window.__IS_SSR__=true
window.__INITIAL_STATE__={
"attachmentsReducer": {
"audio_0": {
"type": "attachments",
"id": "audio_0",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background0.jpg"
}
}
},
"audio_1": {
"type": "attachments",
"id": "audio_1",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background1.jpg"
}
}
},
"audio_2": {
"type": "attachments",
"id": "audio_2",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background2.jpg"
}
}
},
"audio_3": {
"type": "attachments",
"id": "audio_3",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background3.jpg"
}
}
},
"audio_4": {
"type": "attachments",
"id": "audio_4",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background4.jpg"
}
}
},
"placeholder": {
"type": "attachments",
"id": "placeholder",
"imgSizes": {
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-768x512.jpg",
"width": 768,
"height": 512,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-lrg": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-med": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"fd-sm": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1038x576.jpg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"xxsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"xsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"small": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"xlarge": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1920x1280.jpg",
"width": 1920,
"height": 1280,
"mimeType": "image/jpeg"
},
"guest-author-32": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 32,
"height": 32,
"mimeType": "image/jpeg"
},
"guest-author-50": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 50,
"height": 50,
"mimeType": "image/jpeg"
},
"guest-author-64": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 64,
"height": 64,
"mimeType": "image/jpeg"
},
"guest-author-96": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 96,
"height": 96,
"mimeType": "image/jpeg"
},
"guest-author-128": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 128,
"height": 128,
"mimeType": "image/jpeg"
},
"detail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 160,
"height": 160,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1.jpg",
"width": 2000,
"height": 1333
}
}
},
"mindshift_44075": {
"type": "attachments",
"id": "mindshift_44075",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "44075",
"found": true
},
"parent": 43762,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/light-bulb-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/light-bulb-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/light-bulb-960x540.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 540
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/light-bulb-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/light-bulb.jpg",
"width": 1920,
"height": 1080
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/light-bulb-1440x810.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 810
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/light-bulb-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/light-bulb-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/light-bulb-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/light-bulb-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"cat_post_thumb_sizecategory-posts-2": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/light-bulb-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/light-bulb-1920x1080.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1080
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/light-bulb-1180x664.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 664
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/light-bulb-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/light-bulb-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/light-bulb-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1456734063,
"modified": 1456734071,
"caption": null,
"description": null,
"title": "light-bulb",
"credit": "iStock",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_44029": {
"type": "attachments",
"id": "mindshift_44029",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "44029",
"found": true
},
"parent": 43310,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Dyslexia-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Dyslexia-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Dyslexia-960x540.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 540
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Dyslexia-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Dyslexia.jpg",
"width": 1920,
"height": 1080
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Dyslexia-1440x810.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 810
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Dyslexia-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Dyslexia-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Dyslexia-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Dyslexia-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"cat_post_thumb_sizecategory-posts-2": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Dyslexia-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Dyslexia-1920x1080.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1080
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Dyslexia-1180x664.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 664
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Dyslexia-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Dyslexia-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Dyslexia-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1456475569,
"modified": 1456475575,
"caption": null,
"description": null,
"title": "Dyslexia",
"credit": "iStock",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_44018": {
"type": "attachments",
"id": "mindshift_44018",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "44018",
"found": true
},
"parent": 43792,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/hands-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/hands-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/hands-960x540.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 540
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/hands-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/hands.jpg",
"width": 1920,
"height": 1080
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/hands-1440x810.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 810
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/hands-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/hands-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/hands-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/hands-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"cat_post_thumb_sizecategory-posts-2": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/hands-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/hands-1920x1080.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1080
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/hands-1180x664.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 664
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/hands-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/hands-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/hands-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1456388965,
"modified": 1456388973,
"caption": null,
"description": null,
"title": "hands",
"credit": "iStock",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_43969": {
"type": "attachments",
"id": "mindshift_43969",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "43969",
"found": true
},
"parent": 43831,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Stress-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Stress-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Stress-960x540.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 540
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Stress-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Stress.jpg",
"width": 1920,
"height": 1080
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Stress-1440x810.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 810
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Stress-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Stress-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Stress-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Stress-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"cat_post_thumb_sizecategory-posts-2": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Stress-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Stress-1920x1080.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1080
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Stress-1180x664.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 664
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Stress-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Stress-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/Stress-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1456294356,
"modified": 1456294363,
"caption": null,
"description": null,
"title": "Stress",
"credit": "iStock",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_43822": {
"type": "attachments",
"id": "mindshift_43822",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "43822",
"found": true
},
"parent": 43802,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/chailey-ipad-1-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/chailey-ipad-1-400x299.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 299
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/chailey-ipad-1-960x717.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 717
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/chailey-ipad-1-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/chailey-ipad-1.jpg",
"width": 1824,
"height": 1362
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/chailey-ipad-1-1440x1075.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 1075
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/chailey-ipad-1-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/chailey-ipad-1-800x597.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 597
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/chailey-ipad-1-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/chailey-ipad-1-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"cat_post_thumb_sizecategory-posts-2": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/chailey-ipad-1-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/chailey-ipad-1-1180x881.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 881
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/chailey-ipad-1-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/chailey-ipad-1-768x573.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 573
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/chailey-ipad-1-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1456126913,
"modified": 1456127081,
"caption": null,
"description": null,
"title": "The completed wooden iPad stand",
"credit": "\u003ca href=\"https://www.flickr.com/photos/chailey/7015812939/in/photolist-5cfJSw-jWs7aj-52ox78-bFXSL4-s3LxbA-DNfwe-5nVrHi-4wYuK8-4p9jsv-3mKmjH-nSRc6H-7ecFEP-49GYC6-8kGgK-7rosg1-7fxZaT-cr5G-2w1Sp-77En3v-5mcoXt-4RTdaM-4CX1Gv-5SGHF2-kNhR-4hs4HK-hVWEhk-52sS6G-dCsVXV-dCsWAZ-dXsfsm-4s4wPn-rQT1Wa-55u9Pf-euDHmm-hZNuT-2jnhn1-7uCunn-NgcyR-7STWok-7LXqV1-rPuJw1-6YW8H-6xcCZm-55pXFa-5g9o67-4yCKNu-4nWivv-7fgvQx-o8BwV-3NVLZu\">chailey/Flickr\u003c/a>",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_43751": {
"type": "attachments",
"id": "mindshift_43751",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "43751",
"found": true
},
"parent": 0,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/5885526786_50404ed8b2_o-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/5885526786_50404ed8b2_o-400x269.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 269
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/5885526786_50404ed8b2_o-960x645.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 645
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/5885526786_50404ed8b2_o-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/5885526786_50404ed8b2_o-e1455697125961.jpg",
"width": 1920,
"height": 1290
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/5885526786_50404ed8b2_o-1440x968.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 968
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/5885526786_50404ed8b2_o-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/5885526786_50404ed8b2_o-800x538.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 538
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/5885526786_50404ed8b2_o-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/5885526786_50404ed8b2_o-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"cat_post_thumb_sizecategory-posts-2": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/5885526786_50404ed8b2_o-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/5885526786_50404ed8b2_o-1920x1290.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1290
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/5885526786_50404ed8b2_o-1180x793.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 793
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/5885526786_50404ed8b2_o-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/5885526786_50404ed8b2_o-768x516.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 516
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/5885526786_50404ed8b2_o-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1455697037,
"modified": 1455698588,
"caption": "University of Waterloo Davis Center",
"description": null,
"title": "University of Waterloo",
"credit": "Flickr/Jon",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_43437": {
"type": "attachments",
"id": "mindshift_43437",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "43437",
"found": true
},
"parent": 43435,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Tim-Harford-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Tim-Harford-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Tim-Harford.jpg",
"width": 832,
"height": 467
},
"cat_post_thumb_sizecategory-posts-2": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Tim-Harford-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Tim-Harford-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Tim-Harford-800x449.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 449
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Tim-Harford-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Tim-Harford-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Tim-Harford-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Tim-Harford-768x431.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 431
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Tim-Harford-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1453252091,
"modified": 1453252097,
"caption": null,
"description": null,
"title": "Tim-Harford",
"credit": "TED",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_43707": {
"type": "attachments",
"id": "mindshift_43707",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "43707",
"found": true
},
"parent": 43704,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/math-olympiad-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/math-olympiad-960x540.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 540
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/math-olympiad-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/math-olympiad.jpg",
"width": 960,
"height": 540
},
"cat_post_thumb_sizecategory-posts-2": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/math-olympiad-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/math-olympiad-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/math-olympiad-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/math-olympiad-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/math-olympiad-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/math-olympiad-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/math-olympiad-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/math-olympiad-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1455133304,
"modified": 1455133401,
"caption": "Mitchell Lee won a gold medal at the 2012 International Mathematical Olympiad.",
"description": null,
"title": "math-olympiad",
"credit": "\u003ca href=\"https://www.flickr.com/photos/maaorg/7590807556/\">Mathematical Association of America/Flickr\u003c/a>",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_43663": {
"type": "attachments",
"id": "mindshift_43663",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "43663",
"found": true
},
"parent": 43662,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/gettyimages-564723051-edit_wide-4091b4a3710420c9aae1882646af72c36b5d687a-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/gettyimages-564723051-edit_wide-4091b4a3710420c9aae1882646af72c36b5d687a-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/gettyimages-564723051-edit_wide-4091b4a3710420c9aae1882646af72c36b5d687a-960x540.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 540
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/gettyimages-564723051-edit_wide-4091b4a3710420c9aae1882646af72c36b5d687a-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/gettyimages-564723051-edit_wide-4091b4a3710420c9aae1882646af72c36b5d687a.jpg",
"width": 3000,
"height": 1687
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/gettyimages-564723051-edit_wide-4091b4a3710420c9aae1882646af72c36b5d687a-1440x810.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 810
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/gettyimages-564723051-edit_wide-4091b4a3710420c9aae1882646af72c36b5d687a-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/gettyimages-564723051-edit_wide-4091b4a3710420c9aae1882646af72c36b5d687a-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/gettyimages-564723051-edit_wide-4091b4a3710420c9aae1882646af72c36b5d687a-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/gettyimages-564723051-edit_wide-4091b4a3710420c9aae1882646af72c36b5d687a-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"cat_post_thumb_sizecategory-posts-2": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/gettyimages-564723051-edit_wide-4091b4a3710420c9aae1882646af72c36b5d687a-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/gettyimages-564723051-edit_wide-4091b4a3710420c9aae1882646af72c36b5d687a-1920x1080.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1080
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/gettyimages-564723051-edit_wide-4091b4a3710420c9aae1882646af72c36b5d687a-1180x664.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 664
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/gettyimages-564723051-edit_wide-4091b4a3710420c9aae1882646af72c36b5d687a-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/gettyimages-564723051-edit_wide-4091b4a3710420c9aae1882646af72c36b5d687a-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/gettyimages-564723051-edit_wide-4091b4a3710420c9aae1882646af72c36b5d687a-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1454911104,
"modified": 1454911104,
"caption": null,
"description": "Some researchers say we're losing our critical thinking and memory skills by relying on search engines",
"title": "Some researchers say we're losing our critical thinking and memory skills by relying on search engines.",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_43529": {
"type": "attachments",
"id": "mindshift_43529",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "43529",
"found": true
},
"parent": 43454,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Teachers-compilation-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Teachers-compilation-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Teachers-compilation-960x540.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 540
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Teachers-compilation-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Teachers-compilation.jpg",
"width": 1920,
"height": 1080
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Teachers-compilation-1440x810.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 810
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Teachers-compilation-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Teachers-compilation-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Teachers-compilation-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Teachers-compilation-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"cat_post_thumb_sizecategory-posts-2": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Teachers-compilation-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Teachers-compilation-1920x1080.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1080
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Teachers-compilation-1180x664.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 664
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Teachers-compilation-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Teachers-compilation-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Teachers-compilation-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1453796270,
"modified": 1453796270,
"caption": null,
"description": null,
"title": "Teachers-compilation",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_43479": {
"type": "attachments",
"id": "mindshift_43479",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "43479",
"found": true
},
"parent": 43477,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Alexa-featured-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Alexa-featured-960x540.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 540
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Alexa-featured-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Alexa-featured.jpg",
"width": 960,
"height": 540
},
"cat_post_thumb_sizecategory-posts-2": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Alexa-featured-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Alexa-featured-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Alexa-featured-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Alexa-featured-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Alexa-featured-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Alexa-featured-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Alexa-featured-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Alexa-featured-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1453749032,
"modified": 1453772222,
"caption": "Alexa Schlechter (right) with best friend Alison Smith.",
"description": null,
"title": "Alexa-featured",
"credit": "Courtesy of Alexa Schlechter",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_43471": {
"type": "attachments",
"id": "mindshift_43471",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "43471",
"found": true
},
"parent": 43193,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Hands-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Hands-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Hands-960x540.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 540
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Hands-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Hands.jpg",
"width": 1920,
"height": 1080
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Hands-1440x810.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 810
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Hands-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Hands-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Hands-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Hands-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"cat_post_thumb_sizecategory-posts-2": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Hands-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Hands-1920x1080.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1080
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Hands-1180x664.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 664
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Hands-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Hands-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Hands-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1453706816,
"modified": 1453706824,
"caption": null,
"description": null,
"title": "Hands",
"credit": "iStock",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
}
},
"audioPlayerReducer": {
"postId": "stream_live",
"isPaused": true,
"isPlaying": false,
"pfsActive": false,
"pledgeModalIsOpen": true,
"playerDrawerIsOpen": false,
"liveAudioPlayStartedAt": 0,
"liveAudioPlayContext": ""
},
"authorsReducer": {
"byline_mindshift_43662": {
"type": "authors",
"id": "byline_mindshift_43662",
"meta": {
"override": true
},
"slug": "byline_mindshift_43662",
"name": "Zhai Yun Tan",
"isLoading": false
},
"katrinaschwartz": {
"type": "authors",
"id": "234",
"meta": {
"index": "authors_1716337520",
"id": "234",
"found": true
},
"name": "Katrina Schwartz",
"firstName": "Katrina",
"lastName": "Schwartz",
"slug": "katrinaschwartz",
"email": "kschwartz@kqed.org",
"display_author_email": false,
"staff_mastheads": [
"news"
],
"title": "Producer",
"bio": "Katrina Schwartz is a journalist based in San Francisco. She's worked at KPCC public radio in LA and has reported on air and online for KQED since 2010. She covered how teaching and learning is changing for MindShift between 2012 and 2020. She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.",
"avatar": "https://secure.gravatar.com/avatar/edb4ee79070447a018538c9aae6eeecf28786515b8a0c30e43b6b7dce5aa44c8?s=600&d=blank&r=g",
"twitter": "kschwart",
"bluesky": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "news",
"roles": [
"editor"
]
},
{
"site": "mindshift",
"roles": [
"administrator"
]
},
{
"site": "stateofhealth",
"roles": [
"author"
]
},
{
"site": "science",
"roles": [
"editor"
]
}
],
"headData": {
"title": "Katrina Schwartz | KQED",
"description": "Producer",
"ogImgSrc": "https://secure.gravatar.com/avatar/edb4ee79070447a018538c9aae6eeecf28786515b8a0c30e43b6b7dce5aa44c8?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/edb4ee79070447a018538c9aae6eeecf28786515b8a0c30e43b6b7dce5aa44c8?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/katrinaschwartz"
},
"zstavely": {
"type": "authors",
"id": "3225",
"meta": {
"index": "authors_1716337520",
"id": "3225",
"found": true
},
"name": "Zaidee Stavely",
"firstName": "Zaidee",
"lastName": "Stavely",
"slug": "zstavely",
"email": "zstavely@gmail.com",
"display_author_email": false,
"staff_mastheads": [],
"title": "KQED Contributor",
"bio": "Zaidee Stavely is an award-winning reporter who writes about race, equity, immigration, and education.",
"avatar": "https://secure.gravatar.com/avatar/5154b3ee56a721c916ca429372ae629c?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "news",
"roles": [
"subscriber"
]
},
{
"site": "mindshift",
"roles": [
"contributor"
]
}
],
"headData": {
"title": "Zaidee Stavely | KQED",
"description": "KQED Contributor",
"ogImgSrc": "https://secure.gravatar.com/avatar/5154b3ee56a721c916ca429372ae629c?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/5154b3ee56a721c916ca429372ae629c?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/zstavely"
},
"hollykorbey": {
"type": "authors",
"id": "4445",
"meta": {
"index": "authors_1716337520",
"id": "4445",
"found": true
},
"name": "Holly Korbey",
"firstName": "Holly",
"lastName": "Korbey",
"slug": "hollykorbey",
"email": "holly@hollykorbey.com",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": "Holly Korbey's work on parenting and education has appeared in The New York Times, The Atlantic, Babble, Brain, Child Magazine, and others. She lives in Nashville with her family. Follow her on Twitter: @HKorbey",
"avatar": "https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"contributor"
]
}
],
"headData": {
"title": "Holly Korbey | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/hollykorbey"
},
"ksung": {
"type": "authors",
"id": "4596",
"meta": {
"index": "authors_1716337520",
"id": "4596",
"found": true
},
"name": "Ki Sung",
"firstName": "Ki",
"lastName": "Sung",
"slug": "ksung",
"email": "ksung@kqed.org",
"display_author_email": false,
"staff_mastheads": [
"news"
],
"title": "KQED Contributor",
"bio": "Ki Sung is Managing Editor of Digital News at KQED. She is former Senior Editor of MindShift and worked at NPR before joining KQED in 2014.",
"avatar": "https://secure.gravatar.com/avatar/64271e01dc95486c133be56937739045b7c00c990525bf9add12d3dd4f0433c9?s=600&d=blank&r=g",
"twitter": null,
"bluesky": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "news",
"roles": [
"editor"
]
},
{
"site": "mindshift",
"roles": [
"administrator"
]
},
{
"site": "elections",
"roles": [
"administrator"
]
}
],
"headData": {
"title": "Ki Sung | KQED",
"description": "KQED Contributor",
"ogImgSrc": "https://secure.gravatar.com/avatar/64271e01dc95486c133be56937739045b7c00c990525bf9add12d3dd4f0433c9?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/64271e01dc95486c133be56937739045b7c00c990525bf9add12d3dd4f0433c9?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/ksung"
},
"dfkris": {
"type": "authors",
"id": "11087",
"meta": {
"index": "authors_1716337520",
"id": "11087",
"found": true
},
"name": "Deborah Farmer Kris",
"firstName": "Deborah Farmer",
"lastName": "Kris",
"slug": "dfkris",
"email": "dfkris@gmail.com",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": "\u003cem>\u003ca href=\"https://twitter.com/@dfkris\">Deborah Farmer Kris\u003c/a> has taught elementary, middle and high school and served as a charter school administrator. She spent a decade as an associate at Boston University’s \u003c/em>\u003cem>\u003ca href=\"http://www.bu.edu/ccsr/about-us/\">Center for Character and Social Responsibility\u003c/a>, \u003c/em>\u003cem>researching, writing, and consulting with schools. She is the mother of two young children. You can follower her on Twitter \u003ca href=\"https://twitter.com/@dfkris\">@dfkris\u003c/a>.\u003c/em>",
"avatar": "https://secure.gravatar.com/avatar/48efe6f17031ed31222b74af9605fe5a?s=600&d=blank&r=g",
"twitter": "dfkris",
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"author"
]
}
],
"headData": {
"title": "Deborah Farmer Kris | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/48efe6f17031ed31222b74af9605fe5a?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/48efe6f17031ed31222b74af9605fe5a?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/dfkris"
}
},
"pagesReducer": {
"mindshift_category_big-ideas": {
"type": "terms",
"id": "mindshift_192",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "192",
"score": 14.40303
},
"featImg": null,
"name": "Big Ideas",
"description": "The latest findings from experts in the field related to the future of learning.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "The latest findings from experts in the field related to the future of learning.",
"title": "Big Ideas Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 192,
"slug": "big-ideas",
"isLoading": false,
"title": "Big Ideas",
"pageMeta": {
"site": "mindshift",
"WpPageTemplate": "page-topic-editorial",
"currentPage": 47
},
"blocks": [
{
"blockName": "kqed/company-paragraph",
"content": "The latest findings from experts in the field related to the future of learning."
},
{
"blockName": "kqed/post-list",
"attrs": {
"layout": "cardArticle2",
"query": "posts/mindshift?category=big-ideas",
"seeMore": false,
"paginated": true,
"page": 47
}
},
{
"blockName": "kqed/ad"
}
]
}
},
"pfsSessionReducer": {},
"postsReducer": {
"stream_live": {
"type": "live",
"id": "stream_live",
"audioUrl": "https://streams.kqed.org/kqedradio",
"title": "Live Stream",
"excerpt": "Live Stream information currently unavailable.",
"link": "/radio",
"featImg": "",
"label": {
"name": "KQED Live",
"link": "/"
}
},
"stream_kqedNewscast": {
"type": "posts",
"id": "stream_kqedNewscast",
"audioUrl": "https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1",
"title": "KQED Newscast",
"featImg": "",
"label": {
"name": "88.5 FM",
"link": "/"
}
},
"mindshift_43762": {
"type": "posts",
"id": "mindshift_43762",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "43762",
"score": null,
"sort": [
1456734257000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1456734257,
"format": "standard",
"disqusTitle": "Tapping Teachers' Intrinsic Motivation to Develop School Improvements",
"title": "Tapping Teachers' Intrinsic Motivation to Develop School Improvements",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>The northern suburbs of Melbourne, Australia, are home to some of the city’s poorest residents, including about 80,000 schoolchildren. Many families are recent immigrants to Australia, moving to find work in factories located in the northern outskirts of town. Unemployment is high in parts of this region, but other parts are fairly affluent. If these conditions sound familiar, it’s because lots of school districts serve similarly divided communities and have similarly stagnant results from traditional approaches to improving education. For decades, the school system of this region tried traditional top-down approaches to improve student achievement in its schools, but saw few results.\u003c/p>\n\u003cp>That pattern began to change when Wayne Craig became the region’s director (like a superintendent) and began emphasizing a simple message: Students should be literate, numerate and curious. From his work as a teacher and school principal Craig knew that lasting school change comes from teachers, so he focused the regional school improvement work on improving teacher instruction.\u003c/p>\n\u003caside class=\"pullquote alignright\">'This really resonates with teachers, they want to do this work. It's really about how do we structure ourselves so we can do this work.'\u003ccite>Wayne Craig\u003c/cite>\u003c/aside>\n\u003cp>“The whole notion was that to improve the outcomes of students, you have to change the way you taught,” Craig said. “And to change the way we taught we had to change the organization.”\u003c/p>\n\u003cp>He knew that if he wanted to see real improvement he needed to help his teachers find \u003ca href=\"http://ww2.kqed.org/mindshift/tag/intrinsic-motivation/\">intrinsic motivation,\u003c/a> give them more control over their work and remind them of the moral purpose in being an educator. He wanted schools to develop their own vision of change and pursue it on their own terms, with support from the regional office.\u003c/p>\n\u003cp>Craig worked with British researcher David Hopkins to develop \u003ca href=\"///Users/kschwart/Downloads/Curiosity-booklet-single-pages-for-web-21-Oct-11.pdf\" target=\"_blank\">10 \u003c/a>\u003ca href=\"https://weatutor.files.wordpress.com/2014/04/curiosity.pdf\" target=\"_blank\">theories of action\u003c/a>, based on research about what works in education. They found that teachers needed to have all 10 theories in their toolboxes to really make change, but could work on improving each element at their own pace. And crucially, everything worked better when educators approached their own practice and the learning of their students through inquiry.\u003c/p>\n\u003cfigure id=\"attachment_43764\" class=\"wp-caption aligncenter\" style=\"max-width: 768px\">\u003cimg class=\"wp-image-43764 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Screen-shot-2016-02-17-at-4.26.13-PM.png\" alt=\"Screen shot 2016-02-17 at 4.26.13 PM\" width=\"768\" height=\"605\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Screen-shot-2016-02-17-at-4.26.13-PM.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Screen-shot-2016-02-17-at-4.26.13-PM-400x315.png 400w\" sizes=\"(max-width: 768px) 100vw, 768px\">\u003cfigcaption class=\"wp-caption-text\">(c) McREL International. Used with permission. \u003ccite>((c) McREL International. Used with permission.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A theory of action connects the action of a teacher to the expected effect on students. Four of the theories were whole-school changes -- things like having high expectations and positive relationships, focusing on inquiry and building curiosity, protocols for what teachers are working on and what students should be learning -- and the other six were teacher-specific changes (things like framing higher-order questions, connecting feedback and data, and committing to assessment for learning). Then he brought this collection of ideas to teachers directly.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I would meet with teachers once every two months about what we were doing, and that made a massive difference,” Craig said. At first only 50 educators came, but as they got excited about the work and spread the word, soon 300 teachers were showing up voluntarily after work to learn more. This change model focuses relentlessly on \u003ca href=\"http://library.teachingtimes.com/articles/theories-of-action.htm\" target=\"_blank\">improving teacher instruction\u003c/a>, moves \u003ca href=\"http://www.oecd-ilibrary.org/education/embedding-professional-development-in-schools-for-teacher-success_5js4rv7s7snt-en\" target=\"_blank\">professional training back into schools\u003c/a>, and emphasizes that \u003ca href=\"http://www.ascd.org/publications/educational-leadership/mar96/vol53/num06/The-Evolution-of-Peer-Coaching.aspx\" target=\"_blank\">coaching should happen in teams\u003c/a>. Together, teachers themselves worked on how to improve instruction by observing each other’s classes, even just for a few minutes on a regular basis, and discussing what they saw.\u003c/p>\n\u003cp>“This really resonates with teachers, they want to do this work,” Craig said. “It’s really about how do we structure ourselves so we can do this work.” He likes to say “these are simple ideas, but socially complex.” One of the best ways Craig found to navigate the social complexities was to give schools autonomy. He and his region-level (or district-level) team presented the learning research, grounded in neuroscience, much of which wasn’t revolutionary to many teachers. Then he left it up to school leaders and teachers to work on what was most important in their own context.\u003c/p>\n\u003cp>“Schools decide how long to work on that and they just keep checking progress and move on when ready,” Craig said. Treating teachers and school-site leaders as professionals in this way helps build that intrinsic motivation and moral purpose that Caig identified as key to improving instruction.\u003c/p>\n\u003caside class=\"right long\">\n\u003ch3>\u003ca href=\"https://weatutor.files.wordpress.com/2014/04/curiosity.pdf\" target=\"_blank\">10 Theories of Action\u003c/a>\u003c/h3>\n\u003col>\n\u003cli>Prioritize high expectations and authentic relationships\u003c/li>\n\u003cli>Emphasize inquiry-focused teaching\u003c/li>\n\u003cli>Adopt consistent teaching protocols\u003c/li>\n\u003cli>Adopt consistent learning protocols\u003c/li>\n\u003cli>Harness learning intentions, narrative and pace\u003c/li>\n\u003cli>Set challenging learning tasks\u003c/li>\n\u003cli>Frame higher-order questions\u003c/li>\n\u003cli>Connect feedback to data\u003c/li>\n\u003cli>Commit to assessment for learning\u003c/li>\n\u003cli>Implement cooperative groups\u003c/li>\n\u003c/ol>\n\u003c/aside>\n\u003cp>“The level of enthusiasm was just staggering,” Craig said, especially since “school improvement” was as much of a nonstarter to Australian educators as it is to American ones. “They get inspired by the work. They want to do a good job and they can see that this is a way they could be successful. It’s not a bridge too far.\"\u003c/p>\n\u003cp>\u003cstrong>TEAM COACHING\u003c/strong>\u003c/p>\n\u003cp>A centerpiece of northern Melbourne’s success with inside-out school change came from triads of teachers coaching one another in teams. Two teachers would observe another’s classroom and later all three would talk about what they’d observed and what that teacher could try next time. Three team members was crucial to avoid one person becoming the mentor and the other the mentee. And, it was crucially important that the observations be non-judgmental, focused on improving instruction, not evaluating performance.\u003c/p>\n\u003cp>“Good teaching looks the same pretty much everywhere,” Craig said. “The variability was the issue.” Teacher teams also worked on only one theory of action at a time, until they felt they had made real progress on it. For example, all the teams in a building might be working on improving the ratio of higher-order thinking questions to lower-order thinking questions for several months. All along, their colleagues were making quick 10-minute observations of one another’s classrooms and passing on the feedback, as well as discussing ways all could improve.\u003c/p>\n\u003cp>Teachers in this Australian region responded to the challenge and continue to be excited by the ideas. Although the region no longer exists as a geographical school area, and Craig is no longer its director, he is still working to spread this change model to other regions in Australia.\u003cbr>\n\u003cstrong>\u003cbr>\nWHAT IT LOOKS LIKE AT SCHOOL SITES\u003c/strong>\u003c/p>\n\u003cp>Tonia Gibson was the assistant principal at \u003ca href=\"http://www.greenhillsps.vic.edu.au/\" target=\"_blank\">Green Hills Primary School\u003c/a> in northern Melbourne at the time Craig was beginning the inside-out focus on school improvement. She said Craig was effective as a leader because he listened to teachers and backed up the best practices he promoted with research. “He was such a fierce champion for making sure school leaders were educational leaders, they weren’t just administrators,” Gibson said. That attitude, in turn, empowered her to work to improve the school alongside the teachers in the building.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'It is awesome and not as hard as what people think. The number one barrier to people changing is they think it's going to be hard.'\u003c/aside>\n\u003cp>Craig gave all schools a \u003ca href=\"https://weatutor.files.wordpress.com/2014/04/curiosity.pdf\" target=\"_blank\">Curiosity and Powerful Learning document \u003c/a>that offered a framework for thinking about change, but wasn’t prescriptive. “It was: Here are some ideas about excellent teaching practices,” Gibson said. “Here are some ideas about student learning, and you could take it away and use it based on where your teachers were.”\u003c/p>\n\u003cp>At Green Hills, one of the first things Gibson and her principal worked on was changing school culture from one of top-down leadership to one of distributed leadership. They solicited feedback from the staff about what they were doing well and what needed changing. Even that first step was a challenge -- 80 percent of teachers said they’d never before been asked what they thought and if they had suggested something, they had been shut down by previous administrations.\u003c/p>\n\u003cp>To empower teachers to take ownership over the good and the bad parts of the school, Gibson shared all the school data with teachers, including performance data and parent, staff and student opinion surveys. As a school community they spent six months breaking it down and understanding what it meant for where they should focus their efforts.\u003c/p>\n\u003cp>“Once they started to reflect and own some of the data, then they started to question,” Gibson said. That first year was all about relationship building, listening and handholding, but soon the teaching staff was diving into meaty topics, like how to scaffold a curriculum from kindergarten through grade six, making sure every teacher in the building knew what was happening in each grade level.\u003c/p>\n\u003cp>“It was all about aligning our curriculum and aligning our beliefs about teaching and learning and monitoring our kids from year to year,” Gibson said. Teachers started soliciting feedback from students to help them plan their next lessons.\u003c/p>\n\u003cp>“It was messy,” Gibson said. “It was a huge shift in what these teachers had been doing.” That was especially true in the school’s professional learning communities (PLCs). Those groups existed before the changes, but most consisted of teachers getting together to complain about tough students. Gibson says 18 months after they began to try and change from the inside out, PLCs were looking at ongoing student data and critically analyzing individuals and cohorts. And teachers were using that time to help one another design differentiated lessons for the needs of their students.\u003c/p>\n\u003cp>“It is awesome and not as hard as what people think,” Gibson said. “The number one barrier to people changing is they think it’s going to be hard.” She recommends school leaders take a hard look at the systems in their schools and remove any barriers to this type of active collaboration, and then trust in the professionalism of their teachers. In Australia, one crucial component of this work was an hour each day for teachers to work together.\u003c/p>\n\u003cp>This work also created a strong principal’s network in the region where leaders shared ideas, asked for help and built on their learning. Even though Craig stepped down from the directorship in 2012, and the region itself no longer exists, the principals are still in touch with one another.\u003c/p>\n\u003cp>“It’s not just improving your own school, but improving the system,” Gibson said. When the entire region engaged in this process, all the teachers got better. Now that the region has been divided up and leaders and teachers are scattered throughout different regions, they are raising the bar wherever they landed.\u003c/p>\n\u003cp>\u003cstrong>INSIDE OUT CHANGE\u003c/strong>\u003c/p>\n\u003cp>Intrinsic motivation and the power of purpose are not new ideas in education, but the discussion is often limited to student learning. It’s easy to forget that those same qualities are essential to spur teachers to do their best work. Instead, many education systems around the world, including the one in the U.S., have primarily tried to change academic outcomes by leveraging extrinsic rewards (or punishments), to little effect.\u003c/p>\n\u003cp>“We’re trying to call out that there is a paradigm we’ve been operating under that we can use extrinsic rewards to drive all the change we need in the education system,” said Bryan Goodwin, president and CEO of \u003ca href=\"https://www.mcrel.org/\" target=\"_blank\">McREL International\u003c/a> and author of a report titled \u003ca href=\"https://www.mcrel.org/wp-content/uploads/2015/12/Road_Less_Traveled_Dec2015_web.pdf\" target=\"_blank\">“The Road Less Traveled: Changing Schools From the Inside Out.”\u003c/a> Goodwin says when you look at international examples, many of these types of extrinsic rewards programs see a bump in achievement in the short term, but then hit a plateau. They don’t continue to \u003ca href=\"http://edsource.org/wp-content/uploads/Fullan-Wrong-Drivers1.pdf\" target=\"_blank\">produce growth in student achievement over time\u003c/a>.\u003c/p>\n\u003cp>Goodwin says the problem with the types of high-stakes consequences tied to laws like No Child Left Behind is that educators are worried about making “adequate yearly progress,” which translates into moving a few bubble students over a line, rather than focusing energy on changes that transform how teaching and learning happen.\u003c/p>\n\u003cp>“If you focus on something, you can get some initial bump in achievement, but over time you find it’s no longer working,” Goodwin said. “So then you push something else down from the top.” Instead, he’d like to see an end to the expectation of quick change in favor of a slow, steady improvement of leadership and teaching practice.\u003c/p>\n\u003cp>“Let’s start with helping people get why they’re doing what they’re doing and then really working on their professional capacity,” Goodwin says. He thinks an inside-out model of change, like the one that was so successful in northern Melbourne, could be adopted by school districts and states in the U.S. It starts with articulating a vision and a moral purpose for the work, one that includes the community in its formation.\u003c/p>\n\u003cp>In Australia, this method worked. Craig said two-thirds of schools in the region made gains, with the most significant improvement coming from students achieving at the bottom and at the top. Even more exciting, his team started to see that the quality of teaching in poorer schools started to match the quality of teaching in more affluent schools. Those changes were reflected in student and parent surveys as well as test scores. Everything improved. “Our argument is, if you teach well everything takes care of itself, including the test elements,” Craig said.\u003c/p>\n\u003cp>One of Craig’s most dramatic stories of improvement comes from two schools serving kids living in public housing. Neither school had seen any improvement in achievement in 30 years, so they were shut down and reopened. Craig fired some bad teachers and focused on high expectations and quality instruction for everyone else. In three years, the median scores went from 18 to 25. They're now at 29.\u003c/p>\n\u003cp>Those low-performing schools had been so bad for so long they also had very low enrollment. Families were desperately trying to send their kids elsewhere. Only one in three kids living near those schools was choosing to go there. Now that the schools have seen some improvement, they have 93 to 94 percent attendance rates and 98 percent of kids are going on to pursue further study.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“My starting point was that these kids have the same intelligence and capacity as kids anywhere else,” Craig said. Poverty and a history of neglect may make it harder to get them up to the level they need to be at (many kids were entering secondary school at grade 4 levels), but Craig said, “We’ve got a moral obligation to do it.”\u003c/p>\n\n",
"disqusIdentifier": "43762 http://ww2.kqed.org/mindshift/?p=43762",
"disqusUrl": "https://ww2.kqed.org/mindshift/2016/02/29/tapping-teachers-intrinsic-motivation-to-develop-school-improvements/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 2490,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 36
},
"modified": 1456734257,
"excerpt": "When a struggling region of Australia put improving teacher quality at the center of its work it saw achievement gains and excitement from teachers.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "When a struggling region of Australia put improving teacher quality at the center of its work it saw achievement gains and excitement from teachers.",
"title": "Tapping Teachers' Intrinsic Motivation to Develop School Improvements | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Tapping Teachers' Intrinsic Motivation to Develop School Improvements",
"datePublished": "2016-02-29T00:24:17-08:00",
"dateModified": "2016-02-29T00:24:17-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "tapping-teachers-intrinsic-motivation-to-develop-school-improvements",
"status": "publish",
"path": "/mindshift/43762/tapping-teachers-intrinsic-motivation-to-develop-school-improvements",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The northern suburbs of Melbourne, Australia, are home to some of the city’s poorest residents, including about 80,000 schoolchildren. Many families are recent immigrants to Australia, moving to find work in factories located in the northern outskirts of town. Unemployment is high in parts of this region, but other parts are fairly affluent. If these conditions sound familiar, it’s because lots of school districts serve similarly divided communities and have similarly stagnant results from traditional approaches to improving education. For decades, the school system of this region tried traditional top-down approaches to improve student achievement in its schools, but saw few results.\u003c/p>\n\u003cp>That pattern began to change when Wayne Craig became the region’s director (like a superintendent) and began emphasizing a simple message: Students should be literate, numerate and curious. From his work as a teacher and school principal Craig knew that lasting school change comes from teachers, so he focused the regional school improvement work on improving teacher instruction.\u003c/p>\n\u003caside class=\"pullquote alignright\">'This really resonates with teachers, they want to do this work. It's really about how do we structure ourselves so we can do this work.'\u003ccite>Wayne Craig\u003c/cite>\u003c/aside>\n\u003cp>“The whole notion was that to improve the outcomes of students, you have to change the way you taught,” Craig said. “And to change the way we taught we had to change the organization.”\u003c/p>\n\u003cp>He knew that if he wanted to see real improvement he needed to help his teachers find \u003ca href=\"http://ww2.kqed.org/mindshift/tag/intrinsic-motivation/\">intrinsic motivation,\u003c/a> give them more control over their work and remind them of the moral purpose in being an educator. He wanted schools to develop their own vision of change and pursue it on their own terms, with support from the regional office.\u003c/p>\n\u003cp>Craig worked with British researcher David Hopkins to develop \u003ca href=\"///Users/kschwart/Downloads/Curiosity-booklet-single-pages-for-web-21-Oct-11.pdf\" target=\"_blank\">10 \u003c/a>\u003ca href=\"https://weatutor.files.wordpress.com/2014/04/curiosity.pdf\" target=\"_blank\">theories of action\u003c/a>, based on research about what works in education. They found that teachers needed to have all 10 theories in their toolboxes to really make change, but could work on improving each element at their own pace. And crucially, everything worked better when educators approached their own practice and the learning of their students through inquiry.\u003c/p>\n\u003cfigure id=\"attachment_43764\" class=\"wp-caption aligncenter\" style=\"max-width: 768px\">\u003cimg class=\"wp-image-43764 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Screen-shot-2016-02-17-at-4.26.13-PM.png\" alt=\"Screen shot 2016-02-17 at 4.26.13 PM\" width=\"768\" height=\"605\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Screen-shot-2016-02-17-at-4.26.13-PM.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Screen-shot-2016-02-17-at-4.26.13-PM-400x315.png 400w\" sizes=\"(max-width: 768px) 100vw, 768px\">\u003cfigcaption class=\"wp-caption-text\">(c) McREL International. Used with permission. \u003ccite>((c) McREL International. Used with permission.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A theory of action connects the action of a teacher to the expected effect on students. Four of the theories were whole-school changes -- things like having high expectations and positive relationships, focusing on inquiry and building curiosity, protocols for what teachers are working on and what students should be learning -- and the other six were teacher-specific changes (things like framing higher-order questions, connecting feedback and data, and committing to assessment for learning). Then he brought this collection of ideas to teachers directly.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I would meet with teachers once every two months about what we were doing, and that made a massive difference,” Craig said. At first only 50 educators came, but as they got excited about the work and spread the word, soon 300 teachers were showing up voluntarily after work to learn more. This change model focuses relentlessly on \u003ca href=\"http://library.teachingtimes.com/articles/theories-of-action.htm\" target=\"_blank\">improving teacher instruction\u003c/a>, moves \u003ca href=\"http://www.oecd-ilibrary.org/education/embedding-professional-development-in-schools-for-teacher-success_5js4rv7s7snt-en\" target=\"_blank\">professional training back into schools\u003c/a>, and emphasizes that \u003ca href=\"http://www.ascd.org/publications/educational-leadership/mar96/vol53/num06/The-Evolution-of-Peer-Coaching.aspx\" target=\"_blank\">coaching should happen in teams\u003c/a>. Together, teachers themselves worked on how to improve instruction by observing each other’s classes, even just for a few minutes on a regular basis, and discussing what they saw.\u003c/p>\n\u003cp>“This really resonates with teachers, they want to do this work,” Craig said. “It’s really about how do we structure ourselves so we can do this work.” He likes to say “these are simple ideas, but socially complex.” One of the best ways Craig found to navigate the social complexities was to give schools autonomy. He and his region-level (or district-level) team presented the learning research, grounded in neuroscience, much of which wasn’t revolutionary to many teachers. Then he left it up to school leaders and teachers to work on what was most important in their own context.\u003c/p>\n\u003cp>“Schools decide how long to work on that and they just keep checking progress and move on when ready,” Craig said. Treating teachers and school-site leaders as professionals in this way helps build that intrinsic motivation and moral purpose that Caig identified as key to improving instruction.\u003c/p>\n\u003caside class=\"right long\">\n\u003ch3>\u003ca href=\"https://weatutor.files.wordpress.com/2014/04/curiosity.pdf\" target=\"_blank\">10 Theories of Action\u003c/a>\u003c/h3>\n\u003col>\n\u003cli>Prioritize high expectations and authentic relationships\u003c/li>\n\u003cli>Emphasize inquiry-focused teaching\u003c/li>\n\u003cli>Adopt consistent teaching protocols\u003c/li>\n\u003cli>Adopt consistent learning protocols\u003c/li>\n\u003cli>Harness learning intentions, narrative and pace\u003c/li>\n\u003cli>Set challenging learning tasks\u003c/li>\n\u003cli>Frame higher-order questions\u003c/li>\n\u003cli>Connect feedback to data\u003c/li>\n\u003cli>Commit to assessment for learning\u003c/li>\n\u003cli>Implement cooperative groups\u003c/li>\n\u003c/ol>\n\u003c/aside>\n\u003cp>“The level of enthusiasm was just staggering,” Craig said, especially since “school improvement” was as much of a nonstarter to Australian educators as it is to American ones. “They get inspired by the work. They want to do a good job and they can see that this is a way they could be successful. It’s not a bridge too far.\"\u003c/p>\n\u003cp>\u003cstrong>TEAM COACHING\u003c/strong>\u003c/p>\n\u003cp>A centerpiece of northern Melbourne’s success with inside-out school change came from triads of teachers coaching one another in teams. Two teachers would observe another’s classroom and later all three would talk about what they’d observed and what that teacher could try next time. Three team members was crucial to avoid one person becoming the mentor and the other the mentee. And, it was crucially important that the observations be non-judgmental, focused on improving instruction, not evaluating performance.\u003c/p>\n\u003cp>“Good teaching looks the same pretty much everywhere,” Craig said. “The variability was the issue.” Teacher teams also worked on only one theory of action at a time, until they felt they had made real progress on it. For example, all the teams in a building might be working on improving the ratio of higher-order thinking questions to lower-order thinking questions for several months. All along, their colleagues were making quick 10-minute observations of one another’s classrooms and passing on the feedback, as well as discussing ways all could improve.\u003c/p>\n\u003cp>Teachers in this Australian region responded to the challenge and continue to be excited by the ideas. Although the region no longer exists as a geographical school area, and Craig is no longer its director, he is still working to spread this change model to other regions in Australia.\u003cbr>\n\u003cstrong>\u003cbr>\nWHAT IT LOOKS LIKE AT SCHOOL SITES\u003c/strong>\u003c/p>\n\u003cp>Tonia Gibson was the assistant principal at \u003ca href=\"http://www.greenhillsps.vic.edu.au/\" target=\"_blank\">Green Hills Primary School\u003c/a> in northern Melbourne at the time Craig was beginning the inside-out focus on school improvement. She said Craig was effective as a leader because he listened to teachers and backed up the best practices he promoted with research. “He was such a fierce champion for making sure school leaders were educational leaders, they weren’t just administrators,” Gibson said. That attitude, in turn, empowered her to work to improve the school alongside the teachers in the building.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'It is awesome and not as hard as what people think. The number one barrier to people changing is they think it's going to be hard.'\u003c/aside>\n\u003cp>Craig gave all schools a \u003ca href=\"https://weatutor.files.wordpress.com/2014/04/curiosity.pdf\" target=\"_blank\">Curiosity and Powerful Learning document \u003c/a>that offered a framework for thinking about change, but wasn’t prescriptive. “It was: Here are some ideas about excellent teaching practices,” Gibson said. “Here are some ideas about student learning, and you could take it away and use it based on where your teachers were.”\u003c/p>\n\u003cp>At Green Hills, one of the first things Gibson and her principal worked on was changing school culture from one of top-down leadership to one of distributed leadership. They solicited feedback from the staff about what they were doing well and what needed changing. Even that first step was a challenge -- 80 percent of teachers said they’d never before been asked what they thought and if they had suggested something, they had been shut down by previous administrations.\u003c/p>\n\u003cp>To empower teachers to take ownership over the good and the bad parts of the school, Gibson shared all the school data with teachers, including performance data and parent, staff and student opinion surveys. As a school community they spent six months breaking it down and understanding what it meant for where they should focus their efforts.\u003c/p>\n\u003cp>“Once they started to reflect and own some of the data, then they started to question,” Gibson said. That first year was all about relationship building, listening and handholding, but soon the teaching staff was diving into meaty topics, like how to scaffold a curriculum from kindergarten through grade six, making sure every teacher in the building knew what was happening in each grade level.\u003c/p>\n\u003cp>“It was all about aligning our curriculum and aligning our beliefs about teaching and learning and monitoring our kids from year to year,” Gibson said. Teachers started soliciting feedback from students to help them plan their next lessons.\u003c/p>\n\u003cp>“It was messy,” Gibson said. “It was a huge shift in what these teachers had been doing.” That was especially true in the school’s professional learning communities (PLCs). Those groups existed before the changes, but most consisted of teachers getting together to complain about tough students. Gibson says 18 months after they began to try and change from the inside out, PLCs were looking at ongoing student data and critically analyzing individuals and cohorts. And teachers were using that time to help one another design differentiated lessons for the needs of their students.\u003c/p>\n\u003cp>“It is awesome and not as hard as what people think,” Gibson said. “The number one barrier to people changing is they think it’s going to be hard.” She recommends school leaders take a hard look at the systems in their schools and remove any barriers to this type of active collaboration, and then trust in the professionalism of their teachers. In Australia, one crucial component of this work was an hour each day for teachers to work together.\u003c/p>\n\u003cp>This work also created a strong principal’s network in the region where leaders shared ideas, asked for help and built on their learning. Even though Craig stepped down from the directorship in 2012, and the region itself no longer exists, the principals are still in touch with one another.\u003c/p>\n\u003cp>“It’s not just improving your own school, but improving the system,” Gibson said. When the entire region engaged in this process, all the teachers got better. Now that the region has been divided up and leaders and teachers are scattered throughout different regions, they are raising the bar wherever they landed.\u003c/p>\n\u003cp>\u003cstrong>INSIDE OUT CHANGE\u003c/strong>\u003c/p>\n\u003cp>Intrinsic motivation and the power of purpose are not new ideas in education, but the discussion is often limited to student learning. It’s easy to forget that those same qualities are essential to spur teachers to do their best work. Instead, many education systems around the world, including the one in the U.S., have primarily tried to change academic outcomes by leveraging extrinsic rewards (or punishments), to little effect.\u003c/p>\n\u003cp>“We’re trying to call out that there is a paradigm we’ve been operating under that we can use extrinsic rewards to drive all the change we need in the education system,” said Bryan Goodwin, president and CEO of \u003ca href=\"https://www.mcrel.org/\" target=\"_blank\">McREL International\u003c/a> and author of a report titled \u003ca href=\"https://www.mcrel.org/wp-content/uploads/2015/12/Road_Less_Traveled_Dec2015_web.pdf\" target=\"_blank\">“The Road Less Traveled: Changing Schools From the Inside Out.”\u003c/a> Goodwin says when you look at international examples, many of these types of extrinsic rewards programs see a bump in achievement in the short term, but then hit a plateau. They don’t continue to \u003ca href=\"http://edsource.org/wp-content/uploads/Fullan-Wrong-Drivers1.pdf\" target=\"_blank\">produce growth in student achievement over time\u003c/a>.\u003c/p>\n\u003cp>Goodwin says the problem with the types of high-stakes consequences tied to laws like No Child Left Behind is that educators are worried about making “adequate yearly progress,” which translates into moving a few bubble students over a line, rather than focusing energy on changes that transform how teaching and learning happen.\u003c/p>\n\u003cp>“If you focus on something, you can get some initial bump in achievement, but over time you find it’s no longer working,” Goodwin said. “So then you push something else down from the top.” Instead, he’d like to see an end to the expectation of quick change in favor of a slow, steady improvement of leadership and teaching practice.\u003c/p>\n\u003cp>“Let’s start with helping people get why they’re doing what they’re doing and then really working on their professional capacity,” Goodwin says. He thinks an inside-out model of change, like the one that was so successful in northern Melbourne, could be adopted by school districts and states in the U.S. It starts with articulating a vision and a moral purpose for the work, one that includes the community in its formation.\u003c/p>\n\u003cp>In Australia, this method worked. Craig said two-thirds of schools in the region made gains, with the most significant improvement coming from students achieving at the bottom and at the top. Even more exciting, his team started to see that the quality of teaching in poorer schools started to match the quality of teaching in more affluent schools. Those changes were reflected in student and parent surveys as well as test scores. Everything improved. “Our argument is, if you teach well everything takes care of itself, including the test elements,” Craig said.\u003c/p>\n\u003cp>One of Craig’s most dramatic stories of improvement comes from two schools serving kids living in public housing. Neither school had seen any improvement in achievement in 30 years, so they were shut down and reopened. Craig fired some bad teachers and focused on high expectations and quality instruction for everyone else. In three years, the median scores went from 18 to 25. They're now at 29.\u003c/p>\n\u003cp>Those low-performing schools had been so bad for so long they also had very low enrollment. Families were desperately trying to send their kids elsewhere. Only one in three kids living near those schools was choosing to go there. Now that the schools have seen some improvement, they have 93 to 94 percent attendance rates and 98 percent of kids are going on to pursue further study.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“My starting point was that these kids have the same intelligence and capacity as kids anywhere else,” Craig said. Poverty and a history of neglect may make it harder to get them up to the level they need to be at (many kids were entering secondary school at grade 4 levels), but Craig said, “We’ve got a moral obligation to do it.”\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/43762/tapping-teachers-intrinsic-motivation-to-develop-school-improvements",
"authors": [
"234"
],
"categories": [
"mindshift_192"
],
"tags": [
"mindshift_20969",
"mindshift_20598",
"mindshift_20784",
"mindshift_1040",
"mindshift_20772",
"mindshift_96"
],
"featImg": "mindshift_44075",
"label": "mindshift"
},
"mindshift_43310": {
"type": "posts",
"id": "mindshift_43310",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "43310",
"score": null,
"sort": [
1456476757000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1456476757,
"format": "standard",
"disqusTitle": "The Dialogue Surrounding Dyslexia: Five Important Takeaways",
"title": "The Dialogue Surrounding Dyslexia: Five Important Takeaways",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Last fall, over the course of five stories, we attempted to piece together where dyslexia, also known as a failure to read words and sentences that \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/01/understanding-dyslexia-and-the-reading-brain-in-kids/\">affects anywhere between 5-20 percent of students\u003c/a>, stands in schools today. The results of our research, along with consultations with the country’s best experts as well as parent and teacher interviews, were by no means conclusive, but still informative.\u003c/p>\n\u003cp class=\"p2\">The takeaway: We have a long way to go in schools toward understanding, diagnosing and properly intervening for students with dyslexia.\u003c/p>\n\u003cp class=\"p2\">For many, just saying the word dyslexia is an issue, for only 30 states currently recognize dyslexia as an actual condition, instead listing\u003ci> failure to read \u003c/i>under a host of different diagnoses and terms, confusing parents and hindering many students from getting the early, intense intervention they desperately need from inside the system. Some families step outside their school system for private one-on-one testing, tutoring and assistance to aid their dyslexic children, nearly all of which comes at an exorbitant cost.\u003c/p>\n\u003cp class=\"p2\">Knowing that early intervention is key and eases reading difficulties, experts and school psychologists alike worried aloud that many teacher-training programs \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/30/who-helps-kids-with-dyslexia-gain-reading-fluency/\">don’t do enough\u003c/a> to help classroom teachers identify the markers of dyslexia. In addition, school programs intended to target and help those with reading deficiencies, like Response To Intervention (RTI), do not function efficiently in all schools. Supporting what we heard from parents,\u003ca href=\"http://www.edweek.org/ew/articles/2015/11/11/study-rti-practice-falls-short-of-promise.html?cmp=SOC-EDIT-FB\"> a recent study\u003c/a> performed by the federally backed National Center for Education Evaluation and Regional Assistance on schools that used RTI for literacy, found that “first-graders who received reading interventions actually did worse than virtually identical peers who did not get the more targeted assistance,” according to Education Week.\u003c/p>\n\u003cp class=\"p2\">Even with all these negatives, there are also many positives contributing to improving the lives of those with reading and writing difficulties: Technology in many ways has changed life for those who struggle to read and write; some states are working hard to “say dyslexia,” and are attempting to bring awareness to schools around the issue; activists like the parents and teachers who created the #saydyslexia hashtag tirelessly raise awareness on social media and with school administrations.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p2\">Of course, at the heart of the matter are the students themselves who, with lots of tutoring, often gain enough fluency to get through school well enough. Many find success, academic or otherwise, in spite of reading difficulties.\u003c/p>\n\u003cp class=\"p2\">Here are five important takeaways to consider when thinking about how we help struggling readers in school and how we view dyslexics within society:\u003c/p>\n\u003cp class=\"p2\">1. \u003cb>Dyslexia isn’t a disease, disorder or flipping letters backwards; it’s a different brain.\u003c/b> Experts agree that dyslexia isn’t a dysfunction of the brain, or lack of willpower in an unmotivated or lazy student, but a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/01/understanding-dyslexia-and-the-reading-brain-in-kids/\">brain that’s wired in a different way\u003c/a>. Since there is no reading center of the brain or reading gene, Maryanne Wolf, dyslexia expert and author of \"Proust and the Squid,\" points out that each brain has to form its own “reading circuit” and learn to read on its own — and many things can happen along the way. When one piece of the reading circuit doesn’t connect properly due to the way the brain is constructed, which is the case in most dyslexics (some dyslexics may be hindered by two pieces), then reading fails to happen, or goes very slowly. For the majority of dyslexics, \u003ci>phoneme awareness\u003c/i>, or the ability to connect sounds to letters, is the missing piece.\u003c/p>\n\u003cp class=\"p2\">Failure to read is often in direct opposition to a student’s cognitive ability, and often dyslexia can be “compensated” for a time by a bright child who works hard to memorize words. As academic demands increase, however, a \"second wave\" of dyslexics are discovered in third, fourth and fifth grades as students struggle with harder words and more reading assignments, where faster comprehension is required.\u003c/p>\n\u003cp class=\"p2\">Many dyslexics need special one-on-one training in the Orton-Gillingham reading method or a similar program to help them learn to read — although for some, reading and writing will always be a struggle, because dyslexia, while often categorized under \"learning disorder,\" really isn’t.\u003c/p>\n\u003cp class=\"p2\">2. \u003cb>Technology has changed the game for many dyslexics, and should be used as an aid in schools. \u003c/b>For dyslexics, the voice-to-text apps and audiobook reading helpers developed in the last decade are not “cheating”: Instead, these \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/03/tech-tools-that-transformed-learning-with-dyslexia/\">life-changing tech tools\u003c/a> are a way for dyslexics to fully participate in classroom activities that were once unreachable. But to do so, schools must let go of the expectation that all students will get to the same place in the same way; as in Kyle Redford’s fifth-grade classroom, in which she handed a severely dyslexic student an iPad with voice-to-text, and soon realized that once he could move around the hurdle of spelling the words, he was a brilliant writer and had lots to say.\u003c/p>\n\u003cp class=\"p2\">With help from the Strategic Alternative Learning Technique (SALT) Center’s educational technology coordinator, Mary Beth Foster, we discovered that among the best tech tools for dyslexics are:\u003c/p>\n\u003cp class=\"p2\">* Kurzweil software, featuring Texthelp Read and Write\u003cbr>\n* Google Chrome’s VoiceNote and Read and Write\u003cbr>\n* Livescribe Smartpen\u003cbr>\n* Amazon’s Immersion Reading and Learning Ally’s VOICEText\u003c/p>\n\u003cp class=\"p2\">Our readers jumped in, too: Several commenters recommended Bookshare, an audiobook reading app with follow-along text that’s free for any student with an IEP. Another reader recommended \u003ca href=\"http://www.scilearn.com/products/fast-forword\">Fast For Word\u003c/a>, a software program that helps dyslexics and other struggling readers build foundational skills.\u003c/p>\n\u003cp class=\"p2\">3.\u003cb> Teacher-training programs should spend more time focusing on what do to with kids who can’t seem to catch up. \u003c/b>Experts agree that \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/30/who-helps-kids-with-dyslexia-gain-reading-fluency/\">teacher-training programs\u003c/a> vary in the quality of what teachers-in-training learn about reading, and how to recognize the signs and signals of students who are struggling. We reported the story of Martha Youman, a New York City teaching fellow with a master’s degree who had no idea what to do with the struggling readers in her second-grade classroom. When she later became a Ph.D. expert in dyslexia, she realized that her training had prepared her well for how to plan and for how to teach -- but not for what to do when the lessons didn’t work.\u003c/p>\n\u003cp class=\"p2\">Even after graduating from teacher-training programs, said Dr. Laurie Cutting, faculty director of the Vanderbilt Kennedy Center Reading Clinic, many teachers operate under an assumption that the 50 percent of kids who didn’t magically learn how to read will eventually do so. But she said that’s mistaken -- it’s crucial that teachers recognize when reading isn’t coming together and that all students, even the ones who read well, get direct, intense instruction in decoding, or matching letter sounds to their printed counterparts.\u003c/p>\n\u003cp class=\"p2\">Most teachers, however, shouldn’t be solely responsible to help dyslexic students reach fluency — but just recognizing the signs of struggling readers, and being able to direct them to the services they need, is a huge step forward.\u003c/p>\n\u003cp class=\"p2\">4. \u003cb>While the link between dyslexia and special talents and abilities hasn’t been proved, often talents get overlooked because of the focus on reading deficiency. \u003c/b>While interesting that it seems so many talented people struggle with reading and writing — from artists like Pablo Picasso and Steven Spielberg to business giants like Richard Branson — scientists have yet to figure out the chicken-or-the-egg proposition: Do dyslexics compensate when they realize they can’t read? Or does a different brain structure allow \u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/15/dyslexia-and-the-wider-world-of-creativity-and-talent/\">different talents and gifts\u003c/a> to emerge?\u003c/p>\n\u003cp class=\"p2\">It doesn’t really matter what the answer is, say dyslexia experts in the field. What matters most is to focus on a child’s potential rather than deficiencies. And all too often, children in schools who are confronted with so much failure understandably fail to realize their strengths and talents. This doesn’t just apply to art and business either: As Dr. Sheryl Rimrodt at the Vanderbilt Kennedy Center Reading Clinic said, often beaten-down dyslexic students don’t realize that they can go to college and major in medicine, law or other subjects that may require lots of reading and writing. The key, said Rimrodt, is to realize that dyslexics have a different brain, and that brain will have different needs, and to proceed from that point. But students shouldn’t sell themselves short — and neither should their teachers or parents.\u003c/p>\n\u003cp class=\"p2\">5.\u003cb> The failure associated with dyslexia follows students into adulthood. \u003c/b>One of the most moving moments of posting the dyslexia articles on social media was reading the responses we received from adult dyslexics.\u003c/p>\n\u003cp class=\"p2\">\u003ci>From Devon M.\u003c/i>: Professors in college often deny their [reading difficulties] existence, too. I actually had one professor tell me to, \"just exercise more and it will go away\" and then later, \"you SAY you have all these learning disabilities, but you're actually quite sharp!\"\u003c/p>\n\u003cp class=\"p2\">\u003ci>From Pamela B.\u003c/i>: My math teacher laughed at me in front of the class when I explained that the numbers in the fractions kept moving around. Now I have a PhD. Check mate.\u003c/p>\n\u003cp class=\"p2\">\u003ci>\u003c/i>\u003ci>From Felix Q.\u003c/i>: I constantly get the \"but you're too smart!\" comment, which not only strips us of what we know to be true, but works under the assumption that people with learning disabilities cannot possibly be smart.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p2\">This only highlights the need for more and better education on what dyslexia is and what it isn’t, and how recognizing the signs early, along with getting students the proper intervention they need, will help suffering students. While all the interventions in the world will not make dyslexia disappear, hopefully early intervention, along with positive reinforcement, will mitigate much of the difficulties students face when they’re born with a different brain.\u003c/p>\n\n",
"disqusIdentifier": "43310 http://ww2.kqed.org/mindshift/?p=43310",
"disqusUrl": "https://ww2.kqed.org/mindshift/2016/02/26/the-dialogue-surrounding-dyslexia-five-important-takeaways/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1692,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 3
},
"modified": 1456476757,
"excerpt": "Kids with dyslexia struggle to find adequate services at school. Developments in technology have empowered some dyslexic students with better tools to help them learn.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Kids with dyslexia struggle to find adequate services at school. Developments in technology have empowered some dyslexic students with better tools to help them learn.",
"title": "The Dialogue Surrounding Dyslexia: Five Important Takeaways | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "The Dialogue Surrounding Dyslexia: Five Important Takeaways",
"datePublished": "2016-02-26T00:52:37-08:00",
"dateModified": "2016-02-26T00:52:37-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "the-dialogue-surrounding-dyslexia-five-important-takeaways",
"status": "publish",
"path": "/mindshift/43310/the-dialogue-surrounding-dyslexia-five-important-takeaways",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Last fall, over the course of five stories, we attempted to piece together where dyslexia, also known as a failure to read words and sentences that \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/01/understanding-dyslexia-and-the-reading-brain-in-kids/\">affects anywhere between 5-20 percent of students\u003c/a>, stands in schools today. The results of our research, along with consultations with the country’s best experts as well as parent and teacher interviews, were by no means conclusive, but still informative.\u003c/p>\n\u003cp class=\"p2\">The takeaway: We have a long way to go in schools toward understanding, diagnosing and properly intervening for students with dyslexia.\u003c/p>\n\u003cp class=\"p2\">For many, just saying the word dyslexia is an issue, for only 30 states currently recognize dyslexia as an actual condition, instead listing\u003ci> failure to read \u003c/i>under a host of different diagnoses and terms, confusing parents and hindering many students from getting the early, intense intervention they desperately need from inside the system. Some families step outside their school system for private one-on-one testing, tutoring and assistance to aid their dyslexic children, nearly all of which comes at an exorbitant cost.\u003c/p>\n\u003cp class=\"p2\">Knowing that early intervention is key and eases reading difficulties, experts and school psychologists alike worried aloud that many teacher-training programs \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/30/who-helps-kids-with-dyslexia-gain-reading-fluency/\">don’t do enough\u003c/a> to help classroom teachers identify the markers of dyslexia. In addition, school programs intended to target and help those with reading deficiencies, like Response To Intervention (RTI), do not function efficiently in all schools. Supporting what we heard from parents,\u003ca href=\"http://www.edweek.org/ew/articles/2015/11/11/study-rti-practice-falls-short-of-promise.html?cmp=SOC-EDIT-FB\"> a recent study\u003c/a> performed by the federally backed National Center for Education Evaluation and Regional Assistance on schools that used RTI for literacy, found that “first-graders who received reading interventions actually did worse than virtually identical peers who did not get the more targeted assistance,” according to Education Week.\u003c/p>\n\u003cp class=\"p2\">Even with all these negatives, there are also many positives contributing to improving the lives of those with reading and writing difficulties: Technology in many ways has changed life for those who struggle to read and write; some states are working hard to “say dyslexia,” and are attempting to bring awareness to schools around the issue; activists like the parents and teachers who created the #saydyslexia hashtag tirelessly raise awareness on social media and with school administrations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p2\">Of course, at the heart of the matter are the students themselves who, with lots of tutoring, often gain enough fluency to get through school well enough. Many find success, academic or otherwise, in spite of reading difficulties.\u003c/p>\n\u003cp class=\"p2\">Here are five important takeaways to consider when thinking about how we help struggling readers in school and how we view dyslexics within society:\u003c/p>\n\u003cp class=\"p2\">1. \u003cb>Dyslexia isn’t a disease, disorder or flipping letters backwards; it’s a different brain.\u003c/b> Experts agree that dyslexia isn’t a dysfunction of the brain, or lack of willpower in an unmotivated or lazy student, but a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/01/understanding-dyslexia-and-the-reading-brain-in-kids/\">brain that’s wired in a different way\u003c/a>. Since there is no reading center of the brain or reading gene, Maryanne Wolf, dyslexia expert and author of \"Proust and the Squid,\" points out that each brain has to form its own “reading circuit” and learn to read on its own — and many things can happen along the way. When one piece of the reading circuit doesn’t connect properly due to the way the brain is constructed, which is the case in most dyslexics (some dyslexics may be hindered by two pieces), then reading fails to happen, or goes very slowly. For the majority of dyslexics, \u003ci>phoneme awareness\u003c/i>, or the ability to connect sounds to letters, is the missing piece.\u003c/p>\n\u003cp class=\"p2\">Failure to read is often in direct opposition to a student’s cognitive ability, and often dyslexia can be “compensated” for a time by a bright child who works hard to memorize words. As academic demands increase, however, a \"second wave\" of dyslexics are discovered in third, fourth and fifth grades as students struggle with harder words and more reading assignments, where faster comprehension is required.\u003c/p>\n\u003cp class=\"p2\">Many dyslexics need special one-on-one training in the Orton-Gillingham reading method or a similar program to help them learn to read — although for some, reading and writing will always be a struggle, because dyslexia, while often categorized under \"learning disorder,\" really isn’t.\u003c/p>\n\u003cp class=\"p2\">2. \u003cb>Technology has changed the game for many dyslexics, and should be used as an aid in schools. \u003c/b>For dyslexics, the voice-to-text apps and audiobook reading helpers developed in the last decade are not “cheating”: Instead, these \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/03/tech-tools-that-transformed-learning-with-dyslexia/\">life-changing tech tools\u003c/a> are a way for dyslexics to fully participate in classroom activities that were once unreachable. But to do so, schools must let go of the expectation that all students will get to the same place in the same way; as in Kyle Redford’s fifth-grade classroom, in which she handed a severely dyslexic student an iPad with voice-to-text, and soon realized that once he could move around the hurdle of spelling the words, he was a brilliant writer and had lots to say.\u003c/p>\n\u003cp class=\"p2\">With help from the Strategic Alternative Learning Technique (SALT) Center’s educational technology coordinator, Mary Beth Foster, we discovered that among the best tech tools for dyslexics are:\u003c/p>\n\u003cp class=\"p2\">* Kurzweil software, featuring Texthelp Read and Write\u003cbr>\n* Google Chrome’s VoiceNote and Read and Write\u003cbr>\n* Livescribe Smartpen\u003cbr>\n* Amazon’s Immersion Reading and Learning Ally’s VOICEText\u003c/p>\n\u003cp class=\"p2\">Our readers jumped in, too: Several commenters recommended Bookshare, an audiobook reading app with follow-along text that’s free for any student with an IEP. Another reader recommended \u003ca href=\"http://www.scilearn.com/products/fast-forword\">Fast For Word\u003c/a>, a software program that helps dyslexics and other struggling readers build foundational skills.\u003c/p>\n\u003cp class=\"p2\">3.\u003cb> Teacher-training programs should spend more time focusing on what do to with kids who can’t seem to catch up. \u003c/b>Experts agree that \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/30/who-helps-kids-with-dyslexia-gain-reading-fluency/\">teacher-training programs\u003c/a> vary in the quality of what teachers-in-training learn about reading, and how to recognize the signs and signals of students who are struggling. We reported the story of Martha Youman, a New York City teaching fellow with a master’s degree who had no idea what to do with the struggling readers in her second-grade classroom. When she later became a Ph.D. expert in dyslexia, she realized that her training had prepared her well for how to plan and for how to teach -- but not for what to do when the lessons didn’t work.\u003c/p>\n\u003cp class=\"p2\">Even after graduating from teacher-training programs, said Dr. Laurie Cutting, faculty director of the Vanderbilt Kennedy Center Reading Clinic, many teachers operate under an assumption that the 50 percent of kids who didn’t magically learn how to read will eventually do so. But she said that’s mistaken -- it’s crucial that teachers recognize when reading isn’t coming together and that all students, even the ones who read well, get direct, intense instruction in decoding, or matching letter sounds to their printed counterparts.\u003c/p>\n\u003cp class=\"p2\">Most teachers, however, shouldn’t be solely responsible to help dyslexic students reach fluency — but just recognizing the signs of struggling readers, and being able to direct them to the services they need, is a huge step forward.\u003c/p>\n\u003cp class=\"p2\">4. \u003cb>While the link between dyslexia and special talents and abilities hasn’t been proved, often talents get overlooked because of the focus on reading deficiency. \u003c/b>While interesting that it seems so many talented people struggle with reading and writing — from artists like Pablo Picasso and Steven Spielberg to business giants like Richard Branson — scientists have yet to figure out the chicken-or-the-egg proposition: Do dyslexics compensate when they realize they can’t read? Or does a different brain structure allow \u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/15/dyslexia-and-the-wider-world-of-creativity-and-talent/\">different talents and gifts\u003c/a> to emerge?\u003c/p>\n\u003cp class=\"p2\">It doesn’t really matter what the answer is, say dyslexia experts in the field. What matters most is to focus on a child’s potential rather than deficiencies. And all too often, children in schools who are confronted with so much failure understandably fail to realize their strengths and talents. This doesn’t just apply to art and business either: As Dr. Sheryl Rimrodt at the Vanderbilt Kennedy Center Reading Clinic said, often beaten-down dyslexic students don’t realize that they can go to college and major in medicine, law or other subjects that may require lots of reading and writing. The key, said Rimrodt, is to realize that dyslexics have a different brain, and that brain will have different needs, and to proceed from that point. But students shouldn’t sell themselves short — and neither should their teachers or parents.\u003c/p>\n\u003cp class=\"p2\">5.\u003cb> The failure associated with dyslexia follows students into adulthood. \u003c/b>One of the most moving moments of posting the dyslexia articles on social media was reading the responses we received from adult dyslexics.\u003c/p>\n\u003cp class=\"p2\">\u003ci>From Devon M.\u003c/i>: Professors in college often deny their [reading difficulties] existence, too. I actually had one professor tell me to, \"just exercise more and it will go away\" and then later, \"you SAY you have all these learning disabilities, but you're actually quite sharp!\"\u003c/p>\n\u003cp class=\"p2\">\u003ci>From Pamela B.\u003c/i>: My math teacher laughed at me in front of the class when I explained that the numbers in the fractions kept moving around. Now I have a PhD. Check mate.\u003c/p>\n\u003cp class=\"p2\">\u003ci>\u003c/i>\u003ci>From Felix Q.\u003c/i>: I constantly get the \"but you're too smart!\" comment, which not only strips us of what we know to be true, but works under the assumption that people with learning disabilities cannot possibly be smart.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p2\">This only highlights the need for more and better education on what dyslexia is and what it isn’t, and how recognizing the signs early, along with getting students the proper intervention they need, will help suffering students. While all the interventions in the world will not make dyslexia disappear, hopefully early intervention, along with positive reinforcement, will mitigate much of the difficulties students face when they’re born with a different brain.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/43310/the-dialogue-surrounding-dyslexia-five-important-takeaways",
"authors": [
"4445"
],
"categories": [
"mindshift_192",
"mindshift_195"
],
"tags": [
"mindshift_160",
"mindshift_20784",
"mindshift_1040",
"mindshift_550"
],
"featImg": "mindshift_44029",
"label": "mindshift"
},
"mindshift_43792": {
"type": "posts",
"id": "mindshift_43792",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "43792",
"score": null,
"sort": [
1456390179000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1456390179,
"format": "standard",
"disqusTitle": "How Leadership Training for All School Staff Helps Students Excel",
"title": "How Leadership Training for All School Staff Helps Students Excel",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>The Clarksville-Montgomery County School System in Tennessee was facing a common challenge in education -- lots of its best people were retiring and there weren’t enough qualified people in the district to fill the leadership positions opening up. This practical challenge prompted the district to look inward and take steps to develop existing talent with an eye to the future. What started as a desperate need became a concerted emphasis on increasing leadership capacity at all levels of the district and has led to remarkable growth in student achievement by extension.\u003c/p>\n\u003cp>“We’ve tried to establish opportunities for people to gain knowledge of leadership, no matter where they are in the organization,” said Dr. B.J. Worthington, director of schools for the Clarksville-Montgomery County School System. The training program the district uses includes 21 leadership responsibilities based in research on effective leadership tactics compiled by \u003ca href=\"https://www.mcrel.org/leadership/\" target=\"_blank\">McREL International\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If you help people to see this is what it's going to look like in the end, then you can work backwards and anticipate the hard points.'\u003c/aside>\n\u003cp>“When we first started balanced leadership, there was this idea that leadership responsibilities were on the instructional side,” said Dr. Susan Jones, the district’s professional development coordinator. But district leaders have made it clear to every department -- from human resources to instructional coaches to the business department -- that the principles apply in every context. “Once we got to that understanding then we are all speaking the same language,” she said.\u003c/p>\n\u003cp>Worthington and Jones have tried to \u003ca href=\"http://blogs.edweek.org/edweek/leadership_360/2016/01/leadership_matters.html\" target=\"_blank\">honor the capacity in every person to be a leader\u003c/a> by actively inviting anyone who wants to get leadership training to do so. The early trainings include workshops on how the district is organized, how its operations work and how an individual can be effective within that system. The goal is to empower staff with knowledge, helping them to see the complex workings of the district not as an opaque and confusing process, but as an open system that they can influence. The district also offers more advanced leadership training, like an \"Aspiring Administrator Academy\" that teachers must be recommended for by their principals.\u003c/p>\n\u003cp>Clarkesville-Montgomery’s focus on leadership is an attempt at change from the inside out. No state-level administrator told them they had to improve the leadership qualities of its employees, but Worthington was tired of top-down initiatives that never seemed to take hold at the school level. He thought if the central office could build the capacity of its school site leaders, teachers, coaches, area leaders and so on, not only would they have a homegrown pipeline of qualified people, but there would be more ownership over creating positive change in each building.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>MAKING CHANGE PALATABLE\u003c/strong>\u003c/p>\n\u003cp>“Good leaders have to have a clear vision of where they’re going and they have to understand there’s lots of parts of that vision,” Worthington said.\u003c/p>\n\u003cp>One task for school administrators in leadership training is to develop a set of operating principles with their staff, so everyone buys into the vision and expects to be held accountable. Worthington described one struggling high school that had missed its graduation targets and was slipping in academic performance. The school’s new principal had gone through the leadership training and was so effective at building a shared vision that in just two years the school moved from being a three to a five -- the highest score possible -- on the state’s scale of effectiveness.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/G1ANl0KrOdA?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Worthington likes to emphasize in trainings that change is personal. It happens because of personal relationships and it \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/29/why-some-teachers-may-question-new-education-trends/\" target=\"_blank\">affects each person individually\u003c/a>. Good leaders must understand this, be transparent about the reasons behind the change, and help people to see a path forward that seems feasible for them. Approaching change in this way has been tremendously successful for Clarksville-Montgomery. In the 2014-2015 school year the district led the state in student growth for overall literacy and numeracy in grades 3-12.\u003c/p>\n\u003cp>“If you help people to see this is what it’s going to look like in the end, then you can work backwards and anticipate the hard points,” Worthington said. “You can build in staff development, you build in those scaffolded supports during the rough parts.” Not only does this approach smooth the inevitable bumps that come with change, but it also helps build credibility for the leader, who anticipated and let staff know when to expect a little hardship.\u003c/p>\n\u003cp>Coaching leaders to shepherd positive changes in their buildings is a big part of the central office training. Worthington says it's crucial that administrators communicate well, provide order and clear processes for the change, including how people can get help, to understand and work with the culture in the building, and to create spaces for input. If these four aspects aren't handled well by the leader, the change is likely to go negatively.\u003c/p>\n\u003cp>As more people in the district learn how to lead by stepping up and then stepping back, teachers have been given more control over what happens in the building, too. The model focuses on \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/03/when-school-leaders-empower-teachers-better-ideas-emerge/\" target=\"_blank\">distributing leadership\u003c/a> so the staff in a building not only have a shared vision, but also have a shared responsibility and imperative to make that vision a reality.\u003c/p>\n\u003cp>\u003cstrong>HOLDING LEADERS ACCOUNTABLE\u003c/strong>\u003c/p>\n\u003cp>Worthington says it’s important to support leaders as they try out new approaches and implement what they’ve learned in trainings, but in a “trust but verify” system where everyone is held accountable for the ultimate goal of student achievement. One of the primary ways Clarksville-Montgomery does this at the school level is through 360 reviews. All faculty and staff evaluate the principal once a year, and if it’s a new principal he or she gets a midyear 360-review in addition to one at year’s end.\u003c/p>\n\u003cp>“Our staff members out in the school are not reticent to say what they think about a specific administrator,” Worthington said. The reviews are anonymous and include specific questions. Those reviews are shared with the principal, and he or she is expected to take any resulting trends back to the staff for a conversation about the feedback.\u003c/p>\n\u003cp>“If that principal is genuinely interested in growing and getting better, nine times out of 10 they go back and talk with their leadership team,” Worthington said. Most often no one gets a 360-review that’s all good or all bad, but it does give principals a clear idea of how their actions are perceived by teachers and staff in the school.\u003c/p>\n\u003cp>This emphasis on accountability also applies to teachers and student outcomes. Worthington described one school where a new teacher was struggling and clearly not being successful. Rather than letting that situation continue, the principal immediately recognized what was going on and combined the struggling teacher’s class with that of a more experienced teacher who could model effective teaching. Over time, the principal gradually allowed the new teacher to have more freedom over her class.\u003c/p>\n\u003cp>“You have to have the honest conversation with the person who isn’t being as successful as they should be,” Worthington said. And in most cases, teachers are open to anything that can help them improve -- they want help.\u003c/p>\n\u003cp>“If a teacher is struggling on day one, they’re probably going to struggle on day two,” Worthington said. “So intervene immediately.” For Worthington, the goal is equal access to positive academic outcomes for every child. That goal supersedes any concern a leader might feel about having an uncomfortable conversation.\u003c/p>\n\u003cp>Focusing on effective leadership has also helped each person in the school ecosystem be effective at their role, meaning fewer smaller problems surface to the highest levels. “Leadership takes away the inefficiencies in the building that can distract teachers from really being able to teach,” Worthington said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The same goes for leadership at every level. If the janitorial staff is well-led, that person can handle any issues before they rise to the principal’s attention, who can in turn stay focused on supporting teachers.\u003c/p>\n\n",
"disqusIdentifier": "43792 http://ww2.kqed.org/mindshift/?p=43792",
"disqusUrl": "https://ww2.kqed.org/mindshift/2016/02/25/how-leadership-training-for-entire-school-staff-helps-students-excel/",
"stats": {
"hasVideo": true,
"hasChartOrMap": true,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1390,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [
"https://www.youtube.com/embed/G1ANl0KrOdA"
],
"paragraphCount": 24
},
"modified": 1456390476,
"excerpt": "A school district in Tennessee went from middle of the pack to top 15 in the state by focusing on effective leadership at all levels of the district.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "A school district in Tennessee went from middle of the pack to top 15 in the state by focusing on effective leadership at all levels of the district.",
"title": "How Leadership Training for All School Staff Helps Students Excel | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Leadership Training for All School Staff Helps Students Excel",
"datePublished": "2016-02-25T00:49:39-08:00",
"dateModified": "2016-02-25T00:54:36-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-leadership-training-for-entire-school-staff-helps-students-excel",
"status": "publish",
"path": "/mindshift/43792/how-leadership-training-for-entire-school-staff-helps-students-excel",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The Clarksville-Montgomery County School System in Tennessee was facing a common challenge in education -- lots of its best people were retiring and there weren’t enough qualified people in the district to fill the leadership positions opening up. This practical challenge prompted the district to look inward and take steps to develop existing talent with an eye to the future. What started as a desperate need became a concerted emphasis on increasing leadership capacity at all levels of the district and has led to remarkable growth in student achievement by extension.\u003c/p>\n\u003cp>“We’ve tried to establish opportunities for people to gain knowledge of leadership, no matter where they are in the organization,” said Dr. B.J. Worthington, director of schools for the Clarksville-Montgomery County School System. The training program the district uses includes 21 leadership responsibilities based in research on effective leadership tactics compiled by \u003ca href=\"https://www.mcrel.org/leadership/\" target=\"_blank\">McREL International\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If you help people to see this is what it's going to look like in the end, then you can work backwards and anticipate the hard points.'\u003c/aside>\n\u003cp>“When we first started balanced leadership, there was this idea that leadership responsibilities were on the instructional side,” said Dr. Susan Jones, the district’s professional development coordinator. But district leaders have made it clear to every department -- from human resources to instructional coaches to the business department -- that the principles apply in every context. “Once we got to that understanding then we are all speaking the same language,” she said.\u003c/p>\n\u003cp>Worthington and Jones have tried to \u003ca href=\"http://blogs.edweek.org/edweek/leadership_360/2016/01/leadership_matters.html\" target=\"_blank\">honor the capacity in every person to be a leader\u003c/a> by actively inviting anyone who wants to get leadership training to do so. The early trainings include workshops on how the district is organized, how its operations work and how an individual can be effective within that system. The goal is to empower staff with knowledge, helping them to see the complex workings of the district not as an opaque and confusing process, but as an open system that they can influence. The district also offers more advanced leadership training, like an \"Aspiring Administrator Academy\" that teachers must be recommended for by their principals.\u003c/p>\n\u003cp>Clarkesville-Montgomery’s focus on leadership is an attempt at change from the inside out. No state-level administrator told them they had to improve the leadership qualities of its employees, but Worthington was tired of top-down initiatives that never seemed to take hold at the school level. He thought if the central office could build the capacity of its school site leaders, teachers, coaches, area leaders and so on, not only would they have a homegrown pipeline of qualified people, but there would be more ownership over creating positive change in each building.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>MAKING CHANGE PALATABLE\u003c/strong>\u003c/p>\n\u003cp>“Good leaders have to have a clear vision of where they’re going and they have to understand there’s lots of parts of that vision,” Worthington said.\u003c/p>\n\u003cp>One task for school administrators in leadership training is to develop a set of operating principles with their staff, so everyone buys into the vision and expects to be held accountable. Worthington described one struggling high school that had missed its graduation targets and was slipping in academic performance. The school’s new principal had gone through the leadership training and was so effective at building a shared vision that in just two years the school moved from being a three to a five -- the highest score possible -- on the state’s scale of effectiveness.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/G1ANl0KrOdA?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Worthington likes to emphasize in trainings that change is personal. It happens because of personal relationships and it \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/29/why-some-teachers-may-question-new-education-trends/\" target=\"_blank\">affects each person individually\u003c/a>. Good leaders must understand this, be transparent about the reasons behind the change, and help people to see a path forward that seems feasible for them. Approaching change in this way has been tremendously successful for Clarksville-Montgomery. In the 2014-2015 school year the district led the state in student growth for overall literacy and numeracy in grades 3-12.\u003c/p>\n\u003cp>“If you help people to see this is what it’s going to look like in the end, then you can work backwards and anticipate the hard points,” Worthington said. “You can build in staff development, you build in those scaffolded supports during the rough parts.” Not only does this approach smooth the inevitable bumps that come with change, but it also helps build credibility for the leader, who anticipated and let staff know when to expect a little hardship.\u003c/p>\n\u003cp>Coaching leaders to shepherd positive changes in their buildings is a big part of the central office training. Worthington says it's crucial that administrators communicate well, provide order and clear processes for the change, including how people can get help, to understand and work with the culture in the building, and to create spaces for input. If these four aspects aren't handled well by the leader, the change is likely to go negatively.\u003c/p>\n\u003cp>As more people in the district learn how to lead by stepping up and then stepping back, teachers have been given more control over what happens in the building, too. The model focuses on \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/03/when-school-leaders-empower-teachers-better-ideas-emerge/\" target=\"_blank\">distributing leadership\u003c/a> so the staff in a building not only have a shared vision, but also have a shared responsibility and imperative to make that vision a reality.\u003c/p>\n\u003cp>\u003cstrong>HOLDING LEADERS ACCOUNTABLE\u003c/strong>\u003c/p>\n\u003cp>Worthington says it’s important to support leaders as they try out new approaches and implement what they’ve learned in trainings, but in a “trust but verify” system where everyone is held accountable for the ultimate goal of student achievement. One of the primary ways Clarksville-Montgomery does this at the school level is through 360 reviews. All faculty and staff evaluate the principal once a year, and if it’s a new principal he or she gets a midyear 360-review in addition to one at year’s end.\u003c/p>\n\u003cp>“Our staff members out in the school are not reticent to say what they think about a specific administrator,” Worthington said. The reviews are anonymous and include specific questions. Those reviews are shared with the principal, and he or she is expected to take any resulting trends back to the staff for a conversation about the feedback.\u003c/p>\n\u003cp>“If that principal is genuinely interested in growing and getting better, nine times out of 10 they go back and talk with their leadership team,” Worthington said. Most often no one gets a 360-review that’s all good or all bad, but it does give principals a clear idea of how their actions are perceived by teachers and staff in the school.\u003c/p>\n\u003cp>This emphasis on accountability also applies to teachers and student outcomes. Worthington described one school where a new teacher was struggling and clearly not being successful. Rather than letting that situation continue, the principal immediately recognized what was going on and combined the struggling teacher’s class with that of a more experienced teacher who could model effective teaching. Over time, the principal gradually allowed the new teacher to have more freedom over her class.\u003c/p>\n\u003cp>“You have to have the honest conversation with the person who isn’t being as successful as they should be,” Worthington said. And in most cases, teachers are open to anything that can help them improve -- they want help.\u003c/p>\n\u003cp>“If a teacher is struggling on day one, they’re probably going to struggle on day two,” Worthington said. “So intervene immediately.” For Worthington, the goal is equal access to positive academic outcomes for every child. That goal supersedes any concern a leader might feel about having an uncomfortable conversation.\u003c/p>\n\u003cp>Focusing on effective leadership has also helped each person in the school ecosystem be effective at their role, meaning fewer smaller problems surface to the highest levels. “Leadership takes away the inefficiencies in the building that can distract teachers from really being able to teach,” Worthington said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The same goes for leadership at every level. If the janitorial staff is well-led, that person can handle any issues before they rise to the principal’s attention, who can in turn stay focused on supporting teachers.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/43792/how-leadership-training-for-entire-school-staff-helps-students-excel",
"authors": [
"234"
],
"categories": [
"mindshift_192"
],
"tags": [
"mindshift_20784",
"mindshift_1040",
"mindshift_1041"
],
"featImg": "mindshift_44018",
"label": "mindshift"
},
"mindshift_43831": {
"type": "posts",
"id": "mindshift_43831",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "43831",
"score": null,
"sort": [
1456329566000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1456329566,
"format": "standard",
"disqusTitle": "How Harnessing the Positive Side of Stress Can Change Student Mindsets",
"title": "How Harnessing the Positive Side of Stress Can Change Student Mindsets",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Carol Dweck's work on \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\">growth mindset \u003c/a>and its power to help people view challenges as opportunities to improve has helped many students understand their beliefs about themselves. When empowered with the understanding that intelligence is malleable, students can develop how they approach school and life. But the revelations around mindsets don't end there -- they apply to other areas of education, including how \u003ca href=\"http://wendyberrymendes.com/cms/uploads/CDPS_reappraisal.pdf\" target=\"_blank\">students view and react to stress\u003c/a>.\u003c/p>\n\u003cp>There is a lot of research about how stress negatively impacts health, cognitive functioning and \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/11/research-based-strategies-to-help-children-develop-self-control/\" target=\"_blank\">self-control\u003c/a>, but less often discussed are how those findings change when people \u003ca href=\"https://mbl.stanford.edu/sites/default/files/crum_rethinkingstress_jpsp_2013_0.pdf\" target=\"_blank\">see their stress as a positive motivator\u003c/a>. “In a number of situations, accepting and embracing the stress instead of trying to calm down helped students to do better,” said Kelly McGonigal, a health psychologist and lecturer at Stanford University at a \u003ca href=\"http://www.learningandthebrain.com/Event-328/Shaping-Student-Mindsets/Program\" target=\"_blank\">Learning and the Brain conference\u003c/a> on mindsets.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If you are able to look back on your life and tell yourself a story about your stress that includes how you learned from it, it continues to create a narrative of strength, learning and growth.'\u003ccite>Kelly McGonigal, Stanford lecturer, author\u003c/cite>\u003c/aside>\n\u003cp>McGonigal defines stress as “what arises in your body, in your brain and in your community when something you care about is at stake.” She acknowledges that stress can make some people feel paralyzed and might lead them to underperform. She calls that reaction a “threat response” to stress, but says if educators can help students to have a “challenge response” to stress, which includes the realization that they have the resources to handle the situation, the stress can actually energize students to do better.\u003c/p>\n\u003cp>This more positive approach doesn’t negate the very real effects on the brain from constant high levels of stress. McGonigal is clear that the first priority in any situation is to relieve suffering. She says it’s useful to help students learn tactics to calm down in the moment, like\u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/17/low-income-schools-see-big-benefits-in-teaching-mindfulness/\" target=\"_blank\"> mindfulness\u003c/a> or other cortisol-reduction exercises, but those strategies aren’t enough on their own. Life is stressful in big and small ways; rather than trying to erase stress from life, it may be beneficial to approach inevitable stress more positively.\u003c/p>\n\u003cp>“There is almost no relationship between the amount of stress you are under and your stress mindset,” said McGonigal. Learning tactics to change one’s outlook on stress can be beneficial for anyone. “How you think about stress seems to influence how you cope with stress,” she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When people try to avoid stress or stressful situations, they often behave in escapist ways. They look for distractions or use coping mechanisms like drinking to deal with the stress they feel. Conversely, people who have a more balanced or welcoming approach to stress tend to be more proactive. When they start to feel stressed out, they are more likely to address the source of the stress, ask for help, talk about their stress or even find the humor in it.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/RcGyVTAoXEU\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>When students learn to think about stress in this more positive way, they can actually use it to improve learning, to find purpose and to form stronger emotional connections to others, McGonigal said. In her popular TED talk, McGonigal describes how the stress hormone oxytocin primes people to take action and makes them crave closeness. Even as the body is releasing adrenaline and cortisol that produce anxious feelings, it is also releasing oxytocin, which can help people build resiliency against that anxiety.\u003c/p>\n\u003cp>McGonigal views the dual nature of the body’s stress response as an opportunity. She suggests three interventions to help students (or anyone) change their approach to stress and create resiliency in the face of anxiety.\u003c/p>\n\u003cp>\u003cstrong>#1 Caring for others builds resiliency against stress\u003c/strong>\u003c/p>\n\u003cp>To help people reset their mindsets about stress, encourage them to care for others. The biological reaction to stress naturally includes a desire to connect with others. Nurturing that inclination can dramatically reduce the harmful negative effects of stress.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.psychologicalscience.org/index.php/news/releases/helping-others-dampens-the-effects-of-everyday-stress.html\" target=\"_blank\">study\u003c/a> done at Yale in 2015 asked 77 adults to report every stressful event that happened to them each day, including work, school, interpersonal or financial stresses. They also kept track of all the times they helped someone throughout the day. Finally, every day the subjects took a mental health well-being test because researchers wanted to see how caring behavior affected well-being. They found that on stressful days when the person had engaged in few acts of kindness, mental health tanked. But when the person experienced a lot of stress, but also helped others, often their well-being stayed even.\u003c/p>\n\u003cp>\u003ca href=\"http://sites.northwestern.edu/foundationsofhealth/files/2013/05/13-JAMA-Pediatrics-volunteering-CV-risk.pdf\" target=\"_blank\">Another study\u003c/a> done at the University of British Columbia and Northwestern with 106 10th-graders found that kids who were randomly assigned to offer acts of kindness throughout the day had lower levels of toxic stress. They had less inflammation, lower cholesterol, and better heart and metabolic health. In their summary of results, the authors write, “Preliminary analyses within the intervention group suggest that those who increased the most in empathy and altruistic behaviors, and who decreased the most in negative mood, also showed the greatest decreases in cardiovascular risk over time.”\u003c/p>\n\u003cp>Even something as simple as a visual reminder, like a wristband, to be \u003ca href=\"http://compassionit.com/programs/\" target=\"_blank\">compassionate toward others\u003c/a> can have surprising results. It reminds kids that their teachers and parents value caring as much as academics, and gives them a sanctioned reason to point out compassionate behavior in others, as well as practicing it themselves.\u003c/p>\n\u003cp>\u003cstrong>#2 Purpose in life reduces stress\u003c/strong>\u003c/p>\n\u003cp>At the University of Illinois \u003ca href=\"https://www.researchgate.net/publication/225439629_Purpose_Mood_and_Pleasure_in_Predicting_Satisfaction_Judgments\" target=\"_blank\">researchers studied\u003c/a> how purpose in life related to happiness and mood in 222 college students. They found that students with low life-purpose were satisfied with their lives when they were happy, but very unsatisfied when their mood was low. In contrast, students with high life-purpose were satisfied with their lives whether or not they were having a bad day. Their purpose created resiliency.\u003c/p>\n\u003cp>“People who have a meaningful life worry more and have more stress than people with a less meaningful life,” McGonigal said. But that isn’t necessarily bad. People feel stress around things they care about, so when they have a high sense of purpose they naturally experience more stress. “Stress and meaning go together,” she said. She’s convinced that how we think about stress in relationship to meaning will determine whether we’re on the stress-induced heart attack side of stress or the energized, motivated side of stress.\u003c/p>\n\u003cp>To increase students’ sense of purpose, McGonigal suggests teachers simply ask students to reflect on a series of questions that help illuminate their values.\u003c/p>\n\u003cul>\n\u003cli>What quality or strength do you value about yourself? (This is different than what a teacher or adult would value about you.)\u003c/li>\n\u003cli>What activity, role or relationship brings you meaning, satisfaction or joy? McGonigal says students often point out things like sports, art or being a sibling. The point is to get at something bigger than self.\u003c/li>\n\u003cli>What mission, purpose or community do you serve? This question expands the sense of self and gets at what a student cares about.\u003c/li>\n\u003cli>Why are these important to you?\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"http://itp.wceruw.org/documents/Cohenannurev-psych-psychologyofchange_final_E2.pdf\" target=\"_blank\">Studies on simple self-affirmation exercises\u003c/a> like this one can have dramatic impacts on how students view their ability to handle difficult situations. “It has been shown to increase students’ ability to see the meaning when they face stress or adversity and have a sense of themselves as adequate to the challenge,” McGonigal said.\u003c/p>\n\u003cp>\u003cstrong>#3 Focus on how stress can help students grow\u003c/strong>\u003c/p>\n\u003cp>Here’s where growth mindset comes back into the story, because thinking of challenges -- no matter the context -- as learning opportunities can reframe even the toughest experiences.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Typically, human beings learn and grow from even the experiences we'd want to protect them from.'\u003c/aside>\n\u003cp>\u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/25346382\" target=\"_blank\">Researchers at the University of Southern California asked \u003c/a>564 alternative high school students about the worst experience of their lives. Many teenagers have already experienced really terrible things, including sexual abuse, cancer and homelessness. “Kids in the study had experienced real adversity, in additional to typical teenage adversity,” McGonigal said. The students were then asked how that experience affected their personal strength, compassion, activities, closeness to others, spiritual understanding, handling difficulties, direction in life and appreciation for life. On every measure students reported a positive change because of the terrible experience.\u003c/p>\n\u003cp>“Typically, human beings learn and grow from even the experiences we’d want to protect them from,” McGonigal said. Carol Dweck’s work has shown how important this growth can be in the academic world, but it can be \u003ca href=\"http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0136427\" target=\"_blank\">true about stressful life events, too\u003c/a>.\u003c/p>\n\u003cp>A \u003ca href=\"http://digitalcommons.hope.edu/cgi/viewcontent.cgi?article=1297&context=faculty_publications\" target=\"_blank\">study at Hope College\u003c/a> asked students to think about an experience that was personally painful, bothersome or embarrassing. An experimental group was told doing this was an opportunity to learn, grow and become stronger. “This was not hard for people to do, no matter what the experience was,” McGonigal said. “And when they did it, they shifted into a different stress state, one that looked more like resilience.”\u003c/p>\n\u003cp>The group that thought about that painful experience without the intervention, however, exhibited signs of toxic stress. All these studies demonstrate that how students think about and perceive their experiences are very important to how their bodies react to the resulting stress.\u003c/p>\n\u003cp>“If you are able to look back on your life and tell yourself a story about your stress that includes how you learned from it, it continues to create a narrative of strength, learning and growth,” McGonigal said.\u003c/p>\n\u003cp>An easy intervention to help students build a growth mindset about stressful situations is to break into small groups and share stories of facing challenges and persevering through them. The stories don’t have to be academic, but it should be a time when the student got better at that skill or learned something. Then students can write about the strengths they drew on, reflect on who or what supported them, and think about what they learned and how they grew. This is particularly powerful when adults share, too.\u003c/p>\n\u003cp>Sharing with a group can help students see that struggle is common to everyone. It can also help highlight different strategies people used in those moments of adversity and how productive challenges can be.\u003c/p>\n\u003cp>“The most effective mindset interventions start with a new idea, some science, and then you have people talk about it,” McGonigal said. When students can relate the idea to their own experiences, it becomes much more powerful.\u003c/p>\n\u003cp>“When we are anxious, stop interpreting it as a sign we are inadequate and start seeing it as a way we can rise to the challenge,” McGonigal said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>To her, the best of these three interventions is that they can help convert mindsets about stress, even when a person isn’t conscious of it. Like mindfulness training, these strategies can shift the narrative and subtly color experiences of stress going forward.\u003c/p>\n\n",
"disqusIdentifier": "43831 http://ww2.kqed.org/mindshift/?p=43831",
"disqusUrl": "https://ww2.kqed.org/mindshift/2016/02/24/what-harnessing-the-positive-side-of-stress-can-do-for-students/",
"stats": {
"hasVideo": true,
"hasChartOrMap": true,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1874,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [
"https://www.youtube.com/embed/RcGyVTAoXEU"
],
"paragraphCount": 33
},
"modified": 1561145973,
"excerpt": "Some types of stress can be used in a more positive way in order to improve learning, develop purpose and form stronger emotional connections with others. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Some types of stress can be used in a more positive way in order to improve learning, develop purpose and form stronger emotional connections with others. ",
"title": "How Harnessing the Positive Side of Stress Can Change Student Mindsets | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Harnessing the Positive Side of Stress Can Change Student Mindsets",
"datePublished": "2016-02-24T07:59:26-08:00",
"dateModified": "2019-06-21T12:39:33-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "what-harnessing-the-positive-side-of-stress-can-do-for-students",
"status": "publish",
"path": "/mindshift/43831/what-harnessing-the-positive-side-of-stress-can-do-for-students",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Carol Dweck's work on \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\">growth mindset \u003c/a>and its power to help people view challenges as opportunities to improve has helped many students understand their beliefs about themselves. When empowered with the understanding that intelligence is malleable, students can develop how they approach school and life. But the revelations around mindsets don't end there -- they apply to other areas of education, including how \u003ca href=\"http://wendyberrymendes.com/cms/uploads/CDPS_reappraisal.pdf\" target=\"_blank\">students view and react to stress\u003c/a>.\u003c/p>\n\u003cp>There is a lot of research about how stress negatively impacts health, cognitive functioning and \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/11/research-based-strategies-to-help-children-develop-self-control/\" target=\"_blank\">self-control\u003c/a>, but less often discussed are how those findings change when people \u003ca href=\"https://mbl.stanford.edu/sites/default/files/crum_rethinkingstress_jpsp_2013_0.pdf\" target=\"_blank\">see their stress as a positive motivator\u003c/a>. “In a number of situations, accepting and embracing the stress instead of trying to calm down helped students to do better,” said Kelly McGonigal, a health psychologist and lecturer at Stanford University at a \u003ca href=\"http://www.learningandthebrain.com/Event-328/Shaping-Student-Mindsets/Program\" target=\"_blank\">Learning and the Brain conference\u003c/a> on mindsets.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If you are able to look back on your life and tell yourself a story about your stress that includes how you learned from it, it continues to create a narrative of strength, learning and growth.'\u003ccite>Kelly McGonigal, Stanford lecturer, author\u003c/cite>\u003c/aside>\n\u003cp>McGonigal defines stress as “what arises in your body, in your brain and in your community when something you care about is at stake.” She acknowledges that stress can make some people feel paralyzed and might lead them to underperform. She calls that reaction a “threat response” to stress, but says if educators can help students to have a “challenge response” to stress, which includes the realization that they have the resources to handle the situation, the stress can actually energize students to do better.\u003c/p>\n\u003cp>This more positive approach doesn’t negate the very real effects on the brain from constant high levels of stress. McGonigal is clear that the first priority in any situation is to relieve suffering. She says it’s useful to help students learn tactics to calm down in the moment, like\u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/17/low-income-schools-see-big-benefits-in-teaching-mindfulness/\" target=\"_blank\"> mindfulness\u003c/a> or other cortisol-reduction exercises, but those strategies aren’t enough on their own. Life is stressful in big and small ways; rather than trying to erase stress from life, it may be beneficial to approach inevitable stress more positively.\u003c/p>\n\u003cp>“There is almost no relationship between the amount of stress you are under and your stress mindset,” said McGonigal. Learning tactics to change one’s outlook on stress can be beneficial for anyone. “How you think about stress seems to influence how you cope with stress,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When people try to avoid stress or stressful situations, they often behave in escapist ways. They look for distractions or use coping mechanisms like drinking to deal with the stress they feel. Conversely, people who have a more balanced or welcoming approach to stress tend to be more proactive. When they start to feel stressed out, they are more likely to address the source of the stress, ask for help, talk about their stress or even find the humor in it.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/RcGyVTAoXEU\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>When students learn to think about stress in this more positive way, they can actually use it to improve learning, to find purpose and to form stronger emotional connections to others, McGonigal said. In her popular TED talk, McGonigal describes how the stress hormone oxytocin primes people to take action and makes them crave closeness. Even as the body is releasing adrenaline and cortisol that produce anxious feelings, it is also releasing oxytocin, which can help people build resiliency against that anxiety.\u003c/p>\n\u003cp>McGonigal views the dual nature of the body’s stress response as an opportunity. She suggests three interventions to help students (or anyone) change their approach to stress and create resiliency in the face of anxiety.\u003c/p>\n\u003cp>\u003cstrong>#1 Caring for others builds resiliency against stress\u003c/strong>\u003c/p>\n\u003cp>To help people reset their mindsets about stress, encourage them to care for others. The biological reaction to stress naturally includes a desire to connect with others. Nurturing that inclination can dramatically reduce the harmful negative effects of stress.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.psychologicalscience.org/index.php/news/releases/helping-others-dampens-the-effects-of-everyday-stress.html\" target=\"_blank\">study\u003c/a> done at Yale in 2015 asked 77 adults to report every stressful event that happened to them each day, including work, school, interpersonal or financial stresses. They also kept track of all the times they helped someone throughout the day. Finally, every day the subjects took a mental health well-being test because researchers wanted to see how caring behavior affected well-being. They found that on stressful days when the person had engaged in few acts of kindness, mental health tanked. But when the person experienced a lot of stress, but also helped others, often their well-being stayed even.\u003c/p>\n\u003cp>\u003ca href=\"http://sites.northwestern.edu/foundationsofhealth/files/2013/05/13-JAMA-Pediatrics-volunteering-CV-risk.pdf\" target=\"_blank\">Another study\u003c/a> done at the University of British Columbia and Northwestern with 106 10th-graders found that kids who were randomly assigned to offer acts of kindness throughout the day had lower levels of toxic stress. They had less inflammation, lower cholesterol, and better heart and metabolic health. In their summary of results, the authors write, “Preliminary analyses within the intervention group suggest that those who increased the most in empathy and altruistic behaviors, and who decreased the most in negative mood, also showed the greatest decreases in cardiovascular risk over time.”\u003c/p>\n\u003cp>Even something as simple as a visual reminder, like a wristband, to be \u003ca href=\"http://compassionit.com/programs/\" target=\"_blank\">compassionate toward others\u003c/a> can have surprising results. It reminds kids that their teachers and parents value caring as much as academics, and gives them a sanctioned reason to point out compassionate behavior in others, as well as practicing it themselves.\u003c/p>\n\u003cp>\u003cstrong>#2 Purpose in life reduces stress\u003c/strong>\u003c/p>\n\u003cp>At the University of Illinois \u003ca href=\"https://www.researchgate.net/publication/225439629_Purpose_Mood_and_Pleasure_in_Predicting_Satisfaction_Judgments\" target=\"_blank\">researchers studied\u003c/a> how purpose in life related to happiness and mood in 222 college students. They found that students with low life-purpose were satisfied with their lives when they were happy, but very unsatisfied when their mood was low. In contrast, students with high life-purpose were satisfied with their lives whether or not they were having a bad day. Their purpose created resiliency.\u003c/p>\n\u003cp>“People who have a meaningful life worry more and have more stress than people with a less meaningful life,” McGonigal said. But that isn’t necessarily bad. People feel stress around things they care about, so when they have a high sense of purpose they naturally experience more stress. “Stress and meaning go together,” she said. She’s convinced that how we think about stress in relationship to meaning will determine whether we’re on the stress-induced heart attack side of stress or the energized, motivated side of stress.\u003c/p>\n\u003cp>To increase students’ sense of purpose, McGonigal suggests teachers simply ask students to reflect on a series of questions that help illuminate their values.\u003c/p>\n\u003cul>\n\u003cli>What quality or strength do you value about yourself? (This is different than what a teacher or adult would value about you.)\u003c/li>\n\u003cli>What activity, role or relationship brings you meaning, satisfaction or joy? McGonigal says students often point out things like sports, art or being a sibling. The point is to get at something bigger than self.\u003c/li>\n\u003cli>What mission, purpose or community do you serve? This question expands the sense of self and gets at what a student cares about.\u003c/li>\n\u003cli>Why are these important to you?\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"http://itp.wceruw.org/documents/Cohenannurev-psych-psychologyofchange_final_E2.pdf\" target=\"_blank\">Studies on simple self-affirmation exercises\u003c/a> like this one can have dramatic impacts on how students view their ability to handle difficult situations. “It has been shown to increase students’ ability to see the meaning when they face stress or adversity and have a sense of themselves as adequate to the challenge,” McGonigal said.\u003c/p>\n\u003cp>\u003cstrong>#3 Focus on how stress can help students grow\u003c/strong>\u003c/p>\n\u003cp>Here’s where growth mindset comes back into the story, because thinking of challenges -- no matter the context -- as learning opportunities can reframe even the toughest experiences.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Typically, human beings learn and grow from even the experiences we'd want to protect them from.'\u003c/aside>\n\u003cp>\u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/25346382\" target=\"_blank\">Researchers at the University of Southern California asked \u003c/a>564 alternative high school students about the worst experience of their lives. Many teenagers have already experienced really terrible things, including sexual abuse, cancer and homelessness. “Kids in the study had experienced real adversity, in additional to typical teenage adversity,” McGonigal said. The students were then asked how that experience affected their personal strength, compassion, activities, closeness to others, spiritual understanding, handling difficulties, direction in life and appreciation for life. On every measure students reported a positive change because of the terrible experience.\u003c/p>\n\u003cp>“Typically, human beings learn and grow from even the experiences we’d want to protect them from,” McGonigal said. Carol Dweck’s work has shown how important this growth can be in the academic world, but it can be \u003ca href=\"http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0136427\" target=\"_blank\">true about stressful life events, too\u003c/a>.\u003c/p>\n\u003cp>A \u003ca href=\"http://digitalcommons.hope.edu/cgi/viewcontent.cgi?article=1297&context=faculty_publications\" target=\"_blank\">study at Hope College\u003c/a> asked students to think about an experience that was personally painful, bothersome or embarrassing. An experimental group was told doing this was an opportunity to learn, grow and become stronger. “This was not hard for people to do, no matter what the experience was,” McGonigal said. “And when they did it, they shifted into a different stress state, one that looked more like resilience.”\u003c/p>\n\u003cp>The group that thought about that painful experience without the intervention, however, exhibited signs of toxic stress. All these studies demonstrate that how students think about and perceive their experiences are very important to how their bodies react to the resulting stress.\u003c/p>\n\u003cp>“If you are able to look back on your life and tell yourself a story about your stress that includes how you learned from it, it continues to create a narrative of strength, learning and growth,” McGonigal said.\u003c/p>\n\u003cp>An easy intervention to help students build a growth mindset about stressful situations is to break into small groups and share stories of facing challenges and persevering through them. The stories don’t have to be academic, but it should be a time when the student got better at that skill or learned something. Then students can write about the strengths they drew on, reflect on who or what supported them, and think about what they learned and how they grew. This is particularly powerful when adults share, too.\u003c/p>\n\u003cp>Sharing with a group can help students see that struggle is common to everyone. It can also help highlight different strategies people used in those moments of adversity and how productive challenges can be.\u003c/p>\n\u003cp>“The most effective mindset interventions start with a new idea, some science, and then you have people talk about it,” McGonigal said. When students can relate the idea to their own experiences, it becomes much more powerful.\u003c/p>\n\u003cp>“When we are anxious, stop interpreting it as a sign we are inadequate and start seeing it as a way we can rise to the challenge,” McGonigal said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To her, the best of these three interventions is that they can help convert mindsets about stress, even when a person isn’t conscious of it. Like mindfulness training, these strategies can shift the narrative and subtly color experiences of stress going forward.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/43831/what-harnessing-the-positive-side-of-stress-can-do-for-students",
"authors": [
"234"
],
"categories": [
"mindshift_192",
"mindshift_20827",
"mindshift_193"
],
"tags": [
"mindshift_20650",
"mindshift_20784",
"mindshift_1040",
"mindshift_20512",
"mindshift_20972",
"mindshift_20925"
],
"featImg": "mindshift_43969",
"label": "mindshift"
},
"mindshift_43802": {
"type": "posts",
"id": "mindshift_43802",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "43802",
"score": null,
"sort": [
1456128118000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1456128118,
"format": "standard",
"disqusTitle": "Can Teaching Spatial Skills Help Bridge the STEM Gender Gap?",
"title": "Can Teaching Spatial Skills Help Bridge the STEM Gender Gap?",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>For all the emphasis placed on science, technology, engineering and math instruction, not much attention is given to a skill set that’s closely related with success in STEM: spatial skills.\u003c/p>\n\u003cp>The ability to mentally manipulate objects is key to success in many fields, including physics and engineering. Spatial skills are an \u003ca href=\"http://udel.edu/~roberta/pdfs/FindingMissingPiece.pdf\">early indicator\u003c/a> of later achievement in mathematics, they “\u003ca href=\"http://groups.psych.northwestern.edu/uttal/vittae/documents/Spatial%20Abilities%20and%20STEM%20education%20.pdf\">strongly predict\u003c/a>” who will pursue STEM careers, and they are \u003ca href=\"https://my.vanderbilt.edu/smpy/files/2013/01/Kell-et-al.-2013b1.pdf\">more predictive\u003c/a> of future creativity and innovation than math scores. In fact, a \u003ca href=\"https://my.vanderbilt.edu/smpy/files/2013/02/Wai2009SpatialAbility.pdf\">review\u003c/a> of 50 years of research shows that spatial skills have a “robust influence” on STEM domains.\u003c/p>\n\u003cp>However, women generally score lower than men on tests of spatial reasoning -- particularly measures of spatial visualization and mental rotation. Some researchers point to \u003ca href=\"https://www.psychologytoday.com/blog/sexual-personalities/201601/where-s-the-nearest-starbucks-sex-differences-in-wayfinding\">evolution\u003c/a> as the culprit, while others have tied the discrepancies to \u003ca href=\"https://news.illinois.edu/blog/view/6367/204881\">hormone\u003c/a> \u003ca href=\"http://www.nytimes.com/1988/11/18/us/female-sex-hormone-is-tied-to-ability-to-perform-tasks.html\">levels\u003c/a> or \u003ca href=\"http://www.sciencedaily.com/releases/2008/12/081217124430.htm\">brain structure.\u003c/a> As one researcher put it, “Sex differences in spatial ability are \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/7724690\">well documented\u003c/a>, but poorly understood.”\u003c/p>\n\u003cp>Sheryl Sorby said she’s not interested in arguing about why the gap exists because \u003ca href=\"http://spatiallearning.org/index.php/showcase/155-showcase-june-2012-the-malleability-of-spatial-skills-a-meta-analysis-of-training-studies\">training and practice\u003c/a> can close it.\u003c/p>\n\u003cp>“A lot of people believe that spatial intelligence is a fixed quantity -- that you either have good spatial skills or you don’t -- but that’s simply not true,” said Sorby, an \u003ca href=\"https://www.ncwit.org/profile/sheryl-sorby\">engineering professor\u003c/a>. This misperception is particularly harmful to girls who may not be encouraged to engage in spatially rich activities that would set them up for later STEM success.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We may start with this small biological difference, but it grows because of our environment,” said Sorby. For example, starting at an early age, boys are more likely to engage in activities that boost spatial reasoning. Research shows that boys \u003ca href=\"http://pss.sagepub.com/content/early/2015/01/27/0956797614563338.abstract\">play with spatial toys\u003c/a> more than \u003ca href=\"http://www.npr.org/sections/monkeysee/2013/06/28/196605763/girls-legos-are-a-hit-but-why-do-girls-need-special-legos\">girls\u003c/a> do -- and spatial toys are often \u003ca href=\"http://www.theatlantic.com/business/archive/2014/12/toys-are-more-divided-by-gender-now-than-they-were-50-years-ago/383556/\">marketed\u003c/a> \u003ca href=\"http://time.com/3989850/target-gender-signs/\">explicitly\u003c/a> to boys. In addition, \u003ca href=\"http://jpepsy.oxfordjournals.org/content/23/1/33.full.pdf\">studies\u003c/a> find that parents are “less likely to restrain the exploratory behavior of boys,” such as allowing them to \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4229936/\">roam\u003c/a> further from home than girls their same age.\u003c/p>\n\u003cp>\u003cstrong>The Ripple Effects of Spatial Reasoning\u003c/strong>\u003c/p>\n\u003cp>Boosting girls’ spatial skills can have a positive effect on other domains. Sorby believes that the small but persistent gender gap in standardized math scores can be largely explained by differences in spatial reasoning: Girls tend to do worse than boys on test items that have a spatial component.\u003c/p>\n\u003cp>A \u003ca href=\"http://spatiallearning.org/index.php/showcase/195-showcase-may-2014-spatial-ability-mediates-the-gender-difference-in-middle-school-students-science-performance\">2014 review\u003c/a> of middle school physical science exam scores found that the gender difference boiled down to a few specific questions that required mental rotation. According to one report, “after students’ scores on the mental rotation assessment were taken into account, there was no longer a gender difference in physical science scores.”\u003c/p>\n\u003cp>Early in her career, Sorby wondered if spatial skills training could help colleges retain female students in engineering, a field with an acute gender disparity. \u003ca href=\"https://ngcproject.org/statistics\">As of 2011,\u003c/a> 19 percent of all undergraduate degrees in engineering were awarded to women, and 3 percent were awarded to women of color. \u003cspan class=\"s1\">Sorby said that at many colleges, the first engineering courses for beginning students cover design graphics, which is highly spatial. \u003c/span>\u003c/p>\n\u003cp>When Sorby taught at Michigan Technological University, she noticed that some female students -- who otherwise excelled in math and science -- would struggle with the class and choose to switch majors. “They assumed they didn’t have what it took to be an engineer,” said Sorby, “when the real issue was a weakness in spatial skills.”\u003c/p>\n\u003cfigure id=\"attachment_43803\" class=\"wp-caption alignnone\" style=\"max-width: 888px\">\u003cimg class=\"size-full wp-image-43803\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Spatial-test.png\" alt='From \"Educational Research in Developing 3-D Spatial Skills for Engineering Students\" by Sheryl A. Sorby.' width=\"888\" height=\"570\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Spatial-test.png 888w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Spatial-test-400x257.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Spatial-test-800x514.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Spatial-test-768x493.png 768w\" sizes=\"(max-width: 888px) 100vw, 888px\">\u003cfigcaption class=\"wp-caption-text\">From \"Educational Research in Developing 3-D Spatial Skills for Engineering\u003cbr>Students\" by Sheryl A. Sorby.\u003c/figcaption>\u003c/figure>\n\u003cp>To help her incoming engineering students, Sorby developed a \"short introduction to spatial visualization\" class. The course is 15 hours of instructional time -- “a miniscule amount of time” in the scheme of things -- but the payoff has been worthwhile. Sorby taught students how to sketch figures from multiple perspectives, look at cross sections of objects and create 3-D objects through paper folding exercises. Students who took the class \u003ca href=\"http://www.tandfonline.com/doi/abs/10.1080/09500690802595839#.VqElBFMrKLI\">not only\u003c/a> improved their spatial skills, but also their grades in all STEM classes improved, and they were more likely to graduate with an engineering degree.\u003c/p>\n\u003cp>In ninth grade at the \u003ca href=\"https://www.columbusschoolforgirls.org/\">Columbus School for Girls\u003c/a>, students can take a version of Sorby’s spatial visualization course as a spring elective. The course is nine lessons and is taught by Linda Swarlis, director of information services. Swarlis says she often hears from graduates about how this course helped them in their college STEM classes. One young woman described how she found herself the only female enrolled in an inorganic chemistry class at a competitive college.\u003c/p>\n\u003cp>“The professor introduced the concept of \u003ca href=\"https://en.wikipedia.org/wiki/Chirality_(chemistry)\">chirality\u003c/a>, and she recognized the concept as the right hand rule in engineering, something that she learned in her spatial visualization course,” said Swarlis.\u003c/p>\n\u003cp>Given that spatial skills can be learned, what can parents and teachers do? Sorby offers these suggestions:\u003c/p>\n\u003cp>\u003cstrong>Encourage Block Play:\u003c/strong> Playing with blocks and puzzles \u003ca href=\"http://pss.sagepub.com/content/early/2015/01/27/0956797614563338.abstract\">correlates\u003c/a> with spatial development. Lego kits are particularly good for strengthening spatial visualization because kids have to examine a 2-D diagram and turn it into a 3-D model, said Sorby. She also recommends trying out some of the new engineering toys that have hit the market, such as \u003ca href=\"http://www.goldieblox.com/\">Goldiblox\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Involve Girls in Practical Spatial Tasks:\u003c/strong> When planning a road trip, hand a map to your daughters and ask them to plan the route, said Sorby. When putting together a piece of IKEA furniture, involve girls in reading the instructions and screwing it together. These types of activities build skills and confidence.\u003c/p>\n\u003cp>\u003cstrong>Hold, Build and Sketch 3-D Objects:\u003c/strong> Sketching 3-D objects improves students’ mental visualization and rotation skills. Have children build an object out of blocks and then sketch it. Then have them rotate the object and sketch it again. Recent research also suggests that “holding an object in your hand seems to help you visualize it,” says Sorby. For example, showing students a 2-D model of a molecule does not help them nearly as much as handing them a model that they can hold, turn and examine from different angles.\u003c/p>\n\u003cp>\u003cstrong>Play 3-D Video Games:\u003c/strong> \u003ca href=\"http://pss.sagepub.com/content/18/10/850.abstract\">One study\u003c/a> found that a mere 10 hours of “playing an action video game can virtually eliminate this gender difference in spatial attention and simultaneously decrease the gender disparity in mental rotation ability.” The authors speculate that more exposure to 3-D video games “could play a significant role as part of a larger strategy designed to interest women in science and engineering careers.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Remember the power of expectation:\u003c/strong> “If we have a child with poor math skills, we don’t say, ‘That’s too bad -- you’ll have poor math skills for the rest of your life.’ But with spatial skills we tend to do that,” said Sorby. “Instead we need to tell kids, ‘You can develop these skills just like you develop any skill.’ ”\u003c/p>\n\n",
"disqusIdentifier": "43802 http://ww2.kqed.org/mindshift/?p=43802",
"disqusUrl": "https://ww2.kqed.org/mindshift/2016/02/22/can-teaching-spatial-skills-help-bridge-the-stem-gender-gap/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1185,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 22
},
"modified": 1578334572,
"excerpt": "Many girls are encouraged to pursue STEM studies, but they can sometimes lack the spatial skills needed to excel. One professor created a training program to help all people improve their spatial skills. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Many girls are encouraged to pursue STEM studies, but they can sometimes lack the spatial skills needed to excel. One professor created a training program to help all people improve their spatial skills. ",
"title": "Can Teaching Spatial Skills Help Bridge the STEM Gender Gap? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Can Teaching Spatial Skills Help Bridge the STEM Gender Gap?",
"datePublished": "2016-02-22T00:01:58-08:00",
"dateModified": "2020-01-06T10:16:12-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "can-teaching-spatial-skills-help-bridge-the-stem-gender-gap",
"status": "publish",
"path": "/mindshift/43802/can-teaching-spatial-skills-help-bridge-the-stem-gender-gap",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For all the emphasis placed on science, technology, engineering and math instruction, not much attention is given to a skill set that’s closely related with success in STEM: spatial skills.\u003c/p>\n\u003cp>The ability to mentally manipulate objects is key to success in many fields, including physics and engineering. Spatial skills are an \u003ca href=\"http://udel.edu/~roberta/pdfs/FindingMissingPiece.pdf\">early indicator\u003c/a> of later achievement in mathematics, they “\u003ca href=\"http://groups.psych.northwestern.edu/uttal/vittae/documents/Spatial%20Abilities%20and%20STEM%20education%20.pdf\">strongly predict\u003c/a>” who will pursue STEM careers, and they are \u003ca href=\"https://my.vanderbilt.edu/smpy/files/2013/01/Kell-et-al.-2013b1.pdf\">more predictive\u003c/a> of future creativity and innovation than math scores. In fact, a \u003ca href=\"https://my.vanderbilt.edu/smpy/files/2013/02/Wai2009SpatialAbility.pdf\">review\u003c/a> of 50 years of research shows that spatial skills have a “robust influence” on STEM domains.\u003c/p>\n\u003cp>However, women generally score lower than men on tests of spatial reasoning -- particularly measures of spatial visualization and mental rotation. Some researchers point to \u003ca href=\"https://www.psychologytoday.com/blog/sexual-personalities/201601/where-s-the-nearest-starbucks-sex-differences-in-wayfinding\">evolution\u003c/a> as the culprit, while others have tied the discrepancies to \u003ca href=\"https://news.illinois.edu/blog/view/6367/204881\">hormone\u003c/a> \u003ca href=\"http://www.nytimes.com/1988/11/18/us/female-sex-hormone-is-tied-to-ability-to-perform-tasks.html\">levels\u003c/a> or \u003ca href=\"http://www.sciencedaily.com/releases/2008/12/081217124430.htm\">brain structure.\u003c/a> As one researcher put it, “Sex differences in spatial ability are \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/7724690\">well documented\u003c/a>, but poorly understood.”\u003c/p>\n\u003cp>Sheryl Sorby said she’s not interested in arguing about why the gap exists because \u003ca href=\"http://spatiallearning.org/index.php/showcase/155-showcase-june-2012-the-malleability-of-spatial-skills-a-meta-analysis-of-training-studies\">training and practice\u003c/a> can close it.\u003c/p>\n\u003cp>“A lot of people believe that spatial intelligence is a fixed quantity -- that you either have good spatial skills or you don’t -- but that’s simply not true,” said Sorby, an \u003ca href=\"https://www.ncwit.org/profile/sheryl-sorby\">engineering professor\u003c/a>. This misperception is particularly harmful to girls who may not be encouraged to engage in spatially rich activities that would set them up for later STEM success.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We may start with this small biological difference, but it grows because of our environment,” said Sorby. For example, starting at an early age, boys are more likely to engage in activities that boost spatial reasoning. Research shows that boys \u003ca href=\"http://pss.sagepub.com/content/early/2015/01/27/0956797614563338.abstract\">play with spatial toys\u003c/a> more than \u003ca href=\"http://www.npr.org/sections/monkeysee/2013/06/28/196605763/girls-legos-are-a-hit-but-why-do-girls-need-special-legos\">girls\u003c/a> do -- and spatial toys are often \u003ca href=\"http://www.theatlantic.com/business/archive/2014/12/toys-are-more-divided-by-gender-now-than-they-were-50-years-ago/383556/\">marketed\u003c/a> \u003ca href=\"http://time.com/3989850/target-gender-signs/\">explicitly\u003c/a> to boys. In addition, \u003ca href=\"http://jpepsy.oxfordjournals.org/content/23/1/33.full.pdf\">studies\u003c/a> find that parents are “less likely to restrain the exploratory behavior of boys,” such as allowing them to \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4229936/\">roam\u003c/a> further from home than girls their same age.\u003c/p>\n\u003cp>\u003cstrong>The Ripple Effects of Spatial Reasoning\u003c/strong>\u003c/p>\n\u003cp>Boosting girls’ spatial skills can have a positive effect on other domains. Sorby believes that the small but persistent gender gap in standardized math scores can be largely explained by differences in spatial reasoning: Girls tend to do worse than boys on test items that have a spatial component.\u003c/p>\n\u003cp>A \u003ca href=\"http://spatiallearning.org/index.php/showcase/195-showcase-may-2014-spatial-ability-mediates-the-gender-difference-in-middle-school-students-science-performance\">2014 review\u003c/a> of middle school physical science exam scores found that the gender difference boiled down to a few specific questions that required mental rotation. According to one report, “after students’ scores on the mental rotation assessment were taken into account, there was no longer a gender difference in physical science scores.”\u003c/p>\n\u003cp>Early in her career, Sorby wondered if spatial skills training could help colleges retain female students in engineering, a field with an acute gender disparity. \u003ca href=\"https://ngcproject.org/statistics\">As of 2011,\u003c/a> 19 percent of all undergraduate degrees in engineering were awarded to women, and 3 percent were awarded to women of color. \u003cspan class=\"s1\">Sorby said that at many colleges, the first engineering courses for beginning students cover design graphics, which is highly spatial. \u003c/span>\u003c/p>\n\u003cp>When Sorby taught at Michigan Technological University, she noticed that some female students -- who otherwise excelled in math and science -- would struggle with the class and choose to switch majors. “They assumed they didn’t have what it took to be an engineer,” said Sorby, “when the real issue was a weakness in spatial skills.”\u003c/p>\n\u003cfigure id=\"attachment_43803\" class=\"wp-caption alignnone\" style=\"max-width: 888px\">\u003cimg class=\"size-full wp-image-43803\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Spatial-test.png\" alt='From \"Educational Research in Developing 3-D Spatial Skills for Engineering Students\" by Sheryl A. Sorby.' width=\"888\" height=\"570\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Spatial-test.png 888w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Spatial-test-400x257.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Spatial-test-800x514.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Spatial-test-768x493.png 768w\" sizes=\"(max-width: 888px) 100vw, 888px\">\u003cfigcaption class=\"wp-caption-text\">From \"Educational Research in Developing 3-D Spatial Skills for Engineering\u003cbr>Students\" by Sheryl A. Sorby.\u003c/figcaption>\u003c/figure>\n\u003cp>To help her incoming engineering students, Sorby developed a \"short introduction to spatial visualization\" class. The course is 15 hours of instructional time -- “a miniscule amount of time” in the scheme of things -- but the payoff has been worthwhile. Sorby taught students how to sketch figures from multiple perspectives, look at cross sections of objects and create 3-D objects through paper folding exercises. Students who took the class \u003ca href=\"http://www.tandfonline.com/doi/abs/10.1080/09500690802595839#.VqElBFMrKLI\">not only\u003c/a> improved their spatial skills, but also their grades in all STEM classes improved, and they were more likely to graduate with an engineering degree.\u003c/p>\n\u003cp>In ninth grade at the \u003ca href=\"https://www.columbusschoolforgirls.org/\">Columbus School for Girls\u003c/a>, students can take a version of Sorby’s spatial visualization course as a spring elective. The course is nine lessons and is taught by Linda Swarlis, director of information services. Swarlis says she often hears from graduates about how this course helped them in their college STEM classes. One young woman described how she found herself the only female enrolled in an inorganic chemistry class at a competitive college.\u003c/p>\n\u003cp>“The professor introduced the concept of \u003ca href=\"https://en.wikipedia.org/wiki/Chirality_(chemistry)\">chirality\u003c/a>, and she recognized the concept as the right hand rule in engineering, something that she learned in her spatial visualization course,” said Swarlis.\u003c/p>\n\u003cp>Given that spatial skills can be learned, what can parents and teachers do? Sorby offers these suggestions:\u003c/p>\n\u003cp>\u003cstrong>Encourage Block Play:\u003c/strong> Playing with blocks and puzzles \u003ca href=\"http://pss.sagepub.com/content/early/2015/01/27/0956797614563338.abstract\">correlates\u003c/a> with spatial development. Lego kits are particularly good for strengthening spatial visualization because kids have to examine a 2-D diagram and turn it into a 3-D model, said Sorby. She also recommends trying out some of the new engineering toys that have hit the market, such as \u003ca href=\"http://www.goldieblox.com/\">Goldiblox\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Involve Girls in Practical Spatial Tasks:\u003c/strong> When planning a road trip, hand a map to your daughters and ask them to plan the route, said Sorby. When putting together a piece of IKEA furniture, involve girls in reading the instructions and screwing it together. These types of activities build skills and confidence.\u003c/p>\n\u003cp>\u003cstrong>Hold, Build and Sketch 3-D Objects:\u003c/strong> Sketching 3-D objects improves students’ mental visualization and rotation skills. Have children build an object out of blocks and then sketch it. Then have them rotate the object and sketch it again. Recent research also suggests that “holding an object in your hand seems to help you visualize it,” says Sorby. For example, showing students a 2-D model of a molecule does not help them nearly as much as handing them a model that they can hold, turn and examine from different angles.\u003c/p>\n\u003cp>\u003cstrong>Play 3-D Video Games:\u003c/strong> \u003ca href=\"http://pss.sagepub.com/content/18/10/850.abstract\">One study\u003c/a> found that a mere 10 hours of “playing an action video game can virtually eliminate this gender difference in spatial attention and simultaneously decrease the gender disparity in mental rotation ability.” The authors speculate that more exposure to 3-D video games “could play a significant role as part of a larger strategy designed to interest women in science and engineering careers.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Remember the power of expectation:\u003c/strong> “If we have a child with poor math skills, we don’t say, ‘That’s too bad -- you’ll have poor math skills for the rest of your life.’ But with spatial skills we tend to do that,” said Sorby. “Instead we need to tell kids, ‘You can develop these skills just like you develop any skill.’ ”\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/43802/can-teaching-spatial-skills-help-bridge-the-stem-gender-gap",
"authors": [
"11087"
],
"categories": [
"mindshift_192",
"mindshift_193"
],
"tags": [
"mindshift_20967",
"mindshift_20784",
"mindshift_1040",
"mindshift_20825",
"mindshift_20877",
"mindshift_20530",
"mindshift_47"
],
"featImg": "mindshift_43822",
"label": "mindshift"
},
"mindshift_43755": {
"type": "posts",
"id": "mindshift_43755",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "43755",
"score": null,
"sort": [
1455698640000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1455698640,
"format": "standard",
"disqusTitle": "Innovative Colleges That Give Students Real-World Experiences",
"title": "Innovative Colleges That Give Students Real-World Experiences",
"headTitle": "MindShift | KQED News",
"content": "\u003cp class=\"p2\">\u003cem>Excerpted from \"\u003ca href=\"http://www.penguinrandomhouse.com/books/249126/schools-on-trial-by-nikhil-goyal/\">Schools on Trial: How Creativity and Freedom Can Fix Our Educational Malpractice\u003c/a>\" by Nikhil Goyal.\u003c/em>\u003c/p>\n\u003cp class=\"p2\">\u003cb>Enrolling in the Real World \u003c/b>\u003c/p>\n\u003cp class=\"p2\">Innovative models of education are not just limited to primary and secondary education, they are also scattered throughout higher education. There are a handful of institutions offering their students transformative, purposeful learning experiences.\u003c/p>\n\u003cp class=\"p2\">For instance, Franklin W. Olin College of Engineering in Needham, Massachusetts, has a unique approach to engineering education. There are no formal academic departments. Classes are taught in a studio setting, and the curriculum is interdisciplinary and grounded in real-world projects, from designing the AutoFrost automatic cake decorator to devising a weather balloon system.\u003c/p>\n\u003cp class=\"p2\">There’s also Goddard College, a small liberal arts college in Vermont that shares much of its philosophy with one of the pioneers of progressive education, John Dewey. I am currently an undergraduate student there. About six hundred students are enrolled in undergraduate and graduate programs in fields like individualized studies, education, creative writing, and fine arts. The cornerstone of the institution is its unique low-residency model, where each semester students participate in an eight-day residency on campus and then spend sixteen weeks off campus working independently on their learning goals with direct communication with faculty members. The learning is based on the student’s individual interests. Evaluations, instead of traditional grades, are given by the faculty. Several other colleges also offer narrative evaluations instead of grades: Evergreen State College in Washington, Hampshire College in Massachusetts, New College of Florida, and Prescott College in Arizona.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p2\">\u003cimg class=\"alignleft size-full wp-image-43745\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/Nikhil-Goyal-by-Alberto-Vargas-e1455693420603.jpg\" alt=\"Nikhil Goyal\" width=\"250\" height=\"297\">\u003c/p>\n\u003cp class=\"p2\">There is no college or university that serves many thousands of students and operates as radically on a large scale as these smaller schools do. There are, however, a few colleges that have started fascinating experiments to tinker with new models of learning. One of these experiments was recently launched at Lehigh University. In 2013, Urban Outfitters cofounder and Lehigh alumnus Scott Belair donated $20 million to the school with the condition that the two former Bethlehem Steel research buildings sitting on South Mountain would be renovated into spaces for invention and learning. After a successful pilot run in the summer of 2013, the program, called the Mountaintop experience, returned the following summer—this time with more than a hundred students who were immersed in several hands-on projects. There was no prescribed curriculum, no credits, grades, or tests. Students worked on documentaries about race and diversity and a Nobel Prize–winning poet, conducted science experiments, and designed things like a new food waste disposal system for the campus and a low-cost hand prosthetic.\u003csup>\u003ca id=\"ref1\" href=\"#fn1\">1\u003c/a>\u003c/sup>\u003c/p>\n\u003cp class=\"p2\">According to the 2014 National Survey of Student Engagement, only 57 percent of college seniors have taken part in an internship or field experience, 13 percent have studied abroad, and 28 percent have done research with a faculty member.\u003csup>\u003ca id=\"ref2\" href=\"#fn2\">2\u003c/a>\u003c/sup> Those activities often end up being the most rewarding parts of college. Providing such opportunities could also be a brilliant recruitment strategy that most institutions are failing to pursue. At a time when high school students are being constantly pestered by colleges to apply, what better means of standing out from the pack than if a college tells prospective students that it will give them the freedom, time, funding, faculty support, and outside mentorship for them to be involved in some activity, project, or other pursuit of their choosing.\u003c/p>\n\u003cp class=\"p2\">\u003ca href=\"http://www.penguinrandomhouse.com/books/249126/schools-on-trial-by-nikhil-goyal/\" rel=\"attachment wp-att-43746\">\u003cimg class=\"alignleft size-full wp-image-43746\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/Schools-on-Trial-e1455693514586.jpg\" alt=\"Schools on Trial\" width=\"250\" height=\"375\">\u003c/a>\u003c/p>\n\u003cp class=\"p2\">There are some colleges that give their students a chance to participate in an apprenticeship or cooperative education program. And as we will see shortly, apprenticeships are slowly being rekindled. On its website, the University of Waterloo in Canada claims it has the largest postsecondary co-op program in the world: 19,000 students, more than 60 percent of undergraduate students, are enrolled in a coop over three semesters in 122 programs. Overall, 5,200 employers have hired these students. Students can get up to two full years of work experience while enrolled in college. By the time they graduate, they will have earned on average $37,000 to $78,000.\u003csup>\u003ca id=\"ref3\" href=\"#fn3\">3\u003c/a>\u003c/sup> It’s a win-win for the students and their host companies, who often end up making job offers to the students.\u003c/p>\n\u003cp class=\"p2\">The innovative colleges I’ve mentioned are very similar to one another in that they often have small class sizes, focus on interdisciplinary, seminar, and project-based classes, offer close contact between professors and students, and provide opportunities for students to do apprenticeships, real-world projects, or research for credit.\u003c/p>\n\u003cp class=\"p2\">\u003cem>Nikhil Goyal is a journalist and author of \u003ca href=\"http://www.penguinrandomhouse.com/books/249126/schools-on-trial-by-nikhil-goyal/\">\"Schools on Trial: How Freedom and Creativity Can Fix Our Educational Malpractice\" \u003c/a>(Doubleday, 2016). He was named to the Forbes 30 Under 30 list in 2013. He lives in New York.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003csup id=\"fn1\">1. Matt Assad, “Lehigh University Campus to Become ‘Invention Incubator,’ ” The Morning Call, October 16, 2013; Richard PérezPeña, “A Classroom Leaves the Syllabus to the Students,” New York Times, July 18, 2014.\u003c/sup>\u003cbr>\n\u003csup id=\"fn2\">2. National Survey of Student Engagement, “Bringing the Institution into Focus—Annual Results 2014,” Indiana University Center for Postsecondary Research (2014).\u003c/sup>\u003cbr>\n\u003csup id=\"fn3\">3. “About Co-operative Education,” University of Waterloo, https://uwaterloo.ca/co-operative-education/about-co-operative -education.\u003c/sup>\u003c/p>\n\n",
"disqusIdentifier": "43755 http://ww2.kqed.org/mindshift/?p=43755",
"disqusUrl": "https://ww2.kqed.org/mindshift/2016/02/17/innovative-colleges-that-give-students-real-world-experiences-2/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 882,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 3
},
"modified": 1455722657,
"excerpt": "Colleges are introducing system-wide changes to help prepare students tinker, pursue their own interests and, in some cases, earn salaries as a part of their education.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Colleges are introducing system-wide changes to help prepare students tinker, pursue their own interests and, in some cases, earn salaries as a part of their education.",
"title": "Innovative Colleges That Give Students Real-World Experiences | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Innovative Colleges That Give Students Real-World Experiences",
"datePublished": "2016-02-17T00:44:00-08:00",
"dateModified": "2016-02-17T07:24:17-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "innovative-colleges-that-give-students-real-world-experiences-2",
"status": "publish",
"path": "/mindshift/43755/innovative-colleges-that-give-students-real-world-experiences-2",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p2\">\u003cem>Excerpted from \"\u003ca href=\"http://www.penguinrandomhouse.com/books/249126/schools-on-trial-by-nikhil-goyal/\">Schools on Trial: How Creativity and Freedom Can Fix Our Educational Malpractice\u003c/a>\" by Nikhil Goyal.\u003c/em>\u003c/p>\n\u003cp class=\"p2\">\u003cb>Enrolling in the Real World \u003c/b>\u003c/p>\n\u003cp class=\"p2\">Innovative models of education are not just limited to primary and secondary education, they are also scattered throughout higher education. There are a handful of institutions offering their students transformative, purposeful learning experiences.\u003c/p>\n\u003cp class=\"p2\">For instance, Franklin W. Olin College of Engineering in Needham, Massachusetts, has a unique approach to engineering education. There are no formal academic departments. Classes are taught in a studio setting, and the curriculum is interdisciplinary and grounded in real-world projects, from designing the AutoFrost automatic cake decorator to devising a weather balloon system.\u003c/p>\n\u003cp class=\"p2\">There’s also Goddard College, a small liberal arts college in Vermont that shares much of its philosophy with one of the pioneers of progressive education, John Dewey. I am currently an undergraduate student there. About six hundred students are enrolled in undergraduate and graduate programs in fields like individualized studies, education, creative writing, and fine arts. The cornerstone of the institution is its unique low-residency model, where each semester students participate in an eight-day residency on campus and then spend sixteen weeks off campus working independently on their learning goals with direct communication with faculty members. The learning is based on the student’s individual interests. Evaluations, instead of traditional grades, are given by the faculty. Several other colleges also offer narrative evaluations instead of grades: Evergreen State College in Washington, Hampshire College in Massachusetts, New College of Florida, and Prescott College in Arizona.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p2\">\u003cimg class=\"alignleft size-full wp-image-43745\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/Nikhil-Goyal-by-Alberto-Vargas-e1455693420603.jpg\" alt=\"Nikhil Goyal\" width=\"250\" height=\"297\">\u003c/p>\n\u003cp class=\"p2\">There is no college or university that serves many thousands of students and operates as radically on a large scale as these smaller schools do. There are, however, a few colleges that have started fascinating experiments to tinker with new models of learning. One of these experiments was recently launched at Lehigh University. In 2013, Urban Outfitters cofounder and Lehigh alumnus Scott Belair donated $20 million to the school with the condition that the two former Bethlehem Steel research buildings sitting on South Mountain would be renovated into spaces for invention and learning. After a successful pilot run in the summer of 2013, the program, called the Mountaintop experience, returned the following summer—this time with more than a hundred students who were immersed in several hands-on projects. There was no prescribed curriculum, no credits, grades, or tests. Students worked on documentaries about race and diversity and a Nobel Prize–winning poet, conducted science experiments, and designed things like a new food waste disposal system for the campus and a low-cost hand prosthetic.\u003csup>\u003ca id=\"ref1\" href=\"#fn1\">1\u003c/a>\u003c/sup>\u003c/p>\n\u003cp class=\"p2\">According to the 2014 National Survey of Student Engagement, only 57 percent of college seniors have taken part in an internship or field experience, 13 percent have studied abroad, and 28 percent have done research with a faculty member.\u003csup>\u003ca id=\"ref2\" href=\"#fn2\">2\u003c/a>\u003c/sup> Those activities often end up being the most rewarding parts of college. Providing such opportunities could also be a brilliant recruitment strategy that most institutions are failing to pursue. At a time when high school students are being constantly pestered by colleges to apply, what better means of standing out from the pack than if a college tells prospective students that it will give them the freedom, time, funding, faculty support, and outside mentorship for them to be involved in some activity, project, or other pursuit of their choosing.\u003c/p>\n\u003cp class=\"p2\">\u003ca href=\"http://www.penguinrandomhouse.com/books/249126/schools-on-trial-by-nikhil-goyal/\" rel=\"attachment wp-att-43746\">\u003cimg class=\"alignleft size-full wp-image-43746\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/Schools-on-Trial-e1455693514586.jpg\" alt=\"Schools on Trial\" width=\"250\" height=\"375\">\u003c/a>\u003c/p>\n\u003cp class=\"p2\">There are some colleges that give their students a chance to participate in an apprenticeship or cooperative education program. And as we will see shortly, apprenticeships are slowly being rekindled. On its website, the University of Waterloo in Canada claims it has the largest postsecondary co-op program in the world: 19,000 students, more than 60 percent of undergraduate students, are enrolled in a coop over three semesters in 122 programs. Overall, 5,200 employers have hired these students. Students can get up to two full years of work experience while enrolled in college. By the time they graduate, they will have earned on average $37,000 to $78,000.\u003csup>\u003ca id=\"ref3\" href=\"#fn3\">3\u003c/a>\u003c/sup> It’s a win-win for the students and their host companies, who often end up making job offers to the students.\u003c/p>\n\u003cp class=\"p2\">The innovative colleges I’ve mentioned are very similar to one another in that they often have small class sizes, focus on interdisciplinary, seminar, and project-based classes, offer close contact between professors and students, and provide opportunities for students to do apprenticeships, real-world projects, or research for credit.\u003c/p>\n\u003cp class=\"p2\">\u003cem>Nikhil Goyal is a journalist and author of \u003ca href=\"http://www.penguinrandomhouse.com/books/249126/schools-on-trial-by-nikhil-goyal/\">\"Schools on Trial: How Freedom and Creativity Can Fix Our Educational Malpractice\" \u003c/a>(Doubleday, 2016). He was named to the Forbes 30 Under 30 list in 2013. He lives in New York.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003csup id=\"fn1\">1. Matt Assad, “Lehigh University Campus to Become ‘Invention Incubator,’ ” The Morning Call, October 16, 2013; Richard PérezPeña, “A Classroom Leaves the Syllabus to the Students,” New York Times, July 18, 2014.\u003c/sup>\u003cbr>\n\u003csup id=\"fn2\">2. National Survey of Student Engagement, “Bringing the Institution into Focus—Annual Results 2014,” Indiana University Center for Postsecondary Research (2014).\u003c/sup>\u003cbr>\n\u003csup id=\"fn3\">3. “About Co-operative Education,” University of Waterloo, https://uwaterloo.ca/co-operative-education/about-co-operative -education.\u003c/sup>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/43755/innovative-colleges-that-give-students-real-world-experiences-2",
"authors": [
"4354"
],
"categories": [
"mindshift_192",
"mindshift_20579"
],
"tags": [
"mindshift_20784",
"mindshift_1040",
"mindshift_68",
"mindshift_20852"
],
"featImg": "mindshift_43751",
"label": "mindshift"
},
"mindshift_43435": {
"type": "posts",
"id": "mindshift_43435",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "43435",
"score": null,
"sort": [
1455611736000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1455611736,
"format": "standard",
"disqusTitle": "Messy Situations Make Us Uneasy, But Can Improve Our Thinking",
"title": "Messy Situations Make Us Uneasy, But Can Improve Our Thinking",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Unexpected disruptions, plans gone awry, added mess to a project or lesson -- it all makes us uncomfortable. And that aversion to an unexpected hitch in the plan makes sense. \"We don't want to overcome unnecessary hurdles,\" says Tim Harford is his \u003ca href=\"https://www.ted.com/talks/tim_harford_how_messy_problems_can_inspire_creativity#t-815300\" target=\"_blank\">TED talk\u003c/a> about why those messy situations lead to the best results. He gives examples in disparate fields like music production, performances, classrooms, psychology and engineering where unexpected disruptions actually make people more creative.\u003c/p>\n\u003cp>But people never enjoy being in those situations or recognize in the moment that they're producing exceptional work. Harford says social science studies show people often feel the disruption or mess is getting in the way of their ability to complete the task, while in reality, their discomfort is actually helping them reach higher.\u003c/p>\n\u003cp>\"I think we need to gain a bit more appreciation for having to deal with a little mess,\" Harford said. This sentiment applies to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/18/why-learning-should-be-messy/\" target=\"_blank\">teaching and learning \u003c/a>as much as to any other field, but it takes some persuasion to accept. Teachers are resourceful people who often discover that when the carefully planned lesson has gone a little awry there's great potential for learning. The tough part is \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/07/messy-works-how-to-apply-self-organized-learning-in-the-classroom/\" target=\"_blank\">embracing that mess\u003c/a>.\u003c/p>\n\u003cp>[ted id=2401]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
"disqusIdentifier": "43435 http://ww2.kqed.org/mindshift/?p=43435",
"disqusUrl": "https://ww2.kqed.org/mindshift/2016/02/16/messy-situations-make-us-uneasy-but-can-improve-our-thinking/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 208,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 6
},
"modified": 1477609936,
"excerpt": "Messy situations make us uncomfortable, but often produce the most creative and interesting ideas.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Messy situations make us uncomfortable, but often produce the most creative and interesting ideas.",
"title": "Messy Situations Make Us Uneasy, But Can Improve Our Thinking | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Messy Situations Make Us Uneasy, But Can Improve Our Thinking",
"datePublished": "2016-02-16T00:35:36-08:00",
"dateModified": "2016-10-27T16:12:16-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "messy-situations-make-us-uneasy-but-can-improve-our-thinking",
"status": "publish",
"path": "/mindshift/43435/messy-situations-make-us-uneasy-but-can-improve-our-thinking",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Unexpected disruptions, plans gone awry, added mess to a project or lesson -- it all makes us uncomfortable. And that aversion to an unexpected hitch in the plan makes sense. \"We don't want to overcome unnecessary hurdles,\" says Tim Harford is his \u003ca href=\"https://www.ted.com/talks/tim_harford_how_messy_problems_can_inspire_creativity#t-815300\" target=\"_blank\">TED talk\u003c/a> about why those messy situations lead to the best results. He gives examples in disparate fields like music production, performances, classrooms, psychology and engineering where unexpected disruptions actually make people more creative.\u003c/p>\n\u003cp>But people never enjoy being in those situations or recognize in the moment that they're producing exceptional work. Harford says social science studies show people often feel the disruption or mess is getting in the way of their ability to complete the task, while in reality, their discomfort is actually helping them reach higher.\u003c/p>\n\u003cp>\"I think we need to gain a bit more appreciation for having to deal with a little mess,\" Harford said. This sentiment applies to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/18/why-learning-should-be-messy/\" target=\"_blank\">teaching and learning \u003c/a>as much as to any other field, but it takes some persuasion to accept. Teachers are resourceful people who often discover that when the carefully planned lesson has gone a little awry there's great potential for learning. The tough part is \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/07/messy-works-how-to-apply-self-organized-learning-in-the-classroom/\" target=\"_blank\">embracing that mess\u003c/a>.\u003c/p>\n\u003cp>[ted id=2401]\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/43435/messy-situations-make-us-uneasy-but-can-improve-our-thinking",
"authors": [
"4354"
],
"categories": [
"mindshift_192"
],
"tags": [
"mindshift_20784",
"mindshift_1040",
"mindshift_135"
],
"featImg": "mindshift_43437",
"label": "mindshift"
},
"mindshift_43704": {
"type": "posts",
"id": "mindshift_43704",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "43704",
"score": null,
"sort": [
1455138011000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1455138011,
"format": "standard",
"disqusTitle": "Is Quality Math Preparation The Next Equity Battleground?",
"title": "Is Quality Math Preparation The Next Equity Battleground?",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Math education in the United States is consistently under the spotlight, in part because the majority of kids aren't performing well on international tests that compare math achievement. Since jobs in science, technology, engineering and math fields are projected to grow, the country's poor math performance worries many educators, business leaders and policy makers. Many affluent parents, who are themselves often employed in STEM fields, understand how important strong math skills could be to their children's future success. Unhappy with the quality of math instruction in public schools, these families are seeking extracurricular math training for their children in the form of camps, clubs and competitions. And it's working. For kids who love math and have access to these types of programs, high level math ability is increasing.\u003c/p>\n\u003cp>In \u003ca href=\"http://www.theatlantic.com/magazine/archive/2016/03/the-math-revolution/426855/\">The Atlantic\u003c/a>, Peg Tyre describes what makes these extracurricular (and often expensive) math programs so successful. She found that almost universally teachers in these elite programs focus on conceptual math, not memorization or formulas. Students use their conceptual knowledge to explore, conjecture, predict and solve open-ended problems. And it's fun because the focus is on solving a complicated, challenging problems, not on practicing one skill over and over. Tyre writes:\u003c/p>\n\u003cblockquote>\u003cp>\"Rifkin trains her teachers to expect challenging questions from students at every level, even from pupils as young as 5, so lessons toggle back and forth between the obvious and the mind-bendingly abstract. 'The youngest ones, very naturally, their minds see math differently,' she told me. 'It is common that they can ask simple questions and then, in the next minute, a very complicated one. But if the teacher doesn’t know enough mathematics, she will answer the simple question and shut down the other, more difficult one. We want children to ask difficult questions, to engage so it is not boring, to be able to do algebra at an early age, sure, but also to see it for what it is: a tool for critical thinking. If their teachers can’t help them do this, well—' Rifkin searched for the word that expressed her level of dismay. 'It is a betrayal.'\"\u003c/p>\u003c/blockquote>\n\u003cp>Tyre's article shows that with good instruction, kids from every background can succeed at the highest levels. The big question remains, how can this type of teaching become the norm for all students from the earliest ages? Without some big systemic changes, deep math preparation could quickly become yet another barrier to economic equality in this country.\u003cbr>\nhttp://www.theatlantic.com/magazine/archive/2016/03/the-math-revolution/426855/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
"disqusIdentifier": "43704 http://ww2.kqed.org/mindshift/?p=43704",
"disqusUrl": "https://ww2.kqed.org/mindshift/2016/02/10/is-quality-math-preparation-the-next-equity-battleground/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 433,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 6
},
"modified": 1456183777,
"excerpt": "Affluent families are seeking extracurricular math coaching that engenders a love of math starting at an early age. This focus is increasing the number of very high math achievers, but does little for the student without the means.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Affluent families are seeking extracurricular math coaching that engenders a love of math starting at an early age. This focus is increasing the number of very high math achievers, but does little for the student without the means.",
"title": "Is Quality Math Preparation The Next Equity Battleground? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Is Quality Math Preparation The Next Equity Battleground?",
"datePublished": "2016-02-10T13:00:11-08:00",
"dateModified": "2016-02-22T15:29:37-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "is-quality-math-preparation-the-next-equity-battleground",
"status": "publish",
"path": "/mindshift/43704/is-quality-math-preparation-the-next-equity-battleground",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Math education in the United States is consistently under the spotlight, in part because the majority of kids aren't performing well on international tests that compare math achievement. Since jobs in science, technology, engineering and math fields are projected to grow, the country's poor math performance worries many educators, business leaders and policy makers. Many affluent parents, who are themselves often employed in STEM fields, understand how important strong math skills could be to their children's future success. Unhappy with the quality of math instruction in public schools, these families are seeking extracurricular math training for their children in the form of camps, clubs and competitions. And it's working. For kids who love math and have access to these types of programs, high level math ability is increasing.\u003c/p>\n\u003cp>In \u003ca href=\"http://www.theatlantic.com/magazine/archive/2016/03/the-math-revolution/426855/\">The Atlantic\u003c/a>, Peg Tyre describes what makes these extracurricular (and often expensive) math programs so successful. She found that almost universally teachers in these elite programs focus on conceptual math, not memorization or formulas. Students use their conceptual knowledge to explore, conjecture, predict and solve open-ended problems. And it's fun because the focus is on solving a complicated, challenging problems, not on practicing one skill over and over. Tyre writes:\u003c/p>\n\u003cblockquote>\u003cp>\"Rifkin trains her teachers to expect challenging questions from students at every level, even from pupils as young as 5, so lessons toggle back and forth between the obvious and the mind-bendingly abstract. 'The youngest ones, very naturally, their minds see math differently,' she told me. 'It is common that they can ask simple questions and then, in the next minute, a very complicated one. But if the teacher doesn’t know enough mathematics, she will answer the simple question and shut down the other, more difficult one. We want children to ask difficult questions, to engage so it is not boring, to be able to do algebra at an early age, sure, but also to see it for what it is: a tool for critical thinking. If their teachers can’t help them do this, well—' Rifkin searched for the word that expressed her level of dismay. 'It is a betrayal.'\"\u003c/p>\u003c/blockquote>\n\u003cp>Tyre's article shows that with good instruction, kids from every background can succeed at the highest levels. The big question remains, how can this type of teaching become the norm for all students from the earliest ages? Without some big systemic changes, deep math preparation could quickly become yet another barrier to economic equality in this country.\u003cbr>\nhttp://www.theatlantic.com/magazine/archive/2016/03/the-math-revolution/426855/\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/43704/is-quality-math-preparation-the-next-equity-battleground",
"authors": [
"234"
],
"categories": [
"mindshift_192",
"mindshift_193"
],
"tags": [
"mindshift_20701",
"mindshift_392",
"mindshift_20813"
],
"featImg": "mindshift_43707",
"label": "mindshift"
},
"mindshift_43662": {
"type": "posts",
"id": "mindshift_43662",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "43662",
"score": null,
"sort": [
1454920978000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1454920978,
"format": "standard",
"disqusTitle": "How Has Google Affected The Way Students Learn?",
"title": "How Has Google Affected The Way Students Learn?",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Take a look at this question: How do modern novels represent the characteristics of humanity?\u003c/p>\n\u003cp>If you were tasked with answering it, what would your first step be? Would you scribble down your thoughts — or would you Google it?\u003c/p>\n\u003cp>Terry Heick, a former English teacher in Kentucky, had a surprising revelation when his eighth- and ninth-grade students quickly turned to Google.\u003c/p>\n\u003cp>\"What they would do is they would start Googling the question, 'How does a novel represent humanity?' \" Heick says. \"That was a real eye-opener to me.\"\u003c/p>\n\u003cp>For those of us who grew up with search engines, especially Google, at our fingertips — looking at all of you millennials and post-millennials — this might seem intuitive. We grew up having our questions instantly answered as long as we had access to the Internet.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Now, with the advent of personal assistants like Siri and Google Now that aim to serve up information \u003ca href=\"http://www.npr.org/sections/alltechconsidered/2014/03/17/290125070/computers-that-know-what-you-need-before-you-ask\">before you even know you need it\u003c/a>, you don't even need to type the questions. Just say the words and you'll have your answer.\u003c/p>\n\u003cp>But with so much information easily available, does it make us smarter? Compared to the generations before who had to adapt to the Internet, how are those who grew up using the Internet — the so-called \"Google generation\" — different?\u003c/p>\n\u003cp>Heick had intended for his students to take a moment to think, figure out what type of information they needed, how to evaluate the data and how to reconcile conflicting viewpoints. He did not intend for them to immediately Google the question, word by word — eliminating the process of critical thinking.\u003c/p>\n\u003cp>\u003cstrong>More Space To \u003c/strong>\u003cstrong>Think Or Less \u003c/strong>\u003cstrong>Time To Think?\u003c/strong>\u003c/p>\n\u003cp>There is a relative lack of research available examining the effect of search engines on our brains even as the technology is rapidly dominating our lives. Of the studies available, the answers are sometimes unclear.\u003c/p>\n\u003cp>Some argue that with easy access to information, we have more space in our brain to engage in creative activities, as humans have in the past.\u003c/p>\n\u003cp>Whenever new technology emerges — including newspapers and television — discussions about how it will threaten our brainpower always crops up, Harvard psychology professor Steven Pinker \u003ca href=\"http://www.nytimes.com/2010/06/11/opinion/11Pinker.html\">wrote in a 2010 op-ed\u003c/a> in \u003cem>The New York Times. \u003c/em>Instead of making us stupid, he wrote, the Internet and technology \"are the only things that will keep us smart.\"\u003c/p>\n\u003cp>\u003ca href=\"http://web.b.ebscohost.com/ehost/detail/detail?sid=c3559fa5-e2a8-4845-a422-fa7d9c02f21e%40sessionmgr113&vid=0&hid=124&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=57775611&db=a9h\">Daphne Bavelier\u003c/a>, a professor at the University of Geneva, wrote in 2011 that we may have lost the ability for oral memorization valued by the Greeks when writing was invented, but we gained additional skills of reading and text analysis.\u003c/p>\n\u003cp>Writer Nicholas Carr contends that the Internet will take away our ability for contemplation due to the plasticity of our brains. He wrote about the subject in a 2008 article for \u003cem>The Atlantic \u003c/em>titled \"\u003ca href=\"http://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/306868/\">Is Google Making Us Stupid\u003c/a>.\"\u003c/p>\n\u003cp>\"... what the [Internet] seems to be doing is chipping away my capacity for concentration and contemplation,\" Carr wrote.\u003c/p>\n\u003cp>The few studies available, however, do not seem to bode well for the Google generation.\u003c/p>\n\u003cp>A 2008 study commissioned by the \u003ca href=\"http://www.webarchive.org.uk/wayback/archive/20140614113419/http:/www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf\">British Library\u003c/a> found that young people go through information online very quickly without evaluating it for accuracy.\u003c/p>\n\u003cp>A \u003ca href=\"http://scholar.harvard.edu/files/dwegner/files/sparrow_et_al._2011.pdf\">2011 study\u003c/a> in the journal \u003cem>Science\u003c/em> showed that when people know they have future access to information, they tend to have a better memory of how and where to find the information — instead of recalling the information itself.\u003c/p>\n\u003cp>That phenomenon is similar to not remembering your friend's birthday because you know you can find it on Facebook. When we know that we can access this information whenever we want, we are not motivated to remember it.\u003c/p>\n\u003cp>\u003cstrong>'I'm Always On My Computer'\u003c/strong>\u003c/p>\n\u003cp>Michele Nelson, an art teacher at Estes Hills Elementary School in Chapel Hill, N.C., seems to share Carr's concerns. Nelson, who has been teaching for more than nine years, says it was obvious with her middle school students and even her 15-year-old daughter that they are unable to read long texts anymore.\u003c/p>\n\u003cp>\"They just had a really hard time comprehending if they went to a website that had a lot of information,\" Nelson says. \"They couldn't grasp it, they couldn't figure out what the important thing was.\"\u003c/p>\n\u003cp>Nelson says she struggles with the same problem.\u003c/p>\n\u003cp>\"I'm always on my computer. ... I don't read books as much as I used to,\" she says. \"It's a lot harder for my brain to get to a place where I can follow and enjoy the reading, and I get distracted very easily.\"\u003c/p>\n\u003cp>The bright side lies in a \u003ca href=\"https://www.psychologytoday.com/files/attachments/5230/136.pdf\">2009 study\u003c/a> conducted by Gary Small, the director of \u003ca href=\"https://www.semel.ucla.edu/longevity\">University of California Los Angeles' Longevity Center\u003c/a>, that explored brain activity when older adults used search engines. He found that among older people who have experience using the Internet, their brains are two times more active than those who don't when conducting Internet searches.\u003c/p>\n\u003cp>Internet searching, Small says, is like a brain exercise that can be good for our mental health.\u003c/p>\n\u003cp>\"If somebody has normal memory when they're older, I always encourage them to use the computer,\" he says. \"It enhances our lives.\"\u003c/p>\n\u003cp>For Small, the problem for younger people is the overuse of the technology that leads to distraction. Otherwise, he is excited for the new innovations in technology.\u003c/p>\n\u003cp>\"We tend to be economical in terms of how we use our brain, so if you know you don't have to memorize the directions to a certain place because you have a GPS in your car, you're not going to bother with that,\" Small says. \"You're going to use your mind to remember other kinds of information.\"\u003c/p>\n\u003cp>\u003cstrong>How To Teach Digital Natives?\u003c/strong>\u003c/p>\n\u003cp>Heick has since left teaching to start \u003ca href=\"http://www.teachthought.com/about/\">TeachThought\u003c/a>, a company that produces content to support teachers in \"innovation in teaching and learning for a 21st century audience.\"\u003c/p>\n\u003cp>To him, the Internet holds great potential for education — but curriculum must change accordingly. Since content is so readily available, teachers should not merely dole out information and instead focus on cultivating critical thinking, he says.\u003c/p>\n\u003cp>\"Classroom walls and school building walls are transparent, with technology essentially bringing the outside world to the classroom and vice versa,\" he says.\u003c/p>\n\u003cp>Heick says his company recently started working with schools and organizations in a few states, including North Carolina, Texas and New York, to develop lesson plans.\u003c/p>\n\u003cp>\"Google really lubricates that access to information and while that is fantastic, it makes us have to change a bit the way we think about things,\" Heick says. \"Because we're so busy, we have this false security that we understand something because we Googled it. Now we're moving on to the next thing instead of really rolling around with this idea and trying to understand it.\"\u003c/p>\n\u003cp>One of his recommendations is to make questions \"Google-proof.\"\u003c/p>\n\u003cp>\"Design it so that Google is crucial to creating a response rather than finding one,\" \u003ca href=\"http://www.teachthought.com/pedagogy/10-ways-teacher-planning-adjust-google-generation/\">he writes in his company's blog\u003c/a>. \"If students can Google answers — stumble on (what) you want them to remember in a few clicks — there's a problem with the instructional design.\"\u003c/p>\n\u003cp>Meanwhile, teenagers are also aware of how the Internet is taking ahold of their lives. Caitlyn Nelson, teacher Michele Nelson's daughter, finds it hard to focus when she is forced to do readings or even exams online. Like most teenagers, sometimes she finds herself surfing the Web when she's supposed to be reading PowerPoint slides in class.\u003c/p>\n\u003cp>Caitlyn talks about a video they watched in English class about the impact of technology.\u003c/p>\n\u003cp>\"We talked about how technology is changing ... how most people are basically becoming zombies and slaves to the Internet because that's all we can do,\" she says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"I feel really bad that I'm connected to my phone all the time instead of talking to my mom. But she's also addicted to her phone.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=OK%2C+Google%2C+Where+Did+I+Put+My+Thinking+Cap%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
"disqusIdentifier": "43662 http://ww2.kqed.org/mindshift/?p=43662",
"disqusUrl": "https://ww2.kqed.org/mindshift/2016/02/08/how-has-google-affected-the-way-students-learn/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1345,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 43
},
"modified": 1454920978,
"excerpt": "Some researchers say we're losing our critical thinking and memory skills by relying on the search bar. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Some researchers say we're losing our critical thinking and memory skills by relying on the search bar. ",
"title": "How Has Google Affected The Way Students Learn? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Has Google Affected The Way Students Learn?",
"datePublished": "2016-02-08T00:42:58-08:00",
"dateModified": "2016-02-08T00:42:58-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-has-google-affected-the-way-students-learn",
"status": "publish",
"nprApiLink": "http://api.npr.org/query?id=465699380&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004",
"nprByline": "Zhai Yun Tan",
"nprStoryDate": "Fri, 05 Feb 2016 14:52:00 -0500",
"nprLastModifiedDate": "Fri, 05 Feb 2016 16:37:51 -0500",
"nprHtmlLink": "http://www.npr.org/sections/alltechconsidered/2016/02/05/465699380/ok-google-where-did-i-put-my-thinking-cap?ft=nprml&f=465699380",
"nprImageAgency": "Ikon Images/Getty Images",
"nprImageCredit": "Stuart Kinlough",
"nprStoryId": "465699380",
"nprRetrievedStory": "1",
"nprPubDate": "Fri, 05 Feb 2016 16:37:00 -0500",
"path": "/mindshift/43662/how-has-google-affected-the-way-students-learn",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Take a look at this question: How do modern novels represent the characteristics of humanity?\u003c/p>\n\u003cp>If you were tasked with answering it, what would your first step be? Would you scribble down your thoughts — or would you Google it?\u003c/p>\n\u003cp>Terry Heick, a former English teacher in Kentucky, had a surprising revelation when his eighth- and ninth-grade students quickly turned to Google.\u003c/p>\n\u003cp>\"What they would do is they would start Googling the question, 'How does a novel represent humanity?' \" Heick says. \"That was a real eye-opener to me.\"\u003c/p>\n\u003cp>For those of us who grew up with search engines, especially Google, at our fingertips — looking at all of you millennials and post-millennials — this might seem intuitive. We grew up having our questions instantly answered as long as we had access to the Internet.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Now, with the advent of personal assistants like Siri and Google Now that aim to serve up information \u003ca href=\"http://www.npr.org/sections/alltechconsidered/2014/03/17/290125070/computers-that-know-what-you-need-before-you-ask\">before you even know you need it\u003c/a>, you don't even need to type the questions. Just say the words and you'll have your answer.\u003c/p>\n\u003cp>But with so much information easily available, does it make us smarter? Compared to the generations before who had to adapt to the Internet, how are those who grew up using the Internet — the so-called \"Google generation\" — different?\u003c/p>\n\u003cp>Heick had intended for his students to take a moment to think, figure out what type of information they needed, how to evaluate the data and how to reconcile conflicting viewpoints. He did not intend for them to immediately Google the question, word by word — eliminating the process of critical thinking.\u003c/p>\n\u003cp>\u003cstrong>More Space To \u003c/strong>\u003cstrong>Think Or Less \u003c/strong>\u003cstrong>Time To Think?\u003c/strong>\u003c/p>\n\u003cp>There is a relative lack of research available examining the effect of search engines on our brains even as the technology is rapidly dominating our lives. Of the studies available, the answers are sometimes unclear.\u003c/p>\n\u003cp>Some argue that with easy access to information, we have more space in our brain to engage in creative activities, as humans have in the past.\u003c/p>\n\u003cp>Whenever new technology emerges — including newspapers and television — discussions about how it will threaten our brainpower always crops up, Harvard psychology professor Steven Pinker \u003ca href=\"http://www.nytimes.com/2010/06/11/opinion/11Pinker.html\">wrote in a 2010 op-ed\u003c/a> in \u003cem>The New York Times. \u003c/em>Instead of making us stupid, he wrote, the Internet and technology \"are the only things that will keep us smart.\"\u003c/p>\n\u003cp>\u003ca href=\"http://web.b.ebscohost.com/ehost/detail/detail?sid=c3559fa5-e2a8-4845-a422-fa7d9c02f21e%40sessionmgr113&vid=0&hid=124&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=57775611&db=a9h\">Daphne Bavelier\u003c/a>, a professor at the University of Geneva, wrote in 2011 that we may have lost the ability for oral memorization valued by the Greeks when writing was invented, but we gained additional skills of reading and text analysis.\u003c/p>\n\u003cp>Writer Nicholas Carr contends that the Internet will take away our ability for contemplation due to the plasticity of our brains. He wrote about the subject in a 2008 article for \u003cem>The Atlantic \u003c/em>titled \"\u003ca href=\"http://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/306868/\">Is Google Making Us Stupid\u003c/a>.\"\u003c/p>\n\u003cp>\"... what the [Internet] seems to be doing is chipping away my capacity for concentration and contemplation,\" Carr wrote.\u003c/p>\n\u003cp>The few studies available, however, do not seem to bode well for the Google generation.\u003c/p>\n\u003cp>A 2008 study commissioned by the \u003ca href=\"http://www.webarchive.org.uk/wayback/archive/20140614113419/http:/www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf\">British Library\u003c/a> found that young people go through information online very quickly without evaluating it for accuracy.\u003c/p>\n\u003cp>A \u003ca href=\"http://scholar.harvard.edu/files/dwegner/files/sparrow_et_al._2011.pdf\">2011 study\u003c/a> in the journal \u003cem>Science\u003c/em> showed that when people know they have future access to information, they tend to have a better memory of how and where to find the information — instead of recalling the information itself.\u003c/p>\n\u003cp>That phenomenon is similar to not remembering your friend's birthday because you know you can find it on Facebook. When we know that we can access this information whenever we want, we are not motivated to remember it.\u003c/p>\n\u003cp>\u003cstrong>'I'm Always On My Computer'\u003c/strong>\u003c/p>\n\u003cp>Michele Nelson, an art teacher at Estes Hills Elementary School in Chapel Hill, N.C., seems to share Carr's concerns. Nelson, who has been teaching for more than nine years, says it was obvious with her middle school students and even her 15-year-old daughter that they are unable to read long texts anymore.\u003c/p>\n\u003cp>\"They just had a really hard time comprehending if they went to a website that had a lot of information,\" Nelson says. \"They couldn't grasp it, they couldn't figure out what the important thing was.\"\u003c/p>\n\u003cp>Nelson says she struggles with the same problem.\u003c/p>\n\u003cp>\"I'm always on my computer. ... I don't read books as much as I used to,\" she says. \"It's a lot harder for my brain to get to a place where I can follow and enjoy the reading, and I get distracted very easily.\"\u003c/p>\n\u003cp>The bright side lies in a \u003ca href=\"https://www.psychologytoday.com/files/attachments/5230/136.pdf\">2009 study\u003c/a> conducted by Gary Small, the director of \u003ca href=\"https://www.semel.ucla.edu/longevity\">University of California Los Angeles' Longevity Center\u003c/a>, that explored brain activity when older adults used search engines. He found that among older people who have experience using the Internet, their brains are two times more active than those who don't when conducting Internet searches.\u003c/p>\n\u003cp>Internet searching, Small says, is like a brain exercise that can be good for our mental health.\u003c/p>\n\u003cp>\"If somebody has normal memory when they're older, I always encourage them to use the computer,\" he says. \"It enhances our lives.\"\u003c/p>\n\u003cp>For Small, the problem for younger people is the overuse of the technology that leads to distraction. Otherwise, he is excited for the new innovations in technology.\u003c/p>\n\u003cp>\"We tend to be economical in terms of how we use our brain, so if you know you don't have to memorize the directions to a certain place because you have a GPS in your car, you're not going to bother with that,\" Small says. \"You're going to use your mind to remember other kinds of information.\"\u003c/p>\n\u003cp>\u003cstrong>How To Teach Digital Natives?\u003c/strong>\u003c/p>\n\u003cp>Heick has since left teaching to start \u003ca href=\"http://www.teachthought.com/about/\">TeachThought\u003c/a>, a company that produces content to support teachers in \"innovation in teaching and learning for a 21st century audience.\"\u003c/p>\n\u003cp>To him, the Internet holds great potential for education — but curriculum must change accordingly. Since content is so readily available, teachers should not merely dole out information and instead focus on cultivating critical thinking, he says.\u003c/p>\n\u003cp>\"Classroom walls and school building walls are transparent, with technology essentially bringing the outside world to the classroom and vice versa,\" he says.\u003c/p>\n\u003cp>Heick says his company recently started working with schools and organizations in a few states, including North Carolina, Texas and New York, to develop lesson plans.\u003c/p>\n\u003cp>\"Google really lubricates that access to information and while that is fantastic, it makes us have to change a bit the way we think about things,\" Heick says. \"Because we're so busy, we have this false security that we understand something because we Googled it. Now we're moving on to the next thing instead of really rolling around with this idea and trying to understand it.\"\u003c/p>\n\u003cp>One of his recommendations is to make questions \"Google-proof.\"\u003c/p>\n\u003cp>\"Design it so that Google is crucial to creating a response rather than finding one,\" \u003ca href=\"http://www.teachthought.com/pedagogy/10-ways-teacher-planning-adjust-google-generation/\">he writes in his company's blog\u003c/a>. \"If students can Google answers — stumble on (what) you want them to remember in a few clicks — there's a problem with the instructional design.\"\u003c/p>\n\u003cp>Meanwhile, teenagers are also aware of how the Internet is taking ahold of their lives. Caitlyn Nelson, teacher Michele Nelson's daughter, finds it hard to focus when she is forced to do readings or even exams online. Like most teenagers, sometimes she finds herself surfing the Web when she's supposed to be reading PowerPoint slides in class.\u003c/p>\n\u003cp>Caitlyn talks about a video they watched in English class about the impact of technology.\u003c/p>\n\u003cp>\"We talked about how technology is changing ... how most people are basically becoming zombies and slaves to the Internet because that's all we can do,\" she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I feel really bad that I'm connected to my phone all the time instead of talking to my mom. But she's also addicted to her phone.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=OK%2C+Google%2C+Where+Did+I+Put+My+Thinking+Cap%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/43662/how-has-google-affected-the-way-students-learn",
"authors": [
"byline_mindshift_43662"
],
"categories": [
"mindshift_192",
"mindshift_195",
"mindshift_20524"
],
"tags": [
"mindshift_20784",
"mindshift_1040",
"mindshift_105",
"mindshift_20556"
],
"featImg": "mindshift_43663",
"label": "mindshift"
},
"mindshift_43454": {
"type": "posts",
"id": "mindshift_43454",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "43454",
"score": null,
"sort": [
1453797949000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1453797949,
"format": "standard",
"disqusTitle": "Introducing 'Stories Teachers Share' Podcast From MindShift",
"title": "Introducing 'Stories Teachers Share' Podcast From MindShift",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>During our time writing on MindShift we’ve been lucky enough to meet, talk with and see inside the classrooms of amazing teachers all around the country and world. We are inspired by the creativity and dedication of the teachers we meet. Most are constantly thinking about how to improve outcomes for their students and are putting in long, grueling hours to meet the expectations of state and federal regulators, while trying to satisfy their own professional integrity.\u003c/p>\n\u003cp>So, we're very excited to announce that MindShift is launching a podcast dedicated to showcasing the stories teachers share with their friends, families and loved ones. These are the stories they find themselves telling over and over again, the ones that have made a mark on them as people. Some are funny, others poignant, but all are told in the teacher’s voice, with their energy and thoughtfulness, something that’s often missing from the education conversation.\u003c/p>\n\u003cfigure id=\"attachment_43502\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/Ki-and-Katrina.jpg\" rel=\"attachment wp-att-43502\">\u003cimg class=\"size-medium wp-image-43502\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/Ki-and-Katrina-800x640.jpg\" alt=\"Katrina Schwartz (left) and Ki Sung (right), hosts of MindShift's new podcast Stories Teachers Share.\" width=\"800\" height=\"640\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/01/Ki-and-Katrina-800x640.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/01/Ki-and-Katrina-400x320.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/01/Ki-and-Katrina-768x614.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/01/Ki-and-Katrina-1440x1152.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/01/Ki-and-Katrina-1180x944.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/01/Ki-and-Katrina-960x768.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Katrina Schwartz (left) and Ki Sung, hosts of MindShift's new podcast Stories Teachers Share. \u003ccite>(Christina Z White/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When asked why they keep teaching, many teachers will say they continue despite indignities and difficulties because they care about the kids they teach. There’s nothing so rewarding as watching a student “get it,” and kids are funny, sweet and thoughtful too. But teaching can also be lonely and isolating. It takes a lot of mental fortitude to continue being upbeat about math or reading, history or science, when some students come to school stressed or tired and others just don’t seem to want to listen. And since many teachers are experiencing those same things, it doesn’t always feel necessary to talk about it with one another, which can make it even harder to feel part of a unified community.\u003c/p>\n\u003cp>We’re launching this podcast to give a voice to those stories, the real stories of teaching beyond news headlines. Ultimately, we are all teachers and learners at some point in our lives, which makes us each uniquely able to empathize with these experiences.\u003c/p>\n\u003cdiv class=\"callout alignright\">\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/MindShift-graphic-e1453796424833.png\" alt=\"\">\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\u003c/div>\n\u003cp>To start, we’re bringing you seven stories including one about an \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/25/the-creative-writing-assignment/\" target=\"_blank\">English teacher\u003c/a> who discovered something unforgettable about a student through a creative writing assignment. Then, you'll hear from a \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/25/wet-sundays/\" target=\"_blank\">special education teacher\u003c/a> who struggled through her first year to ultimately blossom as a teacher. We’ve got hilarious stories about the questions pre-teens ask sex-ed teachers when they're really allowed to let loose, and a touching story of a decade long friendship between a high school basketball coach and his player. But this isn’t the end. We’re constantly looking for more stories only teachers can tell.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If you have an experience you’d like to share, email us at MindShiftStories@kqed.org. You can even record yourself on your smartphone and send the file to us. We'll try to include these stories on an upcoming episode. You can also call us and leave a message at: 415-553-2200.\u003c/p>\n\u003cp>Stories Teachers Share is a slightly different take on the education conversation than what MindShift the blog offers, but we hope you enjoy it and share it with others. And of course, we want your feedback on this brand new endeavor.\u003c/p>\n\u003cp>Thanks so much for reading (and listening) to MindShift and Stories Teachers Share.\u003c/p>\n\u003cp>Ki and Katrina\u003c/p>\n\u003cp>https://soundcloud.com/stories-teachers-share/creative-writing-assignment\u003c/p>\n\u003cp>https://soundcloud.com/stories-teachers-share/wet-sundays\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>https://soundcloud.com/stories-teachers-share/the-puberty-lady\u003c/p>\n\n",
"disqusIdentifier": "43454 http://ww2.kqed.org/mindshift/?p=43454",
"disqusUrl": "https://ww2.kqed.org/mindshift/2016/01/26/introducing-stories-teachers-share-podcast-from-mindshift/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": true,
"hasPolis": false,
"wordCount": 622,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 13
},
"modified": 1454000893,
"excerpt": "MindShift has a new podcast! Take a listen.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "MindShift has a new podcast! Take a listen.",
"title": "Introducing 'Stories Teachers Share' Podcast From MindShift | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Introducing 'Stories Teachers Share' Podcast From MindShift",
"datePublished": "2016-01-26T00:45:49-08:00",
"dateModified": "2016-01-28T09:08:13-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "introducing-stories-teachers-share-podcast-from-mindshift",
"status": "publish",
"path": "/mindshift/43454/introducing-stories-teachers-share-podcast-from-mindshift",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>During our time writing on MindShift we’ve been lucky enough to meet, talk with and see inside the classrooms of amazing teachers all around the country and world. We are inspired by the creativity and dedication of the teachers we meet. Most are constantly thinking about how to improve outcomes for their students and are putting in long, grueling hours to meet the expectations of state and federal regulators, while trying to satisfy their own professional integrity.\u003c/p>\n\u003cp>So, we're very excited to announce that MindShift is launching a podcast dedicated to showcasing the stories teachers share with their friends, families and loved ones. These are the stories they find themselves telling over and over again, the ones that have made a mark on them as people. Some are funny, others poignant, but all are told in the teacher’s voice, with their energy and thoughtfulness, something that’s often missing from the education conversation.\u003c/p>\n\u003cfigure id=\"attachment_43502\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/Ki-and-Katrina.jpg\" rel=\"attachment wp-att-43502\">\u003cimg class=\"size-medium wp-image-43502\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/Ki-and-Katrina-800x640.jpg\" alt=\"Katrina Schwartz (left) and Ki Sung (right), hosts of MindShift's new podcast Stories Teachers Share.\" width=\"800\" height=\"640\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/01/Ki-and-Katrina-800x640.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/01/Ki-and-Katrina-400x320.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/01/Ki-and-Katrina-768x614.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/01/Ki-and-Katrina-1440x1152.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/01/Ki-and-Katrina-1180x944.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/01/Ki-and-Katrina-960x768.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Katrina Schwartz (left) and Ki Sung, hosts of MindShift's new podcast Stories Teachers Share. \u003ccite>(Christina Z White/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When asked why they keep teaching, many teachers will say they continue despite indignities and difficulties because they care about the kids they teach. There’s nothing so rewarding as watching a student “get it,” and kids are funny, sweet and thoughtful too. But teaching can also be lonely and isolating. It takes a lot of mental fortitude to continue being upbeat about math or reading, history or science, when some students come to school stressed or tired and others just don’t seem to want to listen. And since many teachers are experiencing those same things, it doesn’t always feel necessary to talk about it with one another, which can make it even harder to feel part of a unified community.\u003c/p>\n\u003cp>We’re launching this podcast to give a voice to those stories, the real stories of teaching beyond news headlines. Ultimately, we are all teachers and learners at some point in our lives, which makes us each uniquely able to empathize with these experiences.\u003c/p>\n\u003cdiv class=\"callout alignright\">\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/MindShift-graphic-e1453796424833.png\" alt=\"\">\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\u003c/div>\n\u003cp>To start, we’re bringing you seven stories including one about an \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/25/the-creative-writing-assignment/\" target=\"_blank\">English teacher\u003c/a> who discovered something unforgettable about a student through a creative writing assignment. Then, you'll hear from a \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/25/wet-sundays/\" target=\"_blank\">special education teacher\u003c/a> who struggled through her first year to ultimately blossom as a teacher. We’ve got hilarious stories about the questions pre-teens ask sex-ed teachers when they're really allowed to let loose, and a touching story of a decade long friendship between a high school basketball coach and his player. But this isn’t the end. We’re constantly looking for more stories only teachers can tell.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If you have an experience you’d like to share, email us at MindShiftStories@kqed.org. You can even record yourself on your smartphone and send the file to us. We'll try to include these stories on an upcoming episode. You can also call us and leave a message at: 415-553-2200.\u003c/p>\n\u003cp>Stories Teachers Share is a slightly different take on the education conversation than what MindShift the blog offers, but we hope you enjoy it and share it with others. And of course, we want your feedback on this brand new endeavor.\u003c/p>\n\u003cp>Thanks so much for reading (and listening) to MindShift and Stories Teachers Share.\u003c/p>\n\u003cp>Ki and Katrina\u003c/p>\n\u003cp>https://soundcloud.com/stories-teachers-share/creative-writing-assignment\u003c/p>\n\u003cp>https://soundcloud.com/stories-teachers-share/wet-sundays\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>https://soundcloud.com/stories-teachers-share/the-puberty-lady\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/43454/introducing-stories-teachers-share-podcast-from-mindshift",
"authors": [
"234",
"4596"
],
"categories": [
"mindshift_192"
],
"tags": [
"mindshift_20784",
"mindshift_1040",
"mindshift_20965",
"mindshift_20959"
],
"featImg": "mindshift_43529",
"label": "mindshift"
},
"mindshift_43474": {
"type": "posts",
"id": "mindshift_43474",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "43474",
"score": null,
"sort": [
1453776189000
]
},
"guestAuthors": [],
"slug": "the-creative-writing-assignment",
"title": "The Creative Writing Assignment",
"publishDate": 1453776189,
"format": "standard",
"headTitle": "The Creative Writing Assignment | KQED",
"labelTerm": {
"term": 21942,
"site": "mindshift"
},
"content": "\u003cp>\u003cem>This is an installment of the \u003ca href=\"http://ww2.kqed.org/mindshift/category/stories-teachers-share/\">Stories Teachers Share\u003c/a> podcast. Listen above or \u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">on iTunes\u003c/a> to hear how the story unfolds.\u003c/em>\u003c/p>\n\u003cp>High school English teacher Alexa Schlechter was used to having a mix of students — those who really wanted to learn creative writing alongside kids who were just looking for class credit. Like many teachers, most of her attention was dominated by the kids who told her with their voices and actions that they didn’t want to be there. Less obvious to her were the silent, well-behaved kids who also needed help, until one fateful writing assignment.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-45898\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/Alexa-Alison.png\" alt=\"Alexa Alison\" width=\"250\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2016/01/Alexa-Alison.png 461w, https://cdn.kqed.org/wp-content/uploads/sites/23/2016/01/Alexa-Alison-400x256.png 400w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/p>\n\u003cp>Schlechter told students to write a memoir for a future reader. What would they want that person to know about the mark they’d left on the world? What would be their legacy?\u003c/p>\n\u003cp>Normally Schlechter likes to check her students’ writing progress as they work, but one girl insisted that Schlechter shouldn’t read her memoir until it was finished. Schlechter agreed because the girl had always worked hard and was making progress, but when she read what had been written, it changed their lives.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Alexa shared this experience with her best friend, Alison Smith, who has supported her throughout her teaching career. Listen to Alexa’s story of that fateful creative writing assignment in the first episode of \u003ca href=\"http://ww2.kqed.org/mindshift/category/stories-teachers-share/\" target=\"_blank\" rel=\"noopener\">Stories Teachers Share\u003c/a>, a new podcast from MindShift and KQED Public Media.\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003cp>\u003cimg decoding=\"async\" class=\"alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/MindShift-graphic-e1453796424833.png\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don’t miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\u003c/div>\n\n",
"blocks": [],
"excerpt": "When English teacher Alexa Schlechter gave an assignment to her high school students asking them to think about their personal memoirs, she received details about a student’s life that stunned her.",
"status": "publish",
"parent": 0,
"modified": 1726872711,
"stats": {
"hasAudio": false,
"hasVideo": false,
"hasChartOrMap": false,
"iframeSrcs": [],
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"hasPolis": false,
"paragraphCount": 11,
"wordCount": 261
},
"headData": {
"title": "The Creative Writing Assignment | KQED",
"description": "When English teacher Alexa Schlechter gave an assignment to her high school students asking them to think about their personal memoirs, she received details about a student’s life that stunned her.",
"ogTitle": "",
"ogDescription": "",
"ogImgId": "",
"twTitle": "",
"twDescription": "",
"twImgId": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "The Creative Writing Assignment",
"datePublished": "2016-01-25T18:43:09-08:00",
"dateModified": "2024-09-20T15:51:51-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"audioUrl": "https://www.kqed.org/.stream/mp3splice/radio/storiesteachersshare/2016/01/TheCreativeWritingAssignment.mp3",
"sticky": false,
"audioTrackLength": 1033,
"path": "/mindshift/43474/the-creative-writing-assignment",
"audioDuration": 1050000,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This is an installment of the \u003ca href=\"http://ww2.kqed.org/mindshift/category/stories-teachers-share/\">Stories Teachers Share\u003c/a> podcast. Listen above or \u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">on iTunes\u003c/a> to hear how the story unfolds.\u003c/em>\u003c/p>\n\u003cp>High school English teacher Alexa Schlechter was used to having a mix of students — those who really wanted to learn creative writing alongside kids who were just looking for class credit. Like many teachers, most of her attention was dominated by the kids who told her with their voices and actions that they didn’t want to be there. Less obvious to her were the silent, well-behaved kids who also needed help, until one fateful writing assignment.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-45898\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/Alexa-Alison.png\" alt=\"Alexa Alison\" width=\"250\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2016/01/Alexa-Alison.png 461w, https://cdn.kqed.org/wp-content/uploads/sites/23/2016/01/Alexa-Alison-400x256.png 400w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/p>\n\u003cp>Schlechter told students to write a memoir for a future reader. What would they want that person to know about the mark they’d left on the world? What would be their legacy?\u003c/p>\n\u003cp>Normally Schlechter likes to check her students’ writing progress as they work, but one girl insisted that Schlechter shouldn’t read her memoir until it was finished. Schlechter agreed because the girl had always worked hard and was making progress, but when she read what had been written, it changed their lives.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Alexa shared this experience with her best friend, Alison Smith, who has supported her throughout her teaching career. Listen to Alexa’s story of that fateful creative writing assignment in the first episode of \u003ca href=\"http://ww2.kqed.org/mindshift/category/stories-teachers-share/\" target=\"_blank\" rel=\"noopener\">Stories Teachers Share\u003c/a>, a new podcast from MindShift and KQED Public Media.\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003cp>\u003cimg decoding=\"async\" class=\"alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/MindShift-graphic-e1453796424833.png\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don’t miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/43474/the-creative-writing-assignment",
"authors": [
"4354"
],
"programs": [
"mindshift_21847",
"mindshift_21942"
],
"categories": [
"mindshift_192",
"mindshift_21130",
"mindshift_21848",
"mindshift_20960"
],
"tags": [
"mindshift_20784",
"mindshift_1040",
"mindshift_74",
"mindshift_20959",
"mindshift_851"
],
"featImg": "mindshift_43479",
"label": "mindshift_21942"
},
"mindshift_43193": {
"type": "posts",
"id": "mindshift_43193",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "43193",
"score": null,
"sort": [
1453710022000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1453710022,
"format": "standard",
"disqusTitle": "How Can Schools Tap Into Parent Power For the Good of Students?",
"title": "How Can Schools Tap Into Parent Power For the Good of Students?",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>When Yesenia Gonzalez welcomed her daughter’s teacher into her home for the first time, she was ready for another lecture on how she could be a better parent. That’s what she was used to hearing from school officials. So she was surprised when the teacher asked about her hopes for her daughter’s future, and her concerns.\u003c/p>\n\u003cp>“I didn’t become a better parent, which is what schools always seem to want to train us on,” Gonzalez said. She already knows she’s a good parent, but the visit gave her something else.\u003c/p>\n\u003cp>“I became an advocate for my children and I grabbed that tool and I went with it. It took one teacher in my home, in my living room, to give me that,” Gonzalez said.\u003c/p>\n\u003cp>The home visit helped Gonzalez see that the teachers at her daughter’s school wanted her to succeed. Gonzalez had a terrible middle school experience herself and hadn’t finished high school, but having a teacher in her home, treating her as an equal partner, made her feel respected. She was no longer afraid school staff would turn her away if she needed help, and her new trust in the teacher made her want to support him by helping out in the classroom.\u003c/p>\n\u003caside class=\"pullquote alignright\">'All of a sudden they start to feel worthy and worthwhile. People will forget what you say, but they'll always remember how you made them feel.'\u003c/aside>\n\u003cp>Gonzalez helped start the \u003ca href=\"http://www.pthvp.org/index.php/sacramento-region\" target=\"_blank\">Parent-Teacher Home Visit Project\u003c/a> in Sacramento. She has now \u003ca href=\"http://ww2.kqed.org/news/2015/12/02/the-power-of-home-visits-to-connect-teachers-with-kids-and-their-families\" target=\"_blank\">helped train thousands of teachers nationwide\u003c/a>, encouraging them to share their fears and even role-play making a phone call to set up a visit. She always emphasizes to teachers and school officials that visits must be voluntary.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’s a mutual respect between family and teacher,” said Lisa Levasseur, former teacher and associate director of the project. “If you’re going to go visit, you let them know you’re coming. You make a phone call and you find out what time works best for the family. Parents don’t get a say in when back-to-school night is or when conferences are. They’re told. So the power in building this partnership is that the parents have some say of when you get to come over.”\u003c/p>\n\u003cp>The trainers also urge teachers to visit a wide cross section of kids, instead of targeting only those who are struggling. Not only is it important that students doing well also know adults care for them, but visiting only kids who are having trouble undermines the purpose of the program.\u003c/p>\n\u003cp>“If you’re only focusing on the kids who are failing, or only on the kids who are getting suspended, parents talk,” Levasseur said. “I’m a parent and I don’t want a teacher coming to my house when I know they are only visiting the kids that are in trouble.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/pEn06v3Pl_4\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>A home visit was where Flor Pedraza found out what the ACT and SAT were, and what her son needed to do to finish high school and go to college. Sometimes this kind of information is given out to parents at back-to-school night or sent home in a child’s backpack, but Pedraza said it didn’t really make sense until a teacher explained it to her face-to-face, in her home.\u003c/p>\n\u003cp>“It made a huge difference, because they were telling me and looking directly in my eyes,” she said.\u003c/p>\n\u003cp>Before the visit, both Pedraza and her son, Marcos, were nervous -- the only other time someone from school had visited was when Marcos was in fifth grade and it was negative. “The teacher was only complaining about the bad things that my son did, but she never addressed me to say, ‘As a teacher, I can do this,’ or ‘You, as a mother, can do this.’ She didn’t give me any tools for what we could do,” says Pedraza.\u003c/p>\n\u003cp>But this visit was different: It was all positive. The counselor who visited their home asked Marcos if he needed any help in any classes, and she got him into after-school tutoring for math. She told Pedraza about parent classes she didn’t know existed. Afterward, Pedraza felt she had the right language to talk with her son about school, and because he knew she cared, he started applying himself more. He raised his grades from C’s and D’s to A’s and B’s.\u003c/p>\n\u003cp>That’s why it’s so important to keep the first visit positive, says Sacramento teacher Lisette Lemay. “I think that’s where the shift happens in the student, because all of a sudden they start to feel worthy and worthwhile. People will forget what you say, but they’ll always remember how you made them feel.”\u003c/p>\n\u003cp>In some cases this early relationship-building can completely change the relationship between teachers and parents, which many teachers say has changed over the past several decades. When teachers and parents trust each other, it becomes easier for parents to listen to a teacher’s side of a conflict, instead of automatically siding with their child against the teacher.\u003c/p>\n\u003cp>“Many teachers report when a problem does occur at school, they aren't afraid to communicate with the parents because a trust has been developed. They have shared hopes and dreams together, and they are now partners for the success of the shared student,” Levasseur said.\u003c/p>\n\u003cp>\u003cstrong>MORE WORK FOR TEACHERS?\u003c/strong>\u003c/p>\n\u003cp>This might seem like one more thing teachers have to do, but many participating educators say the extra investment is worth the payoff in the classroom. And it’s not unpaid time. The Parent-Teacher Home Visit Project asks school districts to compensate teachers for time spent on home visits.\u003c/p>\n\u003cp>Teachers say the visits are fun and offer a window into the lives and cultures of their students. When teachers understand where students are coming from, they can plan more relevant curriculum and have a better sense of the context of conflicts.\u003c/p>\n\u003cp>These visits can also help teachers connect to the communities they serve. Lemay remembers feeling adrift at a new school. She didn’t feel she was a part of the broader community and was struggling to connect to her students. “The home visit changed my perception,” Lemay said. “I felt like I had an advocate in this parent; she could advocate for me and I could advocate for her.”\u003c/p>\n\u003cp>\u003cstrong>STUDENTS FEEL CARED FOR\u003c/strong>\u003c/p>\n\u003cp>Schools participating in the Parent-Teacher Home Visit Project have seen profound results in students. The visits have improved attendance, classroom behavior and parent participation. In high school, home visits can help students make a positive transition into freshman year. New students have at least one friendly face, and because the emphasis of the first visit is relationship-building, it helps build a sense of community that keeps kids in school until graduation.\u003c/p>\n\u003cp>At \u003ca href=\"http://www.scusd.edu/school/luther-burbank\" target=\"_blank\">Luther Burbank High School \u003c/a>in Sacramento, students who received visits both their freshman and junior years applied to college at triple the rates of students who did not receive home visits. While the freshman visit focuses on relationship-building, the junior-year visit helps students and parents learn all they’ll need for college-readiness.\u003c/p>\n\u003cp>Beyond statistics about college applicants and attendance rates, sometimes the relationship formed through that simple visit can be a lifeline for students. Luther Burbank High School counselor Emily Catlett remembers one visit in particular, when she visited a student living in a one-bedroom apartment with her mother and six siblings. Later, that student started missing a lot of school. Catlett’s recollection of the home visit made her more determined to find her.\u003c/p>\n\u003cp>It turned out that the student was staying home from school to baby-sit three younger siblings. Two of them had had trouble enrolling in kindergarten and first grade because they didn’t have birth certificates. Catlett helped the family enroll the two brothers and worked with the student’s mother to find care for the youngest child so the oldest could return to school.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Every time I see her and make eye contact with her, I know she knows I fought for her,” says Catlett. “That’s one of the hardest things I’ve ever done, but it was well worth it.”\u003c/p>\n\n",
"disqusIdentifier": "43193 http://ww2.kqed.org/mindshift/?p=43193",
"disqusUrl": "https://ww2.kqed.org/mindshift/2016/01/25/how-can-schools-tap-into-parent-power-for-the-good-of-students/",
"stats": {
"hasVideo": true,
"hasChartOrMap": true,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1454,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [
"https://www.youtube.com/embed/pEn06v3Pl_4"
],
"paragraphCount": 28
},
"modified": 1453710022,
"excerpt": "A program pays teachers to visit students at home and meet with their family. The home visits have helped parents become better-informed advocates for their kids and stronger allies with teachers.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "A program pays teachers to visit students at home and meet with their family. The home visits have helped parents become better-informed advocates for their kids and stronger allies with teachers.",
"title": "How Can Schools Tap Into Parent Power For the Good of Students? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Can Schools Tap Into Parent Power For the Good of Students?",
"datePublished": "2016-01-25T00:20:22-08:00",
"dateModified": "2016-01-25T00:20:22-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-can-schools-tap-into-parent-power-for-the-good-of-students",
"status": "publish",
"path": "/mindshift/43193/how-can-schools-tap-into-parent-power-for-the-good-of-students",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Yesenia Gonzalez welcomed her daughter’s teacher into her home for the first time, she was ready for another lecture on how she could be a better parent. That’s what she was used to hearing from school officials. So she was surprised when the teacher asked about her hopes for her daughter’s future, and her concerns.\u003c/p>\n\u003cp>“I didn’t become a better parent, which is what schools always seem to want to train us on,” Gonzalez said. She already knows she’s a good parent, but the visit gave her something else.\u003c/p>\n\u003cp>“I became an advocate for my children and I grabbed that tool and I went with it. It took one teacher in my home, in my living room, to give me that,” Gonzalez said.\u003c/p>\n\u003cp>The home visit helped Gonzalez see that the teachers at her daughter’s school wanted her to succeed. Gonzalez had a terrible middle school experience herself and hadn’t finished high school, but having a teacher in her home, treating her as an equal partner, made her feel respected. She was no longer afraid school staff would turn her away if she needed help, and her new trust in the teacher made her want to support him by helping out in the classroom.\u003c/p>\n\u003caside class=\"pullquote alignright\">'All of a sudden they start to feel worthy and worthwhile. People will forget what you say, but they'll always remember how you made them feel.'\u003c/aside>\n\u003cp>Gonzalez helped start the \u003ca href=\"http://www.pthvp.org/index.php/sacramento-region\" target=\"_blank\">Parent-Teacher Home Visit Project\u003c/a> in Sacramento. She has now \u003ca href=\"http://ww2.kqed.org/news/2015/12/02/the-power-of-home-visits-to-connect-teachers-with-kids-and-their-families\" target=\"_blank\">helped train thousands of teachers nationwide\u003c/a>, encouraging them to share their fears and even role-play making a phone call to set up a visit. She always emphasizes to teachers and school officials that visits must be voluntary.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s a mutual respect between family and teacher,” said Lisa Levasseur, former teacher and associate director of the project. “If you’re going to go visit, you let them know you’re coming. You make a phone call and you find out what time works best for the family. Parents don’t get a say in when back-to-school night is or when conferences are. They’re told. So the power in building this partnership is that the parents have some say of when you get to come over.”\u003c/p>\n\u003cp>The trainers also urge teachers to visit a wide cross section of kids, instead of targeting only those who are struggling. Not only is it important that students doing well also know adults care for them, but visiting only kids who are having trouble undermines the purpose of the program.\u003c/p>\n\u003cp>“If you’re only focusing on the kids who are failing, or only on the kids who are getting suspended, parents talk,” Levasseur said. “I’m a parent and I don’t want a teacher coming to my house when I know they are only visiting the kids that are in trouble.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/pEn06v3Pl_4\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>A home visit was where Flor Pedraza found out what the ACT and SAT were, and what her son needed to do to finish high school and go to college. Sometimes this kind of information is given out to parents at back-to-school night or sent home in a child’s backpack, but Pedraza said it didn’t really make sense until a teacher explained it to her face-to-face, in her home.\u003c/p>\n\u003cp>“It made a huge difference, because they were telling me and looking directly in my eyes,” she said.\u003c/p>\n\u003cp>Before the visit, both Pedraza and her son, Marcos, were nervous -- the only other time someone from school had visited was when Marcos was in fifth grade and it was negative. “The teacher was only complaining about the bad things that my son did, but she never addressed me to say, ‘As a teacher, I can do this,’ or ‘You, as a mother, can do this.’ She didn’t give me any tools for what we could do,” says Pedraza.\u003c/p>\n\u003cp>But this visit was different: It was all positive. The counselor who visited their home asked Marcos if he needed any help in any classes, and she got him into after-school tutoring for math. She told Pedraza about parent classes she didn’t know existed. Afterward, Pedraza felt she had the right language to talk with her son about school, and because he knew she cared, he started applying himself more. He raised his grades from C’s and D’s to A’s and B’s.\u003c/p>\n\u003cp>That’s why it’s so important to keep the first visit positive, says Sacramento teacher Lisette Lemay. “I think that’s where the shift happens in the student, because all of a sudden they start to feel worthy and worthwhile. People will forget what you say, but they’ll always remember how you made them feel.”\u003c/p>\n\u003cp>In some cases this early relationship-building can completely change the relationship between teachers and parents, which many teachers say has changed over the past several decades. When teachers and parents trust each other, it becomes easier for parents to listen to a teacher’s side of a conflict, instead of automatically siding with their child against the teacher.\u003c/p>\n\u003cp>“Many teachers report when a problem does occur at school, they aren't afraid to communicate with the parents because a trust has been developed. They have shared hopes and dreams together, and they are now partners for the success of the shared student,” Levasseur said.\u003c/p>\n\u003cp>\u003cstrong>MORE WORK FOR TEACHERS?\u003c/strong>\u003c/p>\n\u003cp>This might seem like one more thing teachers have to do, but many participating educators say the extra investment is worth the payoff in the classroom. And it’s not unpaid time. The Parent-Teacher Home Visit Project asks school districts to compensate teachers for time spent on home visits.\u003c/p>\n\u003cp>Teachers say the visits are fun and offer a window into the lives and cultures of their students. When teachers understand where students are coming from, they can plan more relevant curriculum and have a better sense of the context of conflicts.\u003c/p>\n\u003cp>These visits can also help teachers connect to the communities they serve. Lemay remembers feeling adrift at a new school. She didn’t feel she was a part of the broader community and was struggling to connect to her students. “The home visit changed my perception,” Lemay said. “I felt like I had an advocate in this parent; she could advocate for me and I could advocate for her.”\u003c/p>\n\u003cp>\u003cstrong>STUDENTS FEEL CARED FOR\u003c/strong>\u003c/p>\n\u003cp>Schools participating in the Parent-Teacher Home Visit Project have seen profound results in students. The visits have improved attendance, classroom behavior and parent participation. In high school, home visits can help students make a positive transition into freshman year. New students have at least one friendly face, and because the emphasis of the first visit is relationship-building, it helps build a sense of community that keeps kids in school until graduation.\u003c/p>\n\u003cp>At \u003ca href=\"http://www.scusd.edu/school/luther-burbank\" target=\"_blank\">Luther Burbank High School \u003c/a>in Sacramento, students who received visits both their freshman and junior years applied to college at triple the rates of students who did not receive home visits. While the freshman visit focuses on relationship-building, the junior-year visit helps students and parents learn all they’ll need for college-readiness.\u003c/p>\n\u003cp>Beyond statistics about college applicants and attendance rates, sometimes the relationship formed through that simple visit can be a lifeline for students. Luther Burbank High School counselor Emily Catlett remembers one visit in particular, when she visited a student living in a one-bedroom apartment with her mother and six siblings. Later, that student started missing a lot of school. Catlett’s recollection of the home visit made her more determined to find her.\u003c/p>\n\u003cp>It turned out that the student was staying home from school to baby-sit three younger siblings. Two of them had had trouble enrolling in kindergarten and first grade because they didn’t have birth certificates. Catlett helped the family enroll the two brothers and worked with the student’s mother to find care for the youngest child so the oldest could return to school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Every time I see her and make eye contact with her, I know she knows I fought for her,” says Catlett. “That’s one of the hardest things I’ve ever done, but it was well worth it.”\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/43193/how-can-schools-tap-into-parent-power-for-the-good-of-students",
"authors": [
"3225"
],
"categories": [
"mindshift_192",
"mindshift_193"
],
"tags": [
"mindshift_20784",
"mindshift_1040",
"mindshift_20961",
"mindshift_231",
"mindshift_20737"
],
"featImg": "mindshift_43471",
"label": "mindshift"
}
},
"podcastsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"podcasts": {}
},
"radioProgramsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"radioPrograms": {}
},
"radioSearchSegmentsReducer": {},
"programsReducer": {
"all-things-considered": {
"id": "all-things-considered",
"title": "All Things Considered",
"info": "Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.",
"airtime": "MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/all-things-considered/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/all-things-considered"
},
"american-suburb-podcast": {
"id": "american-suburb-podcast",
"title": "American Suburb: The Podcast",
"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg",
"officialWebsiteLink": "/news/series/american-suburb-podcast",
"meta": {
"site": "news",
"source": "kqed",
"order": 19
},
"link": "/news/series/american-suburb-podcast/",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/RBrW",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328",
"tuneIn": "https://tunein.com/radio/American-Suburb-p1086805/",
"rss": "https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"
}
},
"baycurious": {
"id": "baycurious",
"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Bay Curious",
"officialWebsiteLink": "/news/series/baycurious",
"meta": {
"site": "news",
"source": "kqed",
"order": 3
},
"link": "/podcasts/baycurious",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/bay-curious/id1172473406",
"npr": "https://www.npr.org/podcasts/500557090/bay-curious",
"rss": "https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast",
"amazon": "https://music.amazon.com/podcasts/9a90d476-aa04-455d-9a4c-0871ed6216d4/bay-curious",
"stitcher": "https://www.stitcher.com/podcast/kqed/bay-curious",
"spotify": "https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"
}
},
"bbc-world-service": {
"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.bbc.co.uk/sounds/play/live:bbc_world_service",
"meta": {
"site": "news",
"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
"tuneIn": "https://tunein.com/radio/BBC-World-Service-p455581/",
"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report",
"officialWebsiteLink": "/californiareport",
"meta": {
"site": "news",
"source": "kqed",
"order": 8
},
"link": "/californiareport",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-the-california-report/id79681292",
"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
"npr": "https://www.npr.org/podcasts/432285393/the-california-report",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-the-california-report-podcast-8838",
"rss": "https://ww2.kqed.org/news/tag/tcram/feed/podcast"
}
},
"californiareportmagazine": {
"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report Magazine",
"officialWebsiteLink": "/californiareportmagazine",
"meta": {
"site": "news",
"source": "kqed",
"order": 10
},
"link": "/californiareportmagazine",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-california-report-magazine/id1314750545",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
"npr": "https://www.npr.org/podcasts/564733126/the-california-report-magazine",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-california-report-magazine",
"rss": "https://ww2.kqed.org/news/tag/tcrmag/feed/podcast"
}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
"tagline": "Your irreverent guide to the trends redefining our world",
"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/02/CAT_2_Tile-scaled.jpg",
"imageAlt": "KQED Close All Tabs",
"officialWebsiteLink": "/podcasts/closealltabs",
"meta": {
"site": "news",
"source": "kqed",
"order": 1
},
"link": "/podcasts/closealltabs",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/close-all-tabs/id214663465",
"rss": "https://feeds.megaphone.fm/KQINC6993880386",
"amazon": "https://music.amazon.com/podcasts/92d9d4ac-67a3-4eed-b10a-fb45d45b1ef2/close-all-tabs",
"spotify": "https://open.spotify.com/show/6LAJFHnGK1pYXYzv6SIol6?si=deb0cae19813417c"
}
},
"code-switch-life-kit": {
"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
"airtime": "SUN 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/code-switch-life-kit",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
"spotify": "https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV",
"rss": "https://feeds.npr.org/510312/podcast.xml"
}
},
"commonwealth-club": {
"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
"tuneIn": "https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"
}
},
"forum": {
"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
"officialWebsiteLink": "/forum",
"meta": {
"site": "news",
"source": "kqed",
"order": 9
},
"link": "/forum",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
"npr": "https://www.npr.org/podcasts/432307980/forum",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast",
"rss": "https://feeds.megaphone.fm/KQINC9557381633"
}
},
"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
"airtime": "MON-FRI 7pm-8pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/fresh-air/",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/fresh-air",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Fresh-Air-p17/",
"rss": "https://feeds.npr.org/381444908/podcast.xml"
}
},
"here-and-now": {
"id": "here-and-now",
"title": "Here & Now",
"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
"airtime": "MON-THU 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://www.wbur.org/hereandnow",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/here-and-now",
"subsdcribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661",
"tuneIn": "https://tunein.com/radio/Here--Now-p211/",
"rss": "https://feeds.npr.org/510051/podcast.xml"
}
},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/hidden-brain/id1028908750?mt=2",
"tuneIn": "https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/",
"rss": "https://feeds.npr.org/510308/podcast.xml"
}
},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
"tuneIn": "https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/",
"rss": "https://feeds.npr.org/510313/podcast.xml"
}
},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"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. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
"site": "news",
"source": "kqed",
"order": 15
},
"link": "/podcasts/hyphenacion",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/hyphenaci%C3%B3n/id1191591838",
"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
"youtube": "https://www.youtube.com/c/kqedarts",
"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"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. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
"site": "news",
"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
"subscribe": {
"npr": "https://www.npr.org/podcasts/790253322/the-political-mind-of-jerry-brown",
"apple": "https://itunes.apple.com/us/podcast/id1492194549",
"rss": "https://ww2.kqed.org/news/series/jerrybrown/feed/podcast/",
"tuneIn": "http://tun.in/pjGcK",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-political-mind-of-jerry-brown",
"spotify": "https://open.spotify.com/show/54C1dmuyFyKMFttY6X2j6r?si=K8SgRCoISNK6ZbjpXrX5-w",
"amazon": "https://music.amazon.com/podcasts/44420f75-3b0e-4301-ab3b-16da6b09e543/the-political-mind-of-jerry-brown"
}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/xtTd",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Latino-USA-p621/",
"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"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",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/APM-Marketplace-p88/",
"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"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.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"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>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
"site": "news",
"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
"spotify": "https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"
}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"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?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
"npr": "https://rpb3r.app.goo.gl/onourwatch",
"spotify": "https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x",
"tuneIn": "https://tunein.com/radio/On-Our-Watch-p1436229/",
"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"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",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
"site": "radio",
"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
}
},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"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",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
"site": "radio",
"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/political-breakdown/id1327641087",
"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
"npr": "https://www.npr.org/podcasts/572155894/political-breakdown",
"stitcher": "https://www.stitcher.com/podcast/kqed/political-breakdown",
"spotify": "https://open.spotify.com/show/07RVyIjIdk2WDuVehvBMoN",
"rss": "https://ww2.kqed.org/news/tag/political-breakdown/feed/podcast"
}
},
"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",
"officialWebsiteLink": "https://www.possible.fm/",
"meta": {
"site": "news",
"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/possible/id1677184070",
"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
}
},
"pri-the-world": {
"id": "pri-the-world",
"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",
"officialWebsiteLink": "https://www.pri.org/programs/the-world",
"meta": {
"site": "news",
"source": "PRI"
},
"link": "/radio/program/pri-the-world",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pris-the-world-latest-edition/id278196007?mt=2",
"tuneIn": "https://tunein.com/podcasts/News--Politics-Podcasts/PRIs-The-World-p24/",
"rss": "http://feeds.feedburner.com/pri/theworld"
}
},
"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.",
"airtime": "SUN 12am-1am, SAT 2pm-3pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/radiolab1400.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/radiolab/",
"meta": {
"site": "science",
"source": "WNYC"
},
"link": "/radio/program/radiolab",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/radiolab/id152249110?mt=2",
"tuneIn": "https://tunein.com/radio/RadioLab-p68032/",
"rss": "https://feeds.wnyc.org/radiolab"
}
},
"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/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/reveal",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/reveal/id886009669",
"tuneIn": "https://tunein.com/radio/Reveal-p679597/",
"rss": "http://feeds.revealradio.org/revealpodcast"
}
},
"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.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Rightnowish-Podcast-Tile-500x500-1.jpg",
"imageAlt": "KQED Rightnowish with Pendarvis Harshaw",
"officialWebsiteLink": "/podcasts/rightnowish",
"meta": {
"site": "arts",
"source": "kqed",
"order": 16
},
"link": "/podcasts/rightnowish",
"subscribe": {
"npr": "https://www.npr.org/podcasts/721590300/rightnowish",
"rss": "https://ww2.kqed.org/arts/programs/rightnowish/feed/podcast",
"apple": "https://podcasts.apple.com/us/podcast/rightnowish/id1482187648",
"stitcher": "https://www.stitcher.com/podcast/kqed/rightnowish",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMxMjU5MTY3NDc4",
"spotify": "https://open.spotify.com/show/7kEJuafTzTVan7B78ttz1I"
}
},
"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.",
"airtime": "FRI 11am-1pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Science-Friday-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/science-friday",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/science-friday",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=73329284&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Science-Friday-p394/",
"rss": "http://feeds.wnyc.org/science-friday"
}
},
"snap-judgment": {
"id": "snap-judgment",
"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
"airtime": "SAT 1pm-2pm, 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/05/Snap-Judgment-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Snap Judgment",
"officialWebsiteLink": "https://snapjudgment.org",
"meta": {
"site": "arts",
"source": "kqed",
"order": 4
},
"link": "https://snapjudgment.org",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/snap-judgment/id283657561",
"npr": "https://www.npr.org/podcasts/449018144/snap-judgment",
"stitcher": "https://www.pandora.com/podcast/snap-judgment/PC:241?source=stitcher-sunset",
"spotify": "https://open.spotify.com/show/3Cct7ZWmxHNAtLgBTqjC5v",
"rss": "https://snap.feed.snapjudgment.org/"
}
},
"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Sold-Out-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Sold Out: Rethinking Housing in America",
"officialWebsiteLink": "/podcasts/soldout",
"meta": {
"site": "news",
"source": "kqed",
"order": 13
},
"link": "/podcasts/soldout",
"subscribe": {
"npr": "https://www.npr.org/podcasts/911586047/s-o-l-d-o-u-t-a-new-future-for-housing",
"apple": "https://podcasts.apple.com/us/podcast/introducing-sold-out-rethinking-housing-in-america/id1531354937",
"rss": "https://feeds.megaphone.fm/soldout",
"spotify": "https://open.spotify.com/show/38dTBSk2ISFoPiyYNoKn1X",
"stitcher": "https://www.stitcher.com/podcast/kqed/sold-out-rethinking-housing-in-america",
"tunein": "https://tunein.com/radio/SOLD-OUT-Rethinking-Housing-in-America-p1365871/"
}
},
"spooked": {
"id": "spooked",
"title": "Spooked",
"tagline": "True-life supernatural stories",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/10/Spooked-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Spooked",
"officialWebsiteLink": "https://spookedpodcast.org/",
"meta": {
"site": "news",
"source": "kqed",
"order": 7
},
"link": "https://spookedpodcast.org/",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/spooked/id1279361017",
"npr": "https://www.npr.org/podcasts/549547848/snap-judgment-presents-spooked",
"spotify": "https://open.spotify.com/show/76571Rfl3m7PLJQZKQIGCT",
"rss": "https://feeds.simplecast.com/TBotaapn"
}
},
"tech-nation": {
"id": "tech-nation",
"title": "Tech Nation Radio Podcast",
"info": "Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.",
"airtime": "FRI 10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Tech-Nation-Radio-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://technation.podomatic.com/",
"meta": {
"site": "science",
"source": "Tech Nation Media"
},
"link": "/radio/program/tech-nation",
"subscribe": {
"rss": "https://technation.podomatic.com/rss2.xml"
}
},
"ted-radio-hour": {
"id": "ted-radio-hour",
"title": "TED Radio Hour",
"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
"airtime": "SUN 3pm-4pm, SAT 10pm-11pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/tedRadioHour.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/ted-radio-hour/?showDate=2018-06-22",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/ted-radio-hour",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/8vsS",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=523121474&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/TED-Radio-Hour-p418021/",
"rss": "https://feeds.npr.org/510298/podcast.xml"
}
},
"thebay": {
"id": "thebay",
"title": "The Bay",
"tagline": "Local news to keep you rooted",
"info": "Host Devin Katayama walks you through the biggest story of the day with reporters and newsmakers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Bay-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Bay",
"officialWebsiteLink": "/podcasts/thebay",
"meta": {
"site": "radio",
"source": "kqed",
"order": 2
},
"link": "/podcasts/thebay",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-bay/id1350043452",
"amazon": "https://music.amazon.com/podcasts/d800ea4c-7a2c-42f2-b861-edaf78a5db0b/the-bay",
"npr": "https://www.npr.org/podcasts/586725995/the-bay",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-bay",
"spotify": "https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ",
"rss": "https://feeds.megaphone.fm/KQINC8259786327"
}
},
"thelatest": {
"id": "thelatest",
"title": "The Latest",
"tagline": "Trusted local news in real time",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/05/The-Latest-2025-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Latest",
"officialWebsiteLink": "/thelatest",
"meta": {
"site": "news",
"source": "kqed",
"order": 6
},
"link": "/thelatest",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-latest-from-kqed/id1197721799",
"npr": "https://www.npr.org/podcasts/1257949365/the-latest-from-k-q-e-d",
"spotify": "https://open.spotify.com/show/5KIIXMgM9GTi5AepwOYvIZ?si=bd3053fec7244dba",
"rss": "https://feeds.megaphone.fm/KQINC9137121918"
}
},
"theleap": {
"id": "theleap",
"title": "The Leap",
"tagline": "What if you closed your eyes, and jumped?",
"info": "Stories about people making dramatic, risky changes, told by award-winning public radio reporter Judy Campbell.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Leap-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Leap",
"officialWebsiteLink": "/podcasts/theleap",
"meta": {
"site": "news",
"source": "kqed",
"order": 17
},
"link": "/podcasts/theleap",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-leap/id1046668171",
"npr": "https://www.npr.org/podcasts/447248267/the-leap",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-leap",
"spotify": "https://open.spotify.com/show/3sSlVHHzU0ytLwuGs1SD1U",
"rss": "https://ww2.kqed.org/news/programs/the-leap/feed/podcast"
}
},
"the-moth-radio-hour": {
"id": "the-moth-radio-hour",
"title": "The Moth Radio Hour",
"info": "Since its launch in 1997, The Moth has presented thousands of true stories, told live and without notes, to standing-room-only crowds worldwide. Moth storytellers stand alone, under a spotlight, with only a microphone and a roomful of strangers. The storyteller and the audience embark on a high-wire act of shared experience which is both terrifying and exhilarating. Since 2008, The Moth podcast has featured many of our favorite stories told live on Moth stages around the country. For information on all of our programs and live events, visit themoth.org.",
"airtime": "SAT 8pm-9pm and SUN 11am-12pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/theMoth.jpg",
"officialWebsiteLink": "https://themoth.org/",
"meta": {
"site": "arts",
"source": "prx"
},
"link": "/radio/program/the-moth-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/the-moth-podcast/id275699983?mt=2",
"tuneIn": "https://tunein.com/radio/The-Moth-p273888/",
"rss": "http://feeds.themoth.org/themothpodcast"
}
},
"the-new-yorker-radio-hour": {
"id": "the-new-yorker-radio-hour",
"title": "The New Yorker Radio Hour",
"info": "The New Yorker Radio Hour is a weekly program presented by the magazine's editor, David Remnick, and produced by WNYC Studios and The New Yorker. Each episode features a diverse mix of interviews, profiles, storytelling, and an occasional burst of humor inspired by the magazine, and shaped by its writers, artists, and editors. This isn't a radio version of a magazine, but something all its own, reflecting the rich possibilities of audio storytelling and conversation. Theme music for the show was composed and performed by Merrill Garbus of tUnE-YArDs.",
"airtime": "SAT 10am-11am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-New-Yorker-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/tnyradiohour",
"meta": {
"site": "arts",
"source": "WNYC"
},
"link": "/radio/program/the-new-yorker-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/id1050430296",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/New-Yorker-Radio-Hour-p803804/",
"rss": "https://feeds.feedburner.com/newyorkerradiohour"
}
},
"the-sam-sanders-show": {
"id": "the-sam-sanders-show",
"title": "The Sam Sanders Show",
"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
"airtime": "FRI 12-1pm AND SAT 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/11/The-Sam-Sanders-Show-Podcast-Tile-400x400-1.jpg",
"officialWebsiteLink": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"meta": {
"site": "arts",
"source": "KCRW"
},
"link": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"subscribe": {
"rss": "https://feed.cdnstream1.com/zjb/feed/download/ac/28/59/ac28594c-e1d0-4231-8728-61865cdc80e8.xml"
}
},
"the-splendid-table": {
"id": "the-splendid-table",
"title": "The Splendid Table",
"info": "\u003cem>The Splendid Table\u003c/em> hosts our nation's conversations about cooking, sustainability and food culture.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Splendid-Table-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.splendidtable.org/",
"airtime": "SUN 10-11 pm",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/the-splendid-table"
},
"this-american-life": {
"id": "this-american-life",
"title": "This American Life",
"info": "This American Life is a weekly public radio show, heard by 2.2 million people on more than 500 stations. Another 2.5 million people download the weekly podcast. It is hosted by Ira Glass, produced in collaboration with Chicago Public Media, delivered to stations by PRX The Public Radio Exchange, and has won all of the major broadcasting awards.",
"airtime": "SAT 12pm-1pm, 7pm-8pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/thisAmericanLife.png",
"officialWebsiteLink": "https://www.thisamericanlife.org/",
"meta": {
"site": "news",
"source": "wbez"
},
"link": "/radio/program/this-american-life",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201671138&at=11l79Y&ct=nprdirectory",
"rss": "https://www.thisamericanlife.org/podcast/rss.xml"
}
},
"tinydeskradio": {
"id": "tinydeskradio",
"title": "Tiny Desk Radio",
"info": "We're bringing the best of Tiny Desk to the airwaves, only on public radio.",
"airtime": "SUN 8pm and SAT 9pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/04/300x300-For-Member-Station-Logo-Tiny-Desk-Radio-@2x.png",
"officialWebsiteLink": "https://www.npr.org/series/g-s1-52030/tiny-desk-radio",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/tinydeskradio",
"subscribe": {
"rss": "https://feeds.npr.org/g-s1-52030/rss.xml"
}
},
"wait-wait-dont-tell-me": {
"id": "wait-wait-dont-tell-me",
"title": "Wait Wait... Don't Tell Me!",
"info": "Peter Sagal and Bill Kurtis host the weekly NPR News quiz show alongside some of the best and brightest news and entertainment personalities.",
"airtime": "SUN 10am-11am, SAT 11am-12pm, SAT 6pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Wait-Wait-Podcast-Tile-300x300-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/wait-wait-dont-tell-me/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/wait-wait-dont-tell-me",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/Xogv",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=121493804&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Wait-Wait-Dont-Tell-Me-p46/",
"rss": "https://feeds.npr.org/344098539/podcast.xml"
}
},
"weekend-edition-saturday": {
"id": "weekend-edition-saturday",
"title": "Weekend Edition Saturday",
"info": "Weekend Edition Saturday wraps up the week's news and offers a mix of analysis and features on a wide range of topics, including arts, sports, entertainment, and human interest stories. The two-hour program is hosted by NPR's Peabody Award-winning Scott Simon.",
"airtime": "SAT 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-saturday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-saturday"
},
"weekend-edition-sunday": {
"id": "weekend-edition-sunday",
"title": "Weekend Edition Sunday",
"info": "Weekend Edition Sunday features interviews with newsmakers, artists, scientists, politicians, musicians, writers, theologians and historians. The program has covered news events from Nelson Mandela's 1990 release from a South African prison to the capture of Saddam Hussein.",
"airtime": "SUN 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-sunday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-sunday"
}
},
"racesReducer": {},
"racesGenElectionReducer": {},
"racesGenElection2026Reducer": {},
"radioSchedulesReducer": {},
"listsReducer": {
"posts/mindshift?category=big-ideas": {
"isFetching": false,
"latestQuery": {
"from": 552,
"size": 12
},
"vitalsOnly": false,
"totalRequested": 12,
"isLoading": false,
"isLoadingMore": true,
"total": {
"value": 993,
"relation": "eq"
},
"items": [
"mindshift_43762",
"mindshift_43310",
"mindshift_43792",
"mindshift_43831",
"mindshift_43802",
"mindshift_43755",
"mindshift_43435",
"mindshift_43704",
"mindshift_43662",
"mindshift_43454",
"mindshift_43474",
"mindshift_43193"
],
"complete": true
}
},
"recallGuideReducer": {
"intros": {},
"policy": {},
"candidates": {}
},
"savedArticleReducer": {
"articles": [],
"status": {}
},
"newslettersReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"newsletters": {},
"isSubscribing": false,
"isUnsubscribing": false,
"subscribedNewsletters": {}
},
"termsReducer": {
"about": {
"name": "About",
"type": "terms",
"id": "about",
"slug": "about",
"link": "/about",
"taxonomy": "site"
},
"arts": {
"name": "Arts & Culture",
"grouping": [
"arts",
"pop",
"trulyca"
],
"description": "KQED Arts provides daily in-depth coverage of the Bay Area's music, art, film, performing arts, literature and arts news, as well as cultural commentary and criticism.",
"type": "terms",
"id": "arts",
"slug": "arts",
"link": "/arts",
"taxonomy": "site"
},
"artschool": {
"name": "Art School",
"parent": "arts",
"type": "terms",
"id": "artschool",
"slug": "artschool",
"link": "/artschool",
"taxonomy": "site"
},
"bayareabites": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "bayareabites",
"slug": "bayareabites",
"link": "/food",
"taxonomy": "site"
},
"bayareahiphop": {
"name": "Bay Area Hiphop",
"type": "terms",
"id": "bayareahiphop",
"slug": "bayareahiphop",
"link": "/bayareahiphop",
"taxonomy": "site"
},
"campaign21": {
"name": "Campaign 21",
"type": "terms",
"id": "campaign21",
"slug": "campaign21",
"link": "/campaign21",
"taxonomy": "site"
},
"careers": {
"name": "Careers",
"type": "terms",
"id": "careers",
"slug": "careers",
"link": "/careers",
"taxonomy": "site"
},
"checkplease": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "checkplease",
"slug": "checkplease",
"link": "/food",
"taxonomy": "site"
},
"education": {
"name": "Education",
"grouping": [
"education"
],
"type": "terms",
"id": "education",
"slug": "education",
"link": "/education",
"taxonomy": "site"
},
"elections": {
"name": "Elections",
"type": "terms",
"id": "elections",
"slug": "elections",
"link": "/elections",
"taxonomy": "site"
},
"events": {
"name": "Events",
"type": "terms",
"id": "events",
"slug": "events",
"link": "/events",
"taxonomy": "site"
},
"event": {
"name": "Event",
"alias": "events",
"type": "terms",
"id": "event",
"slug": "event",
"link": "/event",
"taxonomy": "site"
},
"filmschoolshorts": {
"name": "Film School Shorts",
"type": "terms",
"id": "filmschoolshorts",
"slug": "filmschoolshorts",
"link": "/filmschoolshorts",
"taxonomy": "site"
},
"food": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"type": "terms",
"id": "food",
"slug": "food",
"link": "/food",
"taxonomy": "site"
},
"forum": {
"name": "Forum",
"relatedContentQuery": "posts/forum?",
"parent": "news",
"type": "terms",
"id": "forum",
"slug": "forum",
"link": "/forum",
"taxonomy": "site"
},
"futureofyou": {
"name": "Future of You",
"grouping": [
"science",
"futureofyou"
],
"parent": "science",
"type": "terms",
"id": "futureofyou",
"slug": "futureofyou",
"link": "/futureofyou",
"taxonomy": "site"
},
"jpepinheart": {
"name": "KQED food",
"relatedContentQuery": "posts/food,bayareabites,checkplease",
"parent": "food",
"type": "terms",
"id": "jpepinheart",
"slug": "jpepinheart",
"link": "/food",
"taxonomy": "site"
},
"liveblog": {
"name": "Live Blog",
"type": "terms",
"id": "liveblog",
"slug": "liveblog",
"link": "/liveblog",
"taxonomy": "site"
},
"livetv": {
"name": "Live TV",
"parent": "tv",
"type": "terms",
"id": "livetv",
"slug": "livetv",
"link": "/livetv",
"taxonomy": "site"
},
"lowdown": {
"name": "The Lowdown",
"relatedContentQuery": "posts/lowdown?",
"parent": "news",
"type": "terms",
"id": "lowdown",
"slug": "lowdown",
"link": "/lowdown",
"taxonomy": "site"
},
"mindshift": {
"name": "Mindshift",
"parent": "news",
"description": "MindShift explores the future of education by highlighting the innovative – and sometimes counterintuitive – ways educators and parents are helping all children succeed.",
"type": "terms",
"id": "mindshift",
"slug": "mindshift",
"link": "/mindshift",
"taxonomy": "site"
},
"news": {
"name": "News",
"grouping": [
"news",
"forum"
],
"type": "terms",
"id": "news",
"slug": "news",
"link": "/news",
"taxonomy": "site"
},
"newsletters": {
"name": "newsletters",
"type": "terms",
"id": "newsletters",
"slug": "newsletters",
"link": "/newsletters",
"taxonomy": "site"
},
"perspectives": {
"name": "Perspectives",
"parent": "radio",
"type": "terms",
"id": "perspectives",
"slug": "perspectives",
"link": "/perspectives",
"taxonomy": "site"
},
"podcasts": {
"name": "Podcasts",
"type": "terms",
"id": "podcasts",
"slug": "podcasts",
"link": "/podcasts",
"taxonomy": "site"
},
"pop": {
"name": "Pop",
"parent": "arts",
"type": "terms",
"id": "pop",
"slug": "pop",
"link": "/pop",
"taxonomy": "site"
},
"pressroom": {
"name": "Pressroom",
"type": "terms",
"id": "pressroom",
"slug": "pressroom",
"link": "/pressroom",
"taxonomy": "site"
},
"quest": {
"name": "Quest",
"parent": "science",
"type": "terms",
"id": "quest",
"slug": "quest",
"link": "/quest",
"taxonomy": "site"
},
"radio": {
"name": "Radio",
"grouping": [
"forum",
"perspectives"
],
"description": "Listen to KQED Public Radio – home of Forum and The California Report – on 88.5 FM in San Francisco, 89.3 FM in Sacramento, 88.3 FM in Santa Rosa and 88.1 FM in Martinez.",
"type": "terms",
"id": "radio",
"slug": "radio",
"link": "/radio",
"taxonomy": "site"
},
"root": {
"name": "KQED",
"image": "https://ww2.kqed.org/app/uploads/2020/02/KQED-OG-Image@1x.png",
"imageWidth": 1200,
"imageHeight": 630,
"headData": {
"title": "KQED | News, Radio, Podcasts, TV | Public Media for Northern California",
"description": "KQED provides public radio, television, and independent reporting on issues that matter to the Bay Area. We’re the NPR and PBS member station for Northern California."
},
"type": "terms",
"id": "root",
"slug": "root",
"link": "/root",
"taxonomy": "site"
},
"science": {
"name": "Science",
"grouping": [
"science",
"futureofyou"
],
"description": "KQED Science brings you award-winning science and environment coverage from the Bay Area and beyond.",
"type": "terms",
"id": "science",
"slug": "science",
"link": "/science",
"taxonomy": "site"
},
"stateofhealth": {
"name": "State of Health",
"parent": "science",
"type": "terms",
"id": "stateofhealth",
"slug": "stateofhealth",
"link": "/stateofhealth",
"taxonomy": "site"
},
"support": {
"name": "Support",
"type": "terms",
"id": "support",
"slug": "support",
"link": "/support",
"taxonomy": "site"
},
"thedolist": {
"name": "The Do List",
"parent": "arts",
"type": "terms",
"id": "thedolist",
"slug": "thedolist",
"link": "/thedolist",
"taxonomy": "site"
},
"trulyca": {
"name": "Truly CA",
"grouping": [
"arts",
"pop",
"trulyca"
],
"parent": "arts",
"type": "terms",
"id": "trulyca",
"slug": "trulyca",
"link": "/trulyca",
"taxonomy": "site"
},
"tv": {
"name": "TV",
"type": "terms",
"id": "tv",
"slug": "tv",
"link": "/tv",
"taxonomy": "site"
},
"voterguide": {
"name": "Voter Guide",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "voterguide",
"slug": "voterguide",
"link": "/voterguide",
"taxonomy": "site"
},
"guiaelectoral": {
"name": "Guia Electoral",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "guiaelectoral",
"slug": "guiaelectoral",
"link": "/guiaelectoral",
"taxonomy": "site"
},
"mindshift_category_big-ideas": {
"isLoading": true
},
"mindshift_192": {
"type": "terms",
"id": "mindshift_192",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "192",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Big Ideas",
"description": "The latest findings from experts in the field related to the future of learning.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "The latest findings from experts in the field related to the future of learning.",
"title": "Big Ideas Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 192,
"slug": "big-ideas",
"isLoading": false,
"link": "/mindshift/category/big-ideas"
},
"mindshift_20969": {
"type": "terms",
"id": "mindshift_20969",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20969",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Australia",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Australia Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20241,
"slug": "australia",
"isLoading": false,
"link": "/mindshift/tag/australia"
},
"mindshift_20598": {
"type": "terms",
"id": "mindshift_20598",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20598",
"found": true
},
"relationships": {},
"featImg": null,
"name": "education reform",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "education reform Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19875,
"slug": "education-reform",
"isLoading": false,
"link": "/mindshift/tag/education-reform"
},
"mindshift_20784": {
"type": "terms",
"id": "mindshift_20784",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20784",
"found": true
},
"relationships": {},
"featImg": null,
"name": "featured",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "featured Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20061,
"slug": "featured",
"isLoading": false,
"link": "/mindshift/tag/featured"
},
"mindshift_1040": {
"type": "terms",
"id": "mindshift_1040",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "1040",
"found": true
},
"relationships": {},
"featImg": null,
"name": "full-image",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "full-image Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 1045,
"slug": "full-image",
"isLoading": false,
"link": "/mindshift/tag/full-image"
},
"mindshift_20772": {
"type": "terms",
"id": "mindshift_20772",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20772",
"found": true
},
"relationships": {},
"featImg": null,
"name": "intrinsic motivation",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "intrinsic motivation Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20049,
"slug": "intrinsic-motivation",
"isLoading": false,
"link": "/mindshift/tag/intrinsic-motivation"
},
"mindshift_96": {
"type": "terms",
"id": "mindshift_96",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "96",
"found": true
},
"relationships": {},
"featImg": null,
"name": "professional development",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "professional development Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 96,
"slug": "professional-development",
"isLoading": false,
"link": "/mindshift/tag/professional-development"
},
"mindshift_195": {
"type": "terms",
"id": "mindshift_195",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "195",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Digital Tools",
"description": "How devices, software, and the Internet are changing the classroom dynamic.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "How devices, software, and the Internet are changing the classroom dynamic.",
"title": "Digital Tools Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 195,
"slug": "digital-tools",
"isLoading": false,
"link": "/mindshift/category/digital-tools"
},
"mindshift_160": {
"type": "terms",
"id": "mindshift_160",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "160",
"found": true
},
"relationships": {},
"featImg": null,
"name": "dyslexia",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "dyslexia Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 160,
"slug": "dyslexia",
"isLoading": false,
"link": "/mindshift/tag/dyslexia"
},
"mindshift_550": {
"type": "terms",
"id": "mindshift_550",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "550",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Reading",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Reading Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 553,
"slug": "reading",
"isLoading": false,
"link": "/mindshift/tag/reading"
},
"mindshift_1041": {
"type": "terms",
"id": "mindshift_1041",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "1041",
"found": true
},
"relationships": {},
"featImg": null,
"name": "leadership",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "leadership Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 1046,
"slug": "leadership",
"isLoading": false,
"link": "/mindshift/tag/leadership"
},
"mindshift_20827": {
"type": "terms",
"id": "mindshift_20827",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20827",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Motivation",
"description": null,
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Motivation Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20105,
"slug": "motivation",
"isLoading": false,
"link": "/mindshift/category/motivation"
},
"mindshift_193": {
"type": "terms",
"id": "mindshift_193",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "193",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Teaching Strategies",
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"title": "Teaching Strategies Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 193,
"slug": "teaching-strategies",
"isLoading": false,
"link": "/mindshift/category/teaching-strategies"
},
"mindshift_20650": {
"type": "terms",
"id": "mindshift_20650",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20650",
"found": true
},
"relationships": {},
"featImg": null,
"name": "academic mindsets",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "academic mindsets Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19927,
"slug": "academic-mindsets",
"isLoading": false,
"link": "/mindshift/tag/academic-mindsets"
},
"mindshift_20512": {
"type": "terms",
"id": "mindshift_20512",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20512",
"found": true
},
"relationships": {},
"featImg": null,
"name": "growth mindset",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "growth mindset Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 19789,
"slug": "growth-mindset",
"isLoading": false,
"link": "/mindshift/tag/growth-mindset"
},
"mindshift_20972": {
"type": "terms",
"id": "mindshift_20972",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20972",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Kelly McGonigal",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Kelly McGonigal Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20244,
"slug": "kelly-mcgonigal",
"isLoading": false,
"link": "/mindshift/tag/kelly-mcgonigal"
},
"mindshift_20925": {
"type": "terms",
"id": "mindshift_20925",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20925",
"found": true
},
"relationships": {},
"featImg": null,
"name": "stress",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "stress Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20197,
"slug": "stress",
"isLoading": false,
"link": "/mindshift/tag/stress"
},
"mindshift_20967": {
"type": "terms",
"id": "mindshift_20967",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20967",
"found": true
},
"relationships": {},
"featImg": null,
"name": "engineering",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "engineering Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20239,
"slug": "engineering",
"isLoading": false,
"link": "/mindshift/tag/engineering"
},
"mindshift_20825": {
"type": "terms",
"id": "mindshift_20825",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20825",
"found": true
},
"relationships": {},
"featImg": null,
"name": "girls",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "girls Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20102,
"slug": "girls",
"isLoading": false,
"link": "/mindshift/tag/girls"
},
"mindshift_20877": {
"type": "terms",
"id": "mindshift_20877",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20877",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Ninth Grade",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Ninth Grade Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20155,
"slug": "ninth-grade",
"isLoading": false,
"link": "/mindshift/tag/ninth-grade"
},
"mindshift_20530": {
"type": "terms",
"id": "mindshift_20530",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20530",
"found": true
},
"relationships": {},
"featImg": null,
"name": "spatial skills",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "spatial skills Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19807,
"slug": "spatial-skills",
"isLoading": false,
"link": "/mindshift/tag/spatial-skills"
},
"mindshift_47": {
"type": "terms",
"id": "mindshift_47",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "47",
"found": true
},
"relationships": {},
"featImg": null,
"name": "STEM",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "STEM Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 47,
"slug": "stem",
"isLoading": false,
"link": "/mindshift/tag/stem"
},
"mindshift_20579": {
"type": "terms",
"id": "mindshift_20579",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20579",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Creativity",
"description": null,
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Creativity Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19856,
"slug": "creativity-3",
"isLoading": false,
"link": "/mindshift/category/creativity-3"
},
"mindshift_68": {
"type": "terms",
"id": "mindshift_68",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "68",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Higher Education",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Higher Education Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 68,
"slug": "higher-education",
"isLoading": false,
"link": "/mindshift/tag/higher-education"
},
"mindshift_20852": {
"type": "terms",
"id": "mindshift_20852",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20852",
"found": true
},
"relationships": {},
"featImg": null,
"name": "student-centered learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "student-centered learning Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20130,
"slug": "student-centered-learning",
"isLoading": false,
"link": "/mindshift/tag/student-centered-learning"
},
"mindshift_135": {
"type": "terms",
"id": "mindshift_135",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "135",
"found": true
},
"relationships": {},
"featImg": null,
"name": "TED talk",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "TED talk Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 135,
"slug": "ted-talk",
"isLoading": false,
"link": "/mindshift/tag/ted-talk"
},
"mindshift_20701": {
"type": "terms",
"id": "mindshift_20701",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20701",
"found": true
},
"relationships": {},
"featImg": null,
"name": "equity",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "equity Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 19978,
"slug": "equity",
"isLoading": false,
"link": "/mindshift/tag/equity"
},
"mindshift_392": {
"type": "terms",
"id": "mindshift_392",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "392",
"found": true
},
"relationships": {},
"featImg": null,
"name": "math",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "math Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 393,
"slug": "math",
"isLoading": false,
"link": "/mindshift/tag/math"
},
"mindshift_20813": {
"type": "terms",
"id": "mindshift_20813",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20813",
"found": true
},
"relationships": {},
"featImg": null,
"name": "math circles",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "math circles Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20090,
"slug": "math-circles",
"isLoading": false,
"link": "/mindshift/tag/math-circles"
},
"mindshift_20524": {
"type": "terms",
"id": "mindshift_20524",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20524",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Inquiry Learning",
"description": null,
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Inquiry Learning Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19801,
"slug": "inquiry-learning-2",
"isLoading": false,
"link": "/mindshift/category/inquiry-learning-2"
},
"mindshift_105": {
"type": "terms",
"id": "mindshift_105",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "105",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Google",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Google Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 105,
"slug": "google",
"isLoading": false,
"link": "/mindshift/tag/google"
},
"mindshift_20556": {
"type": "terms",
"id": "mindshift_20556",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20556",
"found": true
},
"relationships": {},
"featImg": null,
"name": "memory",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "memory Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19833,
"slug": "memory",
"isLoading": false,
"link": "/mindshift/tag/memory"
},
"mindshift_20965": {
"type": "terms",
"id": "mindshift_20965",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20965",
"found": true
},
"relationships": {},
"featImg": null,
"name": "podcast",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "podcast Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20237,
"slug": "podcast",
"isLoading": false,
"link": "/mindshift/tag/podcast"
},
"mindshift_20959": {
"type": "terms",
"id": "mindshift_20959",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20959",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Stories Teachers Share",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Stories Teachers Share Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20231,
"slug": "stories-teachers-share",
"isLoading": false,
"link": "/mindshift/tag/stories-teachers-share"
},
"mindshift_21847": {
"type": "terms",
"id": "mindshift_21847",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21847",
"found": true
},
"relationships": {},
"featImg": null,
"name": "MindShift",
"description": null,
"taxonomy": "program",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "MindShift Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 21119,
"slug": "mindshift",
"isLoading": false,
"link": "/mindshift/program/mindshift"
},
"mindshift_21942": {
"type": "terms",
"id": "mindshift_21942",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21942",
"found": true
},
"relationships": {},
"name": "Mindshift Podcast",
"slug": "mindshiftpodcast",
"taxonomy": "program",
"description": null,
"featImg": null,
"headData": {
"title": "Mindshift Podcast - KQED Mindshift",
"description": null,
"ogTitle": null,
"ogDescription": null,
"ogImgId": null,
"twTitle": null,
"twDescription": null,
"twImgId": null
},
"ttid": 21214,
"isLoading": false,
"link": "/mindshift/program/mindshiftpodcast"
},
"mindshift_21130": {
"type": "terms",
"id": "mindshift_21130",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21130",
"found": true
},
"relationships": {},
"featImg": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift_KQEDorg_1440x1103_02-1.jpg",
"name": "MindShift Podcast",
"description": "It’s easy to see a child’s education as a path determined by grades, test scores and extra curricular activities. But genuine learning is about so much more than the points schools tally. MindShift explores the future of education by investigating innovations and issues that are shaping how kids learn.\r\nEmotional safety, trust, and relationships: this season, we investigate the intangible, and often overlooked, elements of academic success. You’ll hear how teacher home visits can help parents see themselves as a valued a partner in their child’s education; how far a public high school goes to develop an inclusive experience for the crucial transition to ninth grade; how parents and schools can address childhood trauma so it doesn’t become an obstacle to learning, and what parents and communities can do to help kids grow.\r\nThis 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 @MindShiftKQED or visit us at MindShift.KQED.org.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "It’s easy to see a child’s education as a path determined by grades, test scores and extra curricular activities. But genuine learning is about so much more than the points schools tally. MindShift explores the future of education by investigating innovations and issues that are shaping how kids learn. Emotional safety, trust, and relationships: this season, we investigate the intangible, and often overlooked, elements of academic success. You’ll hear how teacher home visits can help parents see themselves as a valued a partner in their child’s education; how far a public high school goes to develop an inclusive experience for the crucial transition to ninth grade; how parents and schools can address childhood trauma so it doesn’t become an obstacle to learning, and what parents and communities can do to help kids grow. 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 @MindShiftKQED or visit us at MindShift.KQED.org.",
"title": "MindShift Podcast Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20402,
"slug": "mindshiftpodcast",
"isLoading": false,
"link": "/mindshift/category/mindshiftpodcast"
},
"mindshift_21848": {
"type": "terms",
"id": "mindshift_21848",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21848",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Podcast",
"description": null,
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Podcast Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 21120,
"slug": "podcast",
"isLoading": false,
"link": "/mindshift/category/podcast"
},
"mindshift_20960": {
"type": "terms",
"id": "mindshift_20960",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20960",
"found": true
},
"relationships": {},
"featImg": "https://ww2.kqed.org/app/uploads/sites/23/2016/07/STS-Podcast.jpg",
"name": "Stories Teachers Share",
"description": "Stories Teachers Share is a podcast about what it’s like to be a teacher and what we can learn from them.\r\n\r\nTeaching is a deeply personal profession. Teachers give so much of themselves to their students, nurturing relationships and trust with students along the way. It’s those intangibles that don’t always show up on standardized tests and rarely get discussed in the media.\r\n\r\nFew people ever know the truth about what it’s really like to teach or what impact great teaching can have on someone’s life. A lot of those experiences are locked away in classrooms or become sentiments never shared with the ones who might need to hear it the most. Stories Teachers Share will not only paint a picture of the men and women spending more than six hours a day with our children, but will also help reveal how each of us is a teacher and a student at different times in our lives.\r\n\r\nIf you have an experience you’d like to share, email us at MindShiftStories@kqed.org. You can even record yourself on your smartphone and send the file to us. We’ll try to include these stories on an upcoming episode. You can also call us and leave a message at: 415-553-2200.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Stories Teachers Share is a podcast about what it’s like to be a teacher and what we can learn from them. Teaching is a deeply personal profession. Teachers give so much of themselves to their students, nurturing relationships and trust with students along the way. It’s those intangibles that don’t always show up on standardized tests and rarely get discussed in the media. Few people ever know the truth about what it’s really like to teach or what impact great teaching can have on someone’s life. A lot of those experiences are locked away in classrooms or become sentiments never shared with the ones who might need to hear it the most. Stories Teachers Share will not only paint a picture of the men and women spending more than six hours a day with our children, but will also help reveal how each of us is a teacher and a student at different times in our lives. If you have an experience you’d like to share, email us at MindShiftStories@kqed.org. You can even record yourself on your smartphone and send the file to us. We’ll try to include these stories on an upcoming episode. You can also call us and leave a message at: 415-553-2200.",
"title": "Stories Teachers Share Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20232,
"slug": "stories-teachers-share",
"isLoading": false,
"link": "/mindshift/category/stories-teachers-share"
},
"mindshift_74": {
"type": "terms",
"id": "mindshift_74",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "74",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Podcasts",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Podcasts Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 74,
"slug": "podcasts",
"isLoading": false,
"link": "/mindshift/tag/podcasts"
},
"mindshift_851": {
"type": "terms",
"id": "mindshift_851",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "851",
"found": true
},
"relationships": {},
"featImg": null,
"name": "writing",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "writing Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 854,
"slug": "writing",
"isLoading": false,
"link": "/mindshift/tag/writing"
},
"mindshift_20961": {
"type": "terms",
"id": "mindshift_20961",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20961",
"found": true
},
"relationships": {},
"featImg": null,
"name": "home visits",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "home visits Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20233,
"slug": "home-visits",
"isLoading": false,
"link": "/mindshift/tag/home-visits"
},
"mindshift_231": {
"type": "terms",
"id": "mindshift_231",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "231",
"found": true
},
"relationships": {},
"featImg": null,
"name": "parent communication",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "parent communication Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 231,
"slug": "parent-communication",
"isLoading": false,
"link": "/mindshift/tag/parent-communication"
},
"mindshift_20737": {
"type": "terms",
"id": "mindshift_20737",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20737",
"found": true
},
"relationships": {},
"featImg": null,
"name": "parent-teacher conference",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "parent-teacher conference Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20014,
"slug": "parent-teacher-conference",
"isLoading": false,
"link": "/mindshift/tag/parent-teacher-conference"
}
},
"userPermissionsReducer": {
"wpLoggedIn": false
},
"eventsReducer": {},
"fssReducer": {},
"tvDailyScheduleReducer": {},
"tvWeeklyScheduleReducer": {},
"tvPrimetimeScheduleReducer": {},
"tvMonthlyScheduleReducer": {},
"userAccountReducer": {
"user": {
"email": null,
"emailStatus": "EMAIL_UNVALIDATED",
"loggedStatus": "LOGGED_OUT",
"loggingChecked": false,
"articles": [],
"firstName": null,
"lastName": null,
"phoneNumber": null,
"fetchingMembership": false,
"membershipError": false,
"memberships": [
{
"id": null,
"startDate": null,
"firstName": null,
"lastName": null,
"familyNumber": null,
"memberNumber": null,
"memberSince": null,
"expirationDate": null,
"pfsEligible": false,
"isSustaining": false,
"membershipLevel": "Prospect",
"membershipStatus": "Non Member",
"lastGiftDate": null,
"renewalDate": null,
"lastDonationAmount": null
}
]
},
"authModal": {
"isOpen": false,
"view": "LANDING_VIEW"
},
"error": null
},
"youthMediaReducer": {},
"checkPleaseReducer": {
"filterData": {
"region": {
"key": "Restaurant Region",
"filters": [
"Any Region"
]
},
"cuisine": {
"key": "Restaurant Cuisine",
"filters": [
"Any Cuisine"
]
}
},
"restaurantDataById": {},
"restaurantIdsSorted": [],
"error": null
},
"userAgentReducer": {
"userAgent": "Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)",
"isBot": true
}
}
