager wishes she had in school.\u003c/p>\n\u003cp>Zager had her own experience in middle school when she felt humiliated in her algebra class for questioning the possible outcomes of a math sequence. In her book, she surmises that her teacher responded in a closed-off manner because he was emulating how he had been taught. In Zager’s case, though, the experience didn’t deter her from math, but encouraged her to find the root of that reaction and the anxious feelings she saw in the teachers she mentored.\u003c/p>\n\u003cp>Many teachers suffer from the same math anxiety and general discomfort with the subject as their students. Thus, changing the way they think about and teach math won’t come quickly or without work. “It requires cognitive and emotional work to relearn and have a better way to teach mathematics,” Zager said. But just like their students, teachers benefit when they approach their own work with a \u003ca href=\"https://ww2.kqed.org/mindshift/tag/growth-mindset/\">growth mindset\u003c/a>.\u003c/p>\n\u003cp>Teachers like Shawn Towle should inspire others who want to shake up the way they teach mathematics but who feel reluctant or afraid, Zager said. Having taught using traditional methods for 14 years, Towle took part in professional development that opened his eyes to new pedagogical tools, which he then shared with colleagues. He piloted a program called Connected Mathematics Project, and went on from there to find more ways of returning creativity and wonder to his math classes.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“He’s a single teacher who has had a positive impact on countless teachers and students in his school,” Zager said. “He gives me such hope.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Several years ago, former fourth-grade teacher Tracy Johnston Zager took an informal survey of two groups of people to find out how they feel about math: mathematicians and teachers who teach math. She discovered that while mathematicians used words like “beauty” and “wonder” to describe math, teachers recalled “dread” and “fear.” These words aligned with what Zager had observed in her job mentoring student teachers who expressed similar reservations about math. Teachers’ sentiment toward math is noteworthy because research has shown that \u003ca href=\"https://ww2.kqed.org/mindshift/2013/10/21/why-kids-take-on-adults-math-anxiety/\">adults can transfer anxiety to kids\u003c/a>.\u003c/p>\n\u003cp>As teachers try to improve how they teach math by applying numeracy, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/02/how-one-school-changed-its-math-culture-starting-with-teachers/\">inquiry-based learning\u003c/a>, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/19/how-productive-failure-for-students-can-help-lessons-stick/\">productive failure\u003c/a> and \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/23/how-a-strengths-based-approach-to-math-redefines-who-is-smart/\">complex instruction\u003c/a>, the idea of how to become better math teachers is gaining a wider audience. But Zager writes in her book, “We moved right into a new way to teach math, without addressing teachers’ personal histories with and understanding of mathematics.”\u003c/p>\n\u003cp>Zager traveled around the country observing and interviewing outstanding math teachers, and recently published a comprehensive book that invites teachers to reconsider how they think about and teach mathematics. In \u003ca href=\"https://www.stenhouse.com/content/becoming-math-teacher-you-wish-youd-had\">\u003cem>Becoming the Math Teacher You Wish You’d Had: Ideas and Strategies from Vibrant Classrooms\u003c/em>\u003c/a>, Zager strives to motivate teachers to replace the procedural and uninventive methods of ordinary math instruction with approaches that celebrate pure mathematics, with all its creativity, intuition and risk-taking.\u003c/p>\n\u003cp>And what is it true mathematicians do that the teachers should try to emulate? Mathematicians take risks, make mistakes, demand precision, rise to challenges, ask questions, connect ideas, use intuition, reason and prove—habits of mind that can be taught and learned in math classes. Zager introduces us to several exemplary teachers who find a way to do that, offering readers practical techniques to build the kind of classroom that embraces true mathematics. Zager’s book is divided into 13 chapters, each of which explores a different characteristic of a mathematical mind, and then follows up with stories of teachers who work to instill these qualities in their students.\u003c/p>\n\u003cp>“These teachers aren’t superheroes who were just born this way,” Zager cautions. Rather, they are mere mortals, all working with different populations of kids, who have honed their practice over the years through professional development, coaching and teacher inquiry. What unites them is a common desire to be more effective at their work.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>One such teacher, Debbie Nichols, teaches first- and second-graders in a rural New England town. She wants her students to ask questions so she consciously finds ways to draw out her students to put their questions at the center of the class. One way she does this is by inviting students to work together to come up with questions, as she did in a class about shapes. “I would like to hear some of your questions so that we can figure out what we want to investigate!” she told her class. The students’ numerous questions were profound in their simplicity; they wondered, for example, “Are shapes the same all around the world?” and “Are shapes fragile?”\u003c/p>\n\u003cp>Nichols then asked students to select the four questions that would help them learn best, and continued to provide guidance and instruction as they probed deeper. Recognizing that students’ understanding of shapes was too limited to answer the questions they posed, she provided students with geometric materials like blocks and tiles to help them make sense of shapes. Midway through the unit, and then at the end, Nichols asked students again to think what new questions they might have. This focus on student questions, Zager writes, ignites their curiosity and spirit of inquiry, which are essential features of mathematical thinking.\u003c/p>\n\u003cp>Another teacher, Jen Clerkin Muhammad, encourages her fourth-grade students to make connections between various concepts. Among other reasons, connecting one idea to another builds on what’s already understood, establishes links between apparently unrelated subjects, and helps students apply mathematics to the real world. Muhammad recognizes that seeing problems solved in multiple ways promotes deeper understanding, and expects students to explore many representations of the same problem. In one class, for example, Muhammad asked students to draw a picture of a multiplication problem—if Darlene picked four apples, and Juan picked four times as many, how many does Juan have?-- and then to walk around and examine others’ representations. “Where do you see the four times as many in this representation?” Muhammad asked her students. Seeing varied perspectives on the same problem enhances student understanding of the essential concept and builds new connections.\u003c/p>\n\u003cp>Shawn Towle, who teaches eighth grade in suburban Portland, prods his students to debate their ideas. Such verbal give-and-take is inherent in mathematical discovery, and Towle challenges his students to take positions and then defend them. In one project, Towle gave students a math problem involving a spinning game and asked them to consider whether the problem is fair or unfair, and why. He then divided the class into like-minded groups and asked each group to clarify their reasoning. Students moved back and forth between groups, and then debated each other one-on-one. This student engagement in mathematical disputes, defending and then abandoning or sticking to their reasoning, resembles the way many high-level mathematical discoveries are made: through a blend of solitary work, collaboration and disagreement.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Dz7NsJOpB38'\n title='//www.youtube.com/embed/Dz7NsJOpB38'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>In some ways, these classes represent what Zager wishes she had in school.\u003c/p>\n\u003cp>Zager had her own experience in middle school when she felt humiliated in her algebra class for questioning the possible outcomes of a math sequence. In her book, she surmises that her teacher responded in a closed-off manner because he was emulating how he had been taught. In Zager’s case, though, the experience didn’t deter her from math, but encouraged her to find the root of that reaction and the anxious feelings she saw in the teachers she mentored.\u003c/p>\n\u003cp>Many teachers suffer from the same math anxiety and general discomfort with the subject as their students. Thus, changing the way they think about and teach math won’t come quickly or without work. “It requires cognitive and emotional work to relearn and have a better way to teach mathematics,” Zager said. But just like their students, teachers benefit when they approach their own work with a \u003ca href=\"https://ww2.kqed.org/mindshift/tag/growth-mindset/\">growth mindset\u003c/a>.\u003c/p>\n\u003cp>Teachers like Shawn Towle should inspire others who want to shake up the way they teach mathematics but who feel reluctant or afraid, Zager said. Having taught using traditional methods for 14 years, Towle took part in professional development that opened his eyes to new pedagogical tools, which he then shared with colleagues. He piloted a program called Connected Mathematics Project, and went on from there to find more ways of returning creativity and wonder to his math classes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Autism Symptoms are Less Obvious in Girls and May Lead to Underdiagnosis",
"title": "Autism Symptoms are Less Obvious in Girls and May Lead to Underdiagnosis",
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"content": "\u003cp>Many more boys are diagnosed with autism every year than girls. According to the Centers for Disease Control and Prevention, the disorder is 4.5 times more common among boys than girls. Boys appear to be more vulnerable to the disorder, but there is some evidence that the gender gap may not be as wide as it appears.\u003c/p>\n\u003cp>That's because the symptoms of autism are often less obvious in girls than they are in boys. Girls can be better at blending in, says \u003ca href=\"https://doctors.rush.edu/Details/1618\">Dr. Louis Kraus\u003c/a>, a psychiatrist at Rush University Medical Center in Chicago, who specializes in autism.\u003c/p>\n\u003cp>\"Girls tend to want to socialize and be part of a group,\" he says, even though it may be awkward. Boys, on the other hand, \"tend to be more isolative,\" says Kraus.\u003c/p>\n\u003cp>That makes it more likely that autism in boys is spotted at an earlier age. Girls, on the other hand, may not get diagnosed or may be diagnosed later because their symptoms don't stand out, Kraus says. This means girls don't get the early intervention that they need.\u003c/p>\n\u003cp>This was the case for Haley Wittenberg, who lives in Los Angeles. She's the youngest of four siblings, and was diagnosed with autism about a year ago, at the age of 19. The diagnosis was a relief, she says because it finally put a name to what she'd been feeling for years — that she was different from her siblings and her classmates.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I would always play sports with the boys when I was little, because it was easier for me and they didn't talk as much,\" Haley says.\u003c/p>\n\u003cp>When she was a baby she never wanted to be cuddled or snuggled, says Haley's mom, Lonnie Wittenberg. Haley also didn't make eye contact. \"I was always saying look at me, look at me,\" her mom says. Haley didn't like noisy, crowded places like Disneyland, and she had a hard time being \"spontaneous.\" But for the most part these seemed like \"quirks,\" Lonnie Wittenberg says. \"Nothing screamed autism.\"\u003c/p>\n\u003cp>Autism spectrum disorder (\u003ca href=\"https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml\">ASD\u003c/a>) is a complex developmental disorder, characterized by repetitive, compulsive behaviors, a lack of interest in social interaction and little or no eye contact. There is no medical test to diagnose autism. Doctors look at the child's behavior and development to make a diagnosis.\u003c/p>\n\u003cp>It turns out Haley's situation is pretty typical for high-functioning girls with autism, whose symptoms can be less noticeable.\u003c/p>\n\u003cp>Girls appear to have mastered what some call \"social camouflaging,\" says \u003ca href=\"https://www.semel.ucla.edu/profile/amanda-gulsrud\">Amanda Gulsrud\u003c/a>, clincial director of the Child and Adult Neurodevelopmental Clinic at University of California, Los Angeles. Gulsrud develops school interventions for children with autism. The interventions are based, in part, on earlier research done by colleagues at UCLA, who did a\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4269475/\"> study\u003c/a> looking at how boys and girls with autism interact with their peers on the school playground. The boys clearly stood out as being different, Gulsrud says. They were very isolated from the other boys, who were in a large group playing sports. The boys with autism were the ones \"circling the perimeter of the yard, or off by the tree in the back.\"\u003c/p>\n\u003cp>Girls with autism, on the other hand, didn't stand out as much, she says. They stuck close enough to the other girls to look as if they were socially connected, but in reality they were not really connecting. \"They were not having deep, meaningful conversations or exchanges,\" Gulsrud says. They were flitting in and out of that social connection.\u003c/p>\n\u003cp>Girls with autism tend to be quiet and \"behave more appropriately,\" says \u003ca href=\"https://weillcornell.org/mhuerta\">Marisela Huerta\u003c/a>, a psychologist with the Weill Cornell Medical College. She co-authored \u003ca href=\"http://journals.sagepub.com/doi/pdf/10.1177/1362361316681481\">a survey\u003c/a> of clinicians who specialize in autism. The clinicians were asked to compare the severity of symptoms in females, compared to males. Seventy percent of them reported clear gender differences in autism symptoms, with boys more likely to exhibit repetitive behaviors, fixated interests and being less likely to engage in social interactions. Girls tend to be more verbal and socially interactive, at least at younger ages. This may be why parents and teachers often don't pick up on girls' symptoms and don't refer as many girls for evaluation.\u003c/p>\n\u003cp>Another characteristic of autism is a tendency toward compulsive behavior. And here again, girls and boys can differ quite a bit, says psychiatrist Kraus. Boys can get obsessed with objects like rocks, for example, to the point that they carry pounds and pounds of them around in a backpack and talk about them endlessly. \"This fixation can drive them away from socializing,\" Kraus says, whereas girls' obsessions don't seem to ostracize them from social development. They may get fixated on collecting shells, for example, but this behavior seems \"endearing and culturally acceptable,\" Kraus says.\u003c/p>\n\u003cp>Researchers are trying to learn more about sex differences in autism. Child pyschologist \u003ca href=\"https://autism.gwu.edu/meet-director\">Kevin Pelphrey\u003c/a>, director of the Autism and Neurodevelopmental Disorders Institute at George Washington University, is the father of two children with autism. He's leading an \u003ca href=\"https://www.nih.gov/news-events/news-releases/nih-awards-100-million-autism-centers-excellence-program\">NIH-funded study\u003c/a> on girls with autism, focusing on genes, brain function and behavior through childhood and adolescence.\u003c/p>\n\u003cp>Preliminary findings suggest there are differences in the brains of girls and boys with the disorder. Brain imaging shows that girls with autism seem to have less of a disruption in the area of the brain that processes social information, Pelphrey says. Girls may be more likely to understand social expectations, even if they can't fully meet them. \"This can be stressful for girls,\" Pelphrey says.\u003c/p>\n\u003cp>A late diagnosis of autism is a setback for any child, psychiatrist Kraus says, pointing to \u003ca href=\"https://www.cdc.gov/ncbddd/autism/treatment.html\">research\u003c/a> that shows the earlier the diagnosis and intervention, the better the outcome.\u003c/p>\n\u003cp>\"You can always make up academics. That's never a huge worry if you fall a little behind with academics,\" he says. \"What is much, much harder to do is make up social development.\"\u003c/p>\n\u003cp>Today, there are an increasing number of academic and community programs geared to help teens and young adults with autism catch up on their social development. Haley Wittenberg is taking part in one at UCLA called \u003ca href=\"https://www.semel.ucla.edu/peers\">PEERS\u003c/a>. She's learning how to approach a group of people she wants to get to know, how to start and maintain a conversation and how to make friends and keep them.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"They gave me the tools that I could use in situations so I wouldn't feel so exhausted after,\" Haley says. \"Now I can hang out with the same people for a lot longer and a lot more often.\" She's even a bit more spontaneous, she says with a giggle, willing to \"hang out\" with only a few minutes notice. Conversations are easier and her social life is more active. Overall, Haley says her life has really improved.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Social+Camouflage%27+May+Lead+To+Underdiagnosis+Of+Autism+In+Girls&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Many more boys are diagnosed with autism every year than girls. According to the Centers for Disease Control and Prevention, the disorder is 4.5 times more common among boys than girls. Boys appear to be more vulnerable to the disorder, but there is some evidence that the gender gap may not be as wide as it appears.\u003c/p>\n\u003cp>That's because the symptoms of autism are often less obvious in girls than they are in boys. Girls can be better at blending in, says \u003ca href=\"https://doctors.rush.edu/Details/1618\">Dr. Louis Kraus\u003c/a>, a psychiatrist at Rush University Medical Center in Chicago, who specializes in autism.\u003c/p>\n\u003cp>\"Girls tend to want to socialize and be part of a group,\" he says, even though it may be awkward. Boys, on the other hand, \"tend to be more isolative,\" says Kraus.\u003c/p>\n\u003cp>That makes it more likely that autism in boys is spotted at an earlier age. Girls, on the other hand, may not get diagnosed or may be diagnosed later because their symptoms don't stand out, Kraus says. This means girls don't get the early intervention that they need.\u003c/p>\n\u003cp>This was the case for Haley Wittenberg, who lives in Los Angeles. She's the youngest of four siblings, and was diagnosed with autism about a year ago, at the age of 19. The diagnosis was a relief, she says because it finally put a name to what she'd been feeling for years — that she was different from her siblings and her classmates.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I would always play sports with the boys when I was little, because it was easier for me and they didn't talk as much,\" Haley says.\u003c/p>\n\u003cp>When she was a baby she never wanted to be cuddled or snuggled, says Haley's mom, Lonnie Wittenberg. Haley also didn't make eye contact. \"I was always saying look at me, look at me,\" her mom says. Haley didn't like noisy, crowded places like Disneyland, and she had a hard time being \"spontaneous.\" But for the most part these seemed like \"quirks,\" Lonnie Wittenberg says. \"Nothing screamed autism.\"\u003c/p>\n\u003cp>Autism spectrum disorder (\u003ca href=\"https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml\">ASD\u003c/a>) is a complex developmental disorder, characterized by repetitive, compulsive behaviors, a lack of interest in social interaction and little or no eye contact. There is no medical test to diagnose autism. Doctors look at the child's behavior and development to make a diagnosis.\u003c/p>\n\u003cp>It turns out Haley's situation is pretty typical for high-functioning girls with autism, whose symptoms can be less noticeable.\u003c/p>\n\u003cp>Girls appear to have mastered what some call \"social camouflaging,\" says \u003ca href=\"https://www.semel.ucla.edu/profile/amanda-gulsrud\">Amanda Gulsrud\u003c/a>, clincial director of the Child and Adult Neurodevelopmental Clinic at University of California, Los Angeles. Gulsrud develops school interventions for children with autism. The interventions are based, in part, on earlier research done by colleagues at UCLA, who did a\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4269475/\"> study\u003c/a> looking at how boys and girls with autism interact with their peers on the school playground. The boys clearly stood out as being different, Gulsrud says. They were very isolated from the other boys, who were in a large group playing sports. The boys with autism were the ones \"circling the perimeter of the yard, or off by the tree in the back.\"\u003c/p>\n\u003cp>Girls with autism, on the other hand, didn't stand out as much, she says. They stuck close enough to the other girls to look as if they were socially connected, but in reality they were not really connecting. \"They were not having deep, meaningful conversations or exchanges,\" Gulsrud says. They were flitting in and out of that social connection.\u003c/p>\n\u003cp>Girls with autism tend to be quiet and \"behave more appropriately,\" says \u003ca href=\"https://weillcornell.org/mhuerta\">Marisela Huerta\u003c/a>, a psychologist with the Weill Cornell Medical College. She co-authored \u003ca href=\"http://journals.sagepub.com/doi/pdf/10.1177/1362361316681481\">a survey\u003c/a> of clinicians who specialize in autism. The clinicians were asked to compare the severity of symptoms in females, compared to males. Seventy percent of them reported clear gender differences in autism symptoms, with boys more likely to exhibit repetitive behaviors, fixated interests and being less likely to engage in social interactions. Girls tend to be more verbal and socially interactive, at least at younger ages. This may be why parents and teachers often don't pick up on girls' symptoms and don't refer as many girls for evaluation.\u003c/p>\n\u003cp>Another characteristic of autism is a tendency toward compulsive behavior. And here again, girls and boys can differ quite a bit, says psychiatrist Kraus. Boys can get obsessed with objects like rocks, for example, to the point that they carry pounds and pounds of them around in a backpack and talk about them endlessly. \"This fixation can drive them away from socializing,\" Kraus says, whereas girls' obsessions don't seem to ostracize them from social development. They may get fixated on collecting shells, for example, but this behavior seems \"endearing and culturally acceptable,\" Kraus says.\u003c/p>\n\u003cp>Researchers are trying to learn more about sex differences in autism. Child pyschologist \u003ca href=\"https://autism.gwu.edu/meet-director\">Kevin Pelphrey\u003c/a>, director of the Autism and Neurodevelopmental Disorders Institute at George Washington University, is the father of two children with autism. He's leading an \u003ca href=\"https://www.nih.gov/news-events/news-releases/nih-awards-100-million-autism-centers-excellence-program\">NIH-funded study\u003c/a> on girls with autism, focusing on genes, brain function and behavior through childhood and adolescence.\u003c/p>\n\u003cp>Preliminary findings suggest there are differences in the brains of girls and boys with the disorder. Brain imaging shows that girls with autism seem to have less of a disruption in the area of the brain that processes social information, Pelphrey says. Girls may be more likely to understand social expectations, even if they can't fully meet them. \"This can be stressful for girls,\" Pelphrey says.\u003c/p>\n\u003cp>A late diagnosis of autism is a setback for any child, psychiatrist Kraus says, pointing to \u003ca href=\"https://www.cdc.gov/ncbddd/autism/treatment.html\">research\u003c/a> that shows the earlier the diagnosis and intervention, the better the outcome.\u003c/p>\n\u003cp>\"You can always make up academics. That's never a huge worry if you fall a little behind with academics,\" he says. \"What is much, much harder to do is make up social development.\"\u003c/p>\n\u003cp>Today, there are an increasing number of academic and community programs geared to help teens and young adults with autism catch up on their social development. Haley Wittenberg is taking part in one at UCLA called \u003ca href=\"https://www.semel.ucla.edu/peers\">PEERS\u003c/a>. She's learning how to approach a group of people she wants to get to know, how to start and maintain a conversation and how to make friends and keep them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"They gave me the tools that I could use in situations so I wouldn't feel so exhausted after,\" Haley says. \"Now I can hang out with the same people for a lot longer and a lot more often.\" She's even a bit more spontaneous, she says with a giggle, willing to \"hang out\" with only a few minutes notice. Conversations are easier and her social life is more active. Overall, Haley says her life has really improved.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Social+Camouflage%27+May+Lead+To+Underdiagnosis+Of+Autism+In+Girls&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"title": "Guess What? We're All Born With Mathematical Abilities",
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"content": "\u003cp>As an undergraduate at the University of Arizona, Kristy vanMarle knew she wanted to go to grad school for psychology, but wasn't sure what lab to join. Then, she saw a flyer: \u003cem>Did you know that babies can count? \u003c/em>\u003c/p>\n\u003cp>\"I thought,\u003cem> No way. \u003c/em>Babies probably can't count, and they certainly don't count the way that we do,\" she says. But the seed was planted, and vanMarle started down her path of study. The person who made that flyer, Karen Wynn, became her mentor and they have since \u003ca href=\"https://psychology.missouri.edu/people/vanmarle\" target=\"_blank\" rel=\"noopener noreferrer\">co-published several studies together\u003c/a>.\u003c/p>\n\u003cp>I spoke with vanMarle, an associate professor at the University of Missouri \u003ca href=\"http://www.npr.org/sections/ed/2017/07/06/535732200/something-new-for-baby-to-chew-on-rocket-science-and-quantum-physics\" target=\"_blank\" rel=\"noopener noreferrer\">whose research focuses on children's early cognitive development\u003c/a>, to find out what she's been up to lately. The interview that follows has been edited and condensed.\u003c/p>\n\u003cp>\u003cstrong>So, what's all this about being born mathematicians? \u003c/strong>\u003c/p>\n\u003cp>In my lab, we are particularly interested in numerical development and understanding of objects — how the early number skills of young infants, possibly even newborns, get built upon to develop a uniquely human capacity for symbolic math.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The roots of those abilities and those skills seem to come from an endowment that is evolutionarily ancient and that we share with most other species.\u003c/p>\n\u003cp>\u003cstrong>In other words, we've evolved to know math — along with almost every other animal. How did you become interested in this?\u003c/strong>\u003c/p>\n\u003cp>I've always been fascinated with the idea that you can have this sophisticated knowledge — at least the foundations of it — in place, very early on. And we know now that it's very broadly available across animal species. Species as different from humans as fish: Guppies are sensitive to numbers in the environment. Of course, primates are. Salamanders. Various insects. It's this basic ability that helps animals navigate their environment. I mean, literally, navigate the environment by calculating angles and distances and so forth. It helps them choose the greater amount of food if they're choosing between two quantities. It shows up in foraging contexts all the time.\u003c/p>\n\u003cp>So I've gotten interested in how these early abilities might provide a foundation for these much more sophisticated abilities that humans grasp pretty ubiquitously. If you're exposed to math and counting, all humans will get it to a degree. Some more easily than others, of course, we all experience that. But the capacity is certainly available.\u003c/p>\n\u003cp>\u003cstrong>What's been the focus of your most recent research?\u003c/strong>\u003c/p>\n\u003cp>Being literate with numbers and math is becoming increasingly important in modern society — perhaps even more important than literacy, which was the focus of a lot of educational initiatives for so many years.\u003c/p>\n\u003cp>We know now that numeracy at the end of high school is a really strong and important predictor of an individual's economic and occupational success. We also know from many, many different studies — including those conducted by my MU colleague, David Geary — that kids who start school behind their peers in math tend to stay behind. And the gap widens over the course of their schooling.\u003c/p>\n\u003cp>Our project is trying to get at what early predictors we can uncover that will tell us who might be at risk for being behind their peers when they enter kindergarten. We're taking what we know and going back a couple steps to see if we can identify kids at risk in the hopes of creating some interventions that can catch them up before school entry and put them on a much more positive path.\u003c/p>\n\u003cp>\u003cstrong>How exactly do you study something like that? \u003c/strong>\u003c/p>\n\u003cp>We followed kids through two years of preschool and assessed a really broad range of quantitative skills. Because when you talk about math achievement and number knowledge, it's not a single solitary construct.\u003c/p>\n\u003cp>Over the two years of preschool, we gave them 12 different tasks — twice a year. Some were symbolic: being able to recite the Arabic numerals or the verbal count list. Others were tapping these earlier, emerging non-symbolic skills: being able to estimate which of two sets of dots is bigger, being able to keep track of additions and subtractions that happen in the environment. Skills like that are building on these evolutionarily ancient core capacities.\u003c/p>\n\u003cp>\u003cstrong>So which of those actually predict math achievement? \u003c/strong>\u003c/p>\n\u003cp>Out of those 12 different skills, there's really one or two that matter most. When we followed up with these kids in kindergarten and first grade, their ability to estimate quantities — this ancient ability — seems to be really important. And also their ability to engage in cardinal reasoning i.e. knowing that the number three — when you see it on a page or hear someone say \"three\" — that it means exactly three, which is really at the root of our ability to count.\u003c/p>\n\u003cp>This cardinality, in particular, seems to be the most important skill that we can measure at a very young age and then predict whether kids are going to be succeeding in a much broader assessment of math achievement when they enter kindergarten.\u003c/p>\n\u003cp>\u003cstrong>Will this have an effect on what kids learn in preschool?\u003c/strong>\u003c/p>\n\u003cp>Well, we hope so. If you look at preschool curricula — kids who are getting structured instruction in math early on — it's really trying to tap these different skills. But when you have a lot of different things you're trying to teach, you don't go into depth with them, right? You're just trying to touch on all of them at once.\u003c/p>\n\u003cp>Our research points to the possibility that it might be more effective for early education if you focus on these core skills that seem to matter the most for developing symbolic knowledge. We're currently running a pilot study — an intervention that targets this ability.\u003c/p>\n\u003cp>\u003cstrong>What does that intervention look like? \u003c/strong>\u003c/p>\n\u003cp>Children count and create sets. We use ice cube trays to count some number of objects. We say, 'Can you put six items into this tray?' And then we point out very interactively where they make mistakes and try to reinforce rules.\u003c/p>\n\u003cp>\u003cstrong>Has it been effective?\u003c/strong>\u003c/p>\n\u003cp>It's too early to say. We are currently inputting the data and analyzing it so I don't have the punchline for you, unfortunately. But we're hopeful it will be effective.\u003c/p>\n\u003cp>It's the kind of thing that parents and early educators can engage in with children. It's possible to even create an app that would allow kids to make sets on an iPad. Of course, that's way down the road for us. But that's kind of where we're headed — getting an intervention that works. We know how to identify which kids are likely to be at risk so the logical next step is to figure out a way to help them.\u003c/p>\n\u003cp>\u003cstrong>Your research points out that parents aren't engaging their kids in number-learning nearly enough at home. What should parents be doing?\u003c/strong>\u003c/p>\n\u003cp>There are any number of opportunities (no pun intended) to point out numbers to your toddler. When you hand them two crackers, you can place them on the table, count them (\"one, two!\" \"two cookies!\") as they watch. That simple interaction reinforces two of the most important rules of counting — one-to-one correspondence (labeling each item exactly once, maybe pointing as you do) and cardinality (in this case, repeating the last number to signify it stands for the total number in the set). Parents can also engage children by asking them to judge the ordinality of numbers: \"I have two crackers and you have three! Who has more, you or me?\"\u003c/p>\n\u003cp>Cooking is another common activity where children can get exposed to amounts and the relationships between amounts.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>I think everyday situations present parents with lots of opportunities to help children learn the meanings of numbers and the relationships between the numbers.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Guess+What%3F+We%27re+All+Born+With+Mathematical+Abilities+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As an undergraduate at the University of Arizona, Kristy vanMarle knew she wanted to go to grad school for psychology, but wasn't sure what lab to join. Then, she saw a flyer: \u003cem>Did you know that babies can count? \u003c/em>\u003c/p>\n\u003cp>\"I thought,\u003cem> No way. \u003c/em>Babies probably can't count, and they certainly don't count the way that we do,\" she says. But the seed was planted, and vanMarle started down her path of study. The person who made that flyer, Karen Wynn, became her mentor and they have since \u003ca href=\"https://psychology.missouri.edu/people/vanmarle\" target=\"_blank\" rel=\"noopener noreferrer\">co-published several studies together\u003c/a>.\u003c/p>\n\u003cp>I spoke with vanMarle, an associate professor at the University of Missouri \u003ca href=\"http://www.npr.org/sections/ed/2017/07/06/535732200/something-new-for-baby-to-chew-on-rocket-science-and-quantum-physics\" target=\"_blank\" rel=\"noopener noreferrer\">whose research focuses on children's early cognitive development\u003c/a>, to find out what she's been up to lately. The interview that follows has been edited and condensed.\u003c/p>\n\u003cp>\u003cstrong>So, what's all this about being born mathematicians? \u003c/strong>\u003c/p>\n\u003cp>In my lab, we are particularly interested in numerical development and understanding of objects — how the early number skills of young infants, possibly even newborns, get built upon to develop a uniquely human capacity for symbolic math.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The roots of those abilities and those skills seem to come from an endowment that is evolutionarily ancient and that we share with most other species.\u003c/p>\n\u003cp>\u003cstrong>In other words, we've evolved to know math — along with almost every other animal. How did you become interested in this?\u003c/strong>\u003c/p>\n\u003cp>I've always been fascinated with the idea that you can have this sophisticated knowledge — at least the foundations of it — in place, very early on. And we know now that it's very broadly available across animal species. Species as different from humans as fish: Guppies are sensitive to numbers in the environment. Of course, primates are. Salamanders. Various insects. It's this basic ability that helps animals navigate their environment. I mean, literally, navigate the environment by calculating angles and distances and so forth. It helps them choose the greater amount of food if they're choosing between two quantities. It shows up in foraging contexts all the time.\u003c/p>\n\u003cp>So I've gotten interested in how these early abilities might provide a foundation for these much more sophisticated abilities that humans grasp pretty ubiquitously. If you're exposed to math and counting, all humans will get it to a degree. Some more easily than others, of course, we all experience that. But the capacity is certainly available.\u003c/p>\n\u003cp>\u003cstrong>What's been the focus of your most recent research?\u003c/strong>\u003c/p>\n\u003cp>Being literate with numbers and math is becoming increasingly important in modern society — perhaps even more important than literacy, which was the focus of a lot of educational initiatives for so many years.\u003c/p>\n\u003cp>We know now that numeracy at the end of high school is a really strong and important predictor of an individual's economic and occupational success. We also know from many, many different studies — including those conducted by my MU colleague, David Geary — that kids who start school behind their peers in math tend to stay behind. And the gap widens over the course of their schooling.\u003c/p>\n\u003cp>Our project is trying to get at what early predictors we can uncover that will tell us who might be at risk for being behind their peers when they enter kindergarten. We're taking what we know and going back a couple steps to see if we can identify kids at risk in the hopes of creating some interventions that can catch them up before school entry and put them on a much more positive path.\u003c/p>\n\u003cp>\u003cstrong>How exactly do you study something like that? \u003c/strong>\u003c/p>\n\u003cp>We followed kids through two years of preschool and assessed a really broad range of quantitative skills. Because when you talk about math achievement and number knowledge, it's not a single solitary construct.\u003c/p>\n\u003cp>Over the two years of preschool, we gave them 12 different tasks — twice a year. Some were symbolic: being able to recite the Arabic numerals or the verbal count list. Others were tapping these earlier, emerging non-symbolic skills: being able to estimate which of two sets of dots is bigger, being able to keep track of additions and subtractions that happen in the environment. Skills like that are building on these evolutionarily ancient core capacities.\u003c/p>\n\u003cp>\u003cstrong>So which of those actually predict math achievement? \u003c/strong>\u003c/p>\n\u003cp>Out of those 12 different skills, there's really one or two that matter most. When we followed up with these kids in kindergarten and first grade, their ability to estimate quantities — this ancient ability — seems to be really important. And also their ability to engage in cardinal reasoning i.e. knowing that the number three — when you see it on a page or hear someone say \"three\" — that it means exactly three, which is really at the root of our ability to count.\u003c/p>\n\u003cp>This cardinality, in particular, seems to be the most important skill that we can measure at a very young age and then predict whether kids are going to be succeeding in a much broader assessment of math achievement when they enter kindergarten.\u003c/p>\n\u003cp>\u003cstrong>Will this have an effect on what kids learn in preschool?\u003c/strong>\u003c/p>\n\u003cp>Well, we hope so. If you look at preschool curricula — kids who are getting structured instruction in math early on — it's really trying to tap these different skills. But when you have a lot of different things you're trying to teach, you don't go into depth with them, right? You're just trying to touch on all of them at once.\u003c/p>\n\u003cp>Our research points to the possibility that it might be more effective for early education if you focus on these core skills that seem to matter the most for developing symbolic knowledge. We're currently running a pilot study — an intervention that targets this ability.\u003c/p>\n\u003cp>\u003cstrong>What does that intervention look like? \u003c/strong>\u003c/p>\n\u003cp>Children count and create sets. We use ice cube trays to count some number of objects. We say, 'Can you put six items into this tray?' And then we point out very interactively where they make mistakes and try to reinforce rules.\u003c/p>\n\u003cp>\u003cstrong>Has it been effective?\u003c/strong>\u003c/p>\n\u003cp>It's too early to say. We are currently inputting the data and analyzing it so I don't have the punchline for you, unfortunately. But we're hopeful it will be effective.\u003c/p>\n\u003cp>It's the kind of thing that parents and early educators can engage in with children. It's possible to even create an app that would allow kids to make sets on an iPad. Of course, that's way down the road for us. But that's kind of where we're headed — getting an intervention that works. We know how to identify which kids are likely to be at risk so the logical next step is to figure out a way to help them.\u003c/p>\n\u003cp>\u003cstrong>Your research points out that parents aren't engaging their kids in number-learning nearly enough at home. What should parents be doing?\u003c/strong>\u003c/p>\n\u003cp>There are any number of opportunities (no pun intended) to point out numbers to your toddler. When you hand them two crackers, you can place them on the table, count them (\"one, two!\" \"two cookies!\") as they watch. That simple interaction reinforces two of the most important rules of counting — one-to-one correspondence (labeling each item exactly once, maybe pointing as you do) and cardinality (in this case, repeating the last number to signify it stands for the total number in the set). Parents can also engage children by asking them to judge the ordinality of numbers: \"I have two crackers and you have three! Who has more, you or me?\"\u003c/p>\n\u003cp>Cooking is another common activity where children can get exposed to amounts and the relationships between amounts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I think everyday situations present parents with lots of opportunities to help children learn the meanings of numbers and the relationships between the numbers.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Guess+What%3F+We%27re+All+Born+With+Mathematical+Abilities+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Kareem Abdul Jabbar is taking his shot helping narrow the opportunity and equity gaps with his \u003ca href=\"https://www.youtube.com/watch?v=Y4ANuNcRlI4\">Skyhook Foundation\u003c/a> and Camp Skyhook. The Los Angeles nonprofit helps public school students in the city access a free, fun, week-long \u003ca href=\"http://www.outdooreducation.org/clearcreek/\">STEM education camp experience\u003c/a> in the Angeles National Forest.\u003c/p>\n\u003cp>Every week throughout the year, in conjunction with the Los Angeles Unified School District, groups of 4th and 5th graders attend \u003ca href=\"https://www.facebook.com/Camp-Skyhook-141049429302836/\">Camp Skyhook\u003c/a> at the Clear Creek Outdoor Education Center, one of the oldest outdoor education centers in America. The hands-on science curriculum allows students to study nature up close: take water temperature in a stream; soil or forest samples during a hike; study the local wildlife or explore the stars. That's alongside the traditional fare of hiking, swimming, and campfire songs.\u003c/p>\n\u003cp>It's so popular there's basically a five-year waiting list for the camp in the city's schools, where about 80 percent of students receive free and reduced-price lunch.\u003c/p>\n\u003cp>Having an NBA Hall of Famer and the league's all-time leading scorer support the camp certainly helps attract attention and financial support.\u003c/p>\n\u003cp>Abdul-Jabbar puts the spotlight \"on environmental literacy and the need for students to be given the opportunity to learn about science in a place where they can do their own investigations and experiments,\" says Gerry Salazar, director of outdoor and environmental education programs at LAUSD. \"We don't have rivers and streams at LA school sites.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>They do at Camp Skyhook.\u003c/p>\n\u003cp>I reached out to Kareem Abdul-Jabbar by phone for details on the program and to find out what motivates him to advocate for STEM Ed.\u003c/p>\n\u003cp>\u003cstrong>You continue to have a really interesting, engaging and productive life after your NBA career, including \u003c/strong>\u003ca href=\"http://www.npr.org/2017/05/21/529364485/kareem-abdul-jabbar-writes-about-his-friendship-with-coach-wooden\">\u003cstrong>numerous books\u003c/strong>\u003c/a>\u003cstrong> and more. Why did you decide to start the Skyhook Foundation and Camp Skyhook? \u003c/strong>\u003c/p>\n\u003cp>I've always been an advocate for literacy and just giving kids tools that they can use to have productive lives. That's so important. All the good jobs in the 21st century are going to be centered around science, technology, engineering and math. There's no way around it. So if we can give kids an idea of where the jobs are and what they have to do to get those jobs, they can adjust right now. We try to get to them before they get pulled in various directions by peer pressure and popular culture. It's so easy. So many of these kids, they want to be LeBron James or Beyonce or Denzel Washington. They think that unless they're a star they don't have anything to offer. That's not true.\u003c/p>\n\u003cp>We've had thousands of kids attend a one-week session where they do hands-on experiments in STEM. They observe the night sky and they learn about water conservation and the effect of wildlife and the effect on wildlife by human interaction with the environment and animals and everything. It's wonderful what happens there, because the kids get turned on to where to look and what to do. It makes me feel good just knowing what's been happening.\u003c/p>\n\u003cp>[note: The camp also partners with NASA to help train Camp Skyhook staff, and the program gets help from \u003ca href=\"https://centerx.gseis.ucla.edu/\">UCLA's Center X \u003c/a>on the science curriculum as well as staff training and development]\u003c/p>\n\u003cp>\u003cstrong>What do you say to a child, though, that says, \"Hey, you're a basketball star. You did it. I can do it too. I want to play basketball and you're telling me to study STEM\"?\u003c/strong>\u003c/p>\n\u003cp>The thing of it is, you can do both. That's the whole idea. There's nothing wrong with pursuing your dream as an athlete. There's been a lot of scholar athletes, and I hope that this is a tradition that continues here in our country.\u003c/p>\n\u003cp>\u003cstrong>Your camp and foundation focus on underserved or what some call \u003c/strong>\u003ca href=\"http://www.npr.org/sections/ed/2015/04/28/399949478/delinquent-dropout-at-risk-whats-in-a-name\">\u003cstrong>opportunity youth\u003c/strong>\u003c/a>\u003cstrong>. Tell me a little bit about who these youth are and what institutions and what people have underserved them?\u003c/strong>\u003c/p>\n\u003cp>These are kids mainly from the inner-city here in Los Angeles County. A lot of these kids can see the area where the camp is from where they live, but they've never been up there. They've never been out of the urban environment, never been very far away from their own home neighborhood. So we take them someplace where it's a different world, and we try to open their mind up to different possibilities.\u003c/p>\n\u003cp>\u003ca href=\"https://www.census.gov/prod/2013pubs/acs-24.pdf\">\u003cstrong>Lots of studies\u003c/strong>\u003c/a>\u003cstrong> (and \u003c/strong>\u003ca href=\"http://press.uchicago.edu/ucp/books/book/chicago/O/bo12079574.html\">\u003cstrong>books\u003c/strong>\u003c/a>\u003cstrong> and \u003c/strong>\u003ca href=\"https://www.nytimes.com/2016/02/26/upshot/dont-blame-recruiting-pipeline-for-lack-of-diversity-in-tech.html?_r=0\">\u003cstrong>reports\u003c/strong>\u003c/a>\u003cstrong>) show that African-Americans and Hispanics continue to be underrepresented in engineering and technical fields, and there are big educational equity and access gaps by race, class, and gender. Why do you think diversity in STEM fields continues to be such a challenge?\u003c/strong>\u003c/p>\n\u003cp>I think it has to do with the quality of educational opportunity. In more affluent neighborhoods, they have enough money in the school system and in the private schools to have really good science programs, good math teachers, good physics teachers. They get to the kids at an early age, so that environment really engenders more people bearing more fruit for engineering types of disciplines. It's too bad that that's the thing that we're up against. But because this is America and we can get things done here, an outreach and focus on inner-city neighborhoods would bear a lot of fruit. There's a lot of talent there. It just hasn't been organized and pushed in the right direction.\u003c/p>\n\u003cp>\u003cstrong>The talent hasn't been tapped and nurtured enough.\u003c/strong>\u003c/p>\n\u003cp>Absolutely.\u003c/p>\n\u003cp>\u003cstrong>Some of it, perhaps, comes down to self-confidence. From schools, parents, society in subtle and not-so-subtle ways — discouraging lower-income and minority children not to reach for STEM careers?\u003c/strong>\u003c/p>\n\u003cp>I think that there is a cultural aspect to this. So many kids in disadvantaged areas don't see themselves as being capable of that or worthy of that, so that's a real big problem because self-image really enables people to dream. So we've got to encourage these kids to dream in ways that heretofore were not seen as possible for them.\u003c/p>\n\u003cp>\u003cstrong>How does your camp and foundation try to instill that self-confidence and change that self-image?\u003c/strong>\u003c/p>\n\u003cp>We try to give them an idea that they are all worthy of going on and doing great things in chemistry and biology and physics and math and all those things, computer sciences. All the things that feed into this in terms of out there in the technical world are things that most kids are into, fortunately. They're curious about it, so we try to get them to keep making inquiries and sniffing up that tree. If they do that and try to get it down, if they pay attention in math class, if they pay attention in chemistry class, they can learn it.\u003c/p>\n\u003cp>\u003cstrong>What's been the most satisfying thing about doing this work?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>For me, the most rewarding thing is some of the feedback that we get. The popularity of the program speaks for itself. The kids are turned in the right direction, and that really counteracts the influence of gangs and the negative parts of just popular culture that makes learning, in some instances, not cool. We're going to teach the kids that it's cool to be the next George Washington Carver. There's nothing wrong with that. We hope that they learn about Luther Burbank and want to find out what he was all about.\u003c/p>\n\u003cp>\u003cstrong>You're known for your NBA career and all those championships. Talk about what interest, if any, you have in STEM and in science. How does that manifest today?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>My dad was into science fiction stories, and he would get science fiction magazines, and I would read those after my dad was through with them when I was a kid. The whole idea of going into space or reaching for the stars and all the information that we get from the cosmos, that kind of fascinated me when I was a kid. So that really fueled my interest. But I ended up swaying in midlife to literature, and my old focus moved away from science to literature stuff. I write now. That is my main thing at this point in my life. But the science and science fiction always fascinated me, and the stuff that has occurred in my lifetime.\u003c/p>\n\u003cp>\u003cstrong>Speaking of reaching for the stars and scientific exploration, there's lots of focus these days the potential for travel to Mars. Any interest in heading up there if there's enough legroom?\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>No, no, no, no, not me! I'll remain earthbound. I think there's so much more to explore here on Earth that is much more relevant to me. I'm totally fascinated by some of the things that they find in the ocean. Those guys who make those bathyspheres, those deep-diving submarines, that's pretty incredible technology right there. It's within our reach.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=From+Skyhook+To+STEM%3A+Kareem+Abdul+Jabbar+Brings+The+Science+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Kareem Abdul Jabbar is taking his shot helping narrow the opportunity and equity gaps with his \u003ca href=\"https://www.youtube.com/watch?v=Y4ANuNcRlI4\">Skyhook Foundation\u003c/a> and Camp Skyhook. The Los Angeles nonprofit helps public school students in the city access a free, fun, week-long \u003ca href=\"http://www.outdooreducation.org/clearcreek/\">STEM education camp experience\u003c/a> in the Angeles National Forest.\u003c/p>\n\u003cp>Every week throughout the year, in conjunction with the Los Angeles Unified School District, groups of 4th and 5th graders attend \u003ca href=\"https://www.facebook.com/Camp-Skyhook-141049429302836/\">Camp Skyhook\u003c/a> at the Clear Creek Outdoor Education Center, one of the oldest outdoor education centers in America. The hands-on science curriculum allows students to study nature up close: take water temperature in a stream; soil or forest samples during a hike; study the local wildlife or explore the stars. That's alongside the traditional fare of hiking, swimming, and campfire songs.\u003c/p>\n\u003cp>It's so popular there's basically a five-year waiting list for the camp in the city's schools, where about 80 percent of students receive free and reduced-price lunch.\u003c/p>\n\u003cp>Having an NBA Hall of Famer and the league's all-time leading scorer support the camp certainly helps attract attention and financial support.\u003c/p>\n\u003cp>Abdul-Jabbar puts the spotlight \"on environmental literacy and the need for students to be given the opportunity to learn about science in a place where they can do their own investigations and experiments,\" says Gerry Salazar, director of outdoor and environmental education programs at LAUSD. \"We don't have rivers and streams at LA school sites.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>They do at Camp Skyhook.\u003c/p>\n\u003cp>I reached out to Kareem Abdul-Jabbar by phone for details on the program and to find out what motivates him to advocate for STEM Ed.\u003c/p>\n\u003cp>\u003cstrong>You continue to have a really interesting, engaging and productive life after your NBA career, including \u003c/strong>\u003ca href=\"http://www.npr.org/2017/05/21/529364485/kareem-abdul-jabbar-writes-about-his-friendship-with-coach-wooden\">\u003cstrong>numerous books\u003c/strong>\u003c/a>\u003cstrong> and more. Why did you decide to start the Skyhook Foundation and Camp Skyhook? \u003c/strong>\u003c/p>\n\u003cp>I've always been an advocate for literacy and just giving kids tools that they can use to have productive lives. That's so important. All the good jobs in the 21st century are going to be centered around science, technology, engineering and math. There's no way around it. So if we can give kids an idea of where the jobs are and what they have to do to get those jobs, they can adjust right now. We try to get to them before they get pulled in various directions by peer pressure and popular culture. It's so easy. So many of these kids, they want to be LeBron James or Beyonce or Denzel Washington. They think that unless they're a star they don't have anything to offer. That's not true.\u003c/p>\n\u003cp>We've had thousands of kids attend a one-week session where they do hands-on experiments in STEM. They observe the night sky and they learn about water conservation and the effect of wildlife and the effect on wildlife by human interaction with the environment and animals and everything. It's wonderful what happens there, because the kids get turned on to where to look and what to do. It makes me feel good just knowing what's been happening.\u003c/p>\n\u003cp>[note: The camp also partners with NASA to help train Camp Skyhook staff, and the program gets help from \u003ca href=\"https://centerx.gseis.ucla.edu/\">UCLA's Center X \u003c/a>on the science curriculum as well as staff training and development]\u003c/p>\n\u003cp>\u003cstrong>What do you say to a child, though, that says, \"Hey, you're a basketball star. You did it. I can do it too. I want to play basketball and you're telling me to study STEM\"?\u003c/strong>\u003c/p>\n\u003cp>The thing of it is, you can do both. That's the whole idea. There's nothing wrong with pursuing your dream as an athlete. There's been a lot of scholar athletes, and I hope that this is a tradition that continues here in our country.\u003c/p>\n\u003cp>\u003cstrong>Your camp and foundation focus on underserved or what some call \u003c/strong>\u003ca href=\"http://www.npr.org/sections/ed/2015/04/28/399949478/delinquent-dropout-at-risk-whats-in-a-name\">\u003cstrong>opportunity youth\u003c/strong>\u003c/a>\u003cstrong>. Tell me a little bit about who these youth are and what institutions and what people have underserved them?\u003c/strong>\u003c/p>\n\u003cp>These are kids mainly from the inner-city here in Los Angeles County. A lot of these kids can see the area where the camp is from where they live, but they've never been up there. They've never been out of the urban environment, never been very far away from their own home neighborhood. So we take them someplace where it's a different world, and we try to open their mind up to different possibilities.\u003c/p>\n\u003cp>\u003ca href=\"https://www.census.gov/prod/2013pubs/acs-24.pdf\">\u003cstrong>Lots of studies\u003c/strong>\u003c/a>\u003cstrong> (and \u003c/strong>\u003ca href=\"http://press.uchicago.edu/ucp/books/book/chicago/O/bo12079574.html\">\u003cstrong>books\u003c/strong>\u003c/a>\u003cstrong> and \u003c/strong>\u003ca href=\"https://www.nytimes.com/2016/02/26/upshot/dont-blame-recruiting-pipeline-for-lack-of-diversity-in-tech.html?_r=0\">\u003cstrong>reports\u003c/strong>\u003c/a>\u003cstrong>) show that African-Americans and Hispanics continue to be underrepresented in engineering and technical fields, and there are big educational equity and access gaps by race, class, and gender. Why do you think diversity in STEM fields continues to be such a challenge?\u003c/strong>\u003c/p>\n\u003cp>I think it has to do with the quality of educational opportunity. In more affluent neighborhoods, they have enough money in the school system and in the private schools to have really good science programs, good math teachers, good physics teachers. They get to the kids at an early age, so that environment really engenders more people bearing more fruit for engineering types of disciplines. It's too bad that that's the thing that we're up against. But because this is America and we can get things done here, an outreach and focus on inner-city neighborhoods would bear a lot of fruit. There's a lot of talent there. It just hasn't been organized and pushed in the right direction.\u003c/p>\n\u003cp>\u003cstrong>The talent hasn't been tapped and nurtured enough.\u003c/strong>\u003c/p>\n\u003cp>Absolutely.\u003c/p>\n\u003cp>\u003cstrong>Some of it, perhaps, comes down to self-confidence. From schools, parents, society in subtle and not-so-subtle ways — discouraging lower-income and minority children not to reach for STEM careers?\u003c/strong>\u003c/p>\n\u003cp>I think that there is a cultural aspect to this. So many kids in disadvantaged areas don't see themselves as being capable of that or worthy of that, so that's a real big problem because self-image really enables people to dream. So we've got to encourage these kids to dream in ways that heretofore were not seen as possible for them.\u003c/p>\n\u003cp>\u003cstrong>How does your camp and foundation try to instill that self-confidence and change that self-image?\u003c/strong>\u003c/p>\n\u003cp>We try to give them an idea that they are all worthy of going on and doing great things in chemistry and biology and physics and math and all those things, computer sciences. All the things that feed into this in terms of out there in the technical world are things that most kids are into, fortunately. They're curious about it, so we try to get them to keep making inquiries and sniffing up that tree. If they do that and try to get it down, if they pay attention in math class, if they pay attention in chemistry class, they can learn it.\u003c/p>\n\u003cp>\u003cstrong>What's been the most satisfying thing about doing this work?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>For me, the most rewarding thing is some of the feedback that we get. The popularity of the program speaks for itself. The kids are turned in the right direction, and that really counteracts the influence of gangs and the negative parts of just popular culture that makes learning, in some instances, not cool. We're going to teach the kids that it's cool to be the next George Washington Carver. There's nothing wrong with that. We hope that they learn about Luther Burbank and want to find out what he was all about.\u003c/p>\n\u003cp>\u003cstrong>You're known for your NBA career and all those championships. Talk about what interest, if any, you have in STEM and in science. How does that manifest today?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>My dad was into science fiction stories, and he would get science fiction magazines, and I would read those after my dad was through with them when I was a kid. The whole idea of going into space or reaching for the stars and all the information that we get from the cosmos, that kind of fascinated me when I was a kid. So that really fueled my interest. But I ended up swaying in midlife to literature, and my old focus moved away from science to literature stuff. I write now. That is my main thing at this point in my life. But the science and science fiction always fascinated me, and the stuff that has occurred in my lifetime.\u003c/p>\n\u003cp>\u003cstrong>Speaking of reaching for the stars and scientific exploration, there's lots of focus these days the potential for travel to Mars. Any interest in heading up there if there's enough legroom?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>No, no, no, no, not me! I'll remain earthbound. I think there's so much more to explore here on Earth that is much more relevant to me. I'm totally fascinated by some of the things that they find in the ocean. Those guys who make those bathyspheres, those deep-diving submarines, that's pretty incredible technology right there. It's within our reach.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=From+Skyhook+To+STEM%3A+Kareem+Abdul+Jabbar+Brings+The+Science+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
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},
"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"planet-money": {
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"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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"rss": "http://feeds.revealradio.org/revealpodcast"
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"source": "kqed",
"order": 16
},
"link": "/podcasts/rightnowish",
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},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Science-Friday-Podcast-Tile-360x360-1.jpg",
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},
"snap-judgment": {
"id": "snap-judgment",
"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
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