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_44604": {
"type": "attachments",
"id": "mindshift_44604",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "44604",
"found": true
},
"parent": 44603,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/04/depression-grades-final-seamus_enl-b8669874b343152940678b886af6f2a2ea0d5eb9-1038x576.jpe",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/04/depression-grades-final-seamus_enl-b8669874b343152940678b886af6f2a2ea0d5eb9-400x225.jpe",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/04/depression-grades-final-seamus_enl-b8669874b343152940678b886af6f2a2ea0d5eb9-960x539.jpe",
"width": 960,
"mimeType": "image/jpeg",
"height": 539
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/04/depression-grades-final-seamus_enl-b8669874b343152940678b886af6f2a2ea0d5eb9-672x372.jpe",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/04/depression-grades-final-seamus_enl-b8669874b343152940678b886af6f2a2ea0d5eb9.jpe",
"width": 3000,
"height": 1685
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/04/depression-grades-final-seamus_enl-b8669874b343152940678b886af6f2a2ea0d5eb9-1440x809.jpe",
"width": 1440,
"mimeType": "image/jpeg",
"height": 809
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/04/depression-grades-final-seamus_enl-b8669874b343152940678b886af6f2a2ea0d5eb9-96x96.jpe",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/04/depression-grades-final-seamus_enl-b8669874b343152940678b886af6f2a2ea0d5eb9-800x449.jpe",
"width": 800,
"mimeType": "image/jpeg",
"height": 449
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/04/depression-grades-final-seamus_enl-b8669874b343152940678b886af6f2a2ea0d5eb9-64x64.jpe",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/04/depression-grades-final-seamus_enl-b8669874b343152940678b886af6f2a2ea0d5eb9-32x32.jpe",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"cat_post_thumb_sizecategory-posts-2": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/04/depression-grades-final-seamus_enl-b8669874b343152940678b886af6f2a2ea0d5eb9-50x50.jpe",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/04/depression-grades-final-seamus_enl-b8669874b343152940678b886af6f2a2ea0d5eb9-1920x1078.jpe",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1078
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/04/depression-grades-final-seamus_enl-b8669874b343152940678b886af6f2a2ea0d5eb9-1180x663.jpe",
"width": 1180,
"mimeType": "image/jpeg",
"height": 663
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/04/depression-grades-final-seamus_enl-b8669874b343152940678b886af6f2a2ea0d5eb9-75x75.jpe",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/04/depression-grades-final-seamus_enl-b8669874b343152940678b886af6f2a2ea0d5eb9-768x431.jpe",
"width": 768,
"mimeType": "image/jpeg",
"height": 431
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/04/depression-grades-final-seamus_enl-b8669874b343152940678b886af6f2a2ea0d5eb9-128x128.jpe",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1459812111,
"modified": 1459812111,
"caption": null,
"description": "depressed parents",
"title": "depressed parents",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_44531": {
"type": "attachments",
"id": "mindshift_44531",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "44531",
"found": true
},
"parent": 44405,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/Mindfulness-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/Mindfulness-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/Mindfulness-960x540.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 540
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/Mindfulness-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/Mindfulness.jpg",
"width": 1920,
"height": 1080
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/Mindfulness-1440x810.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 810
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/Mindfulness-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/Mindfulness-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/Mindfulness-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/Mindfulness-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"cat_post_thumb_sizecategory-posts-2": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/Mindfulness-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/Mindfulness-1920x1080.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1080
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/Mindfulness-1180x664.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 664
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/Mindfulness-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/Mindfulness-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/Mindfulness-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1459316355,
"modified": 1459316361,
"caption": null,
"description": null,
"title": "Mindfulness",
"credit": "iStock",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_44464": {
"type": "attachments",
"id": "mindshift_44464",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "44464",
"found": true
},
"parent": 44417,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/3160461789_883ed94228_o-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/3160461789_883ed94228_o-400x300.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 300
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/3160461789_883ed94228_o-960x720.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 720
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/3160461789_883ed94228_o-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/3160461789_883ed94228_o-e1458631214858.jpg",
"width": 1920,
"height": 1440
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/3160461789_883ed94228_o-1440x1080.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 1080
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/3160461789_883ed94228_o-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/3160461789_883ed94228_o-800x600.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 600
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/3160461789_883ed94228_o-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/3160461789_883ed94228_o-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"cat_post_thumb_sizecategory-posts-2": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/3160461789_883ed94228_o-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/3160461789_883ed94228_o-1920x1440.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1440
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/3160461789_883ed94228_o-1180x885.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 885
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/3160461789_883ed94228_o-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/3160461789_883ed94228_o-768x576.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 576
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/3160461789_883ed94228_o-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1458631194,
"modified": 1458631372,
"caption": null,
"description": null,
"title": "Our shadows",
"credit": "Anna Briggs/Flickr",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_44319": {
"type": "attachments",
"id": "mindshift_44319",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "44319",
"found": true
},
"parent": 44318,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642-400x267.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 267
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642-960x641.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 641
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642.jpg",
"width": 2000,
"height": 1335
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642-1440x961.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 961
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642-800x534.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 534
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"cat_post_thumb_sizecategory-posts-2": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642-1920x1282.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1282
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642-1180x788.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 788
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642-768x513.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 513
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1458064223,
"modified": 1458064223,
"caption": null,
"description": "Lack of focus at school might be ADHD. Or it might be a function of being young for that grade.",
"title": "Lack of focus at school might be ADHD. Or it might be a function of being young for that grade.",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_44079": {
"type": "attachments",
"id": "mindshift_44079",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "44079",
"found": true
},
"parent": 44078,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/canoeing3_slide-15f459d4a5f5bf8720fd8cffe7c1ade6b86f8d91-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/canoeing3_slide-15f459d4a5f5bf8720fd8cffe7c1ade6b86f8d91-400x266.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 266
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/canoeing3_slide-15f459d4a5f5bf8720fd8cffe7c1ade6b86f8d91-960x639.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 639
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/canoeing3_slide-15f459d4a5f5bf8720fd8cffe7c1ade6b86f8d91-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/canoeing3_slide-15f459d4a5f5bf8720fd8cffe7c1ade6b86f8d91.jpg",
"width": 2817,
"height": 1876
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/canoeing3_slide-15f459d4a5f5bf8720fd8cffe7c1ade6b86f8d91-1440x959.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 959
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/canoeing3_slide-15f459d4a5f5bf8720fd8cffe7c1ade6b86f8d91-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/canoeing3_slide-15f459d4a5f5bf8720fd8cffe7c1ade6b86f8d91-800x533.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 533
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/canoeing3_slide-15f459d4a5f5bf8720fd8cffe7c1ade6b86f8d91-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/canoeing3_slide-15f459d4a5f5bf8720fd8cffe7c1ade6b86f8d91-32x32.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/canoeing3_slide-15f459d4a5f5bf8720fd8cffe7c1ade6b86f8d91-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/canoeing3_slide-15f459d4a5f5bf8720fd8cffe7c1ade6b86f8d91-1920x1279.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1279
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/canoeing3_slide-15f459d4a5f5bf8720fd8cffe7c1ade6b86f8d91-1180x786.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 786
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/canoeing3_slide-15f459d4a5f5bf8720fd8cffe7c1ade6b86f8d91-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/canoeing3_slide-15f459d4a5f5bf8720fd8cffe7c1ade6b86f8d91-768x511.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 511
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/canoeing3_slide-15f459d4a5f5bf8720fd8cffe7c1ade6b86f8d91-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1456775425,
"modified": 1456775425,
"caption": null,
"description": "Three kids canoeing together",
"title": "Three kids canoeing together",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_44039": {
"type": "attachments",
"id": "mindshift_44039",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "44039",
"found": true
},
"parent": 44038,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/andrea-cipriani-mecchi_slide-cf25996fe6f6940fa9fb4782d016c505ed7a7cdd-1038x576.jpe",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/andrea-cipriani-mecchi_slide-cf25996fe6f6940fa9fb4782d016c505ed7a7cdd-400x267.jpe",
"width": 400,
"mimeType": "image/jpeg",
"height": 267
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/andrea-cipriani-mecchi_slide-cf25996fe6f6940fa9fb4782d016c505ed7a7cdd-960x640.jpe",
"width": 960,
"mimeType": "image/jpeg",
"height": 640
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/andrea-cipriani-mecchi_slide-cf25996fe6f6940fa9fb4782d016c505ed7a7cdd-672x372.jpe",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/andrea-cipriani-mecchi_slide-cf25996fe6f6940fa9fb4782d016c505ed7a7cdd.jpe",
"width": 5100,
"height": 3399
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/andrea-cipriani-mecchi_slide-cf25996fe6f6940fa9fb4782d016c505ed7a7cdd-1440x960.jpe",
"width": 1440,
"mimeType": "image/jpeg",
"height": 960
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/andrea-cipriani-mecchi_slide-cf25996fe6f6940fa9fb4782d016c505ed7a7cdd-96x96.jpe",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/andrea-cipriani-mecchi_slide-cf25996fe6f6940fa9fb4782d016c505ed7a7cdd-800x533.jpe",
"width": 800,
"mimeType": "image/jpeg",
"height": 533
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/andrea-cipriani-mecchi_slide-cf25996fe6f6940fa9fb4782d016c505ed7a7cdd-64x64.jpe",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/andrea-cipriani-mecchi_slide-cf25996fe6f6940fa9fb4782d016c505ed7a7cdd-32x32.jpe",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"cat_post_thumb_sizecategory-posts-2": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/andrea-cipriani-mecchi_slide-cf25996fe6f6940fa9fb4782d016c505ed7a7cdd-50x50.jpe",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/andrea-cipriani-mecchi_slide-cf25996fe6f6940fa9fb4782d016c505ed7a7cdd-1920x1280.jpe",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1280
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/andrea-cipriani-mecchi_slide-cf25996fe6f6940fa9fb4782d016c505ed7a7cdd-1180x786.jpe",
"width": 1180,
"mimeType": "image/jpeg",
"height": 786
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/andrea-cipriani-mecchi_slide-cf25996fe6f6940fa9fb4782d016c505ed7a7cdd-75x75.jpe",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/andrea-cipriani-mecchi_slide-cf25996fe6f6940fa9fb4782d016c505ed7a7cdd-768x512.jpe",
"width": 768,
"mimeType": "image/jpeg",
"height": 512
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/andrea-cipriani-mecchi_slide-cf25996fe6f6940fa9fb4782d016c505ed7a7cdd-128x128.jpe",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1456526966,
"modified": 1456526966,
"caption": null,
"description": "Marley Dias",
"title": "Marley Dias",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_43603": {
"type": "attachments",
"id": "mindshift_43603",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "43603",
"found": true
},
"parent": 43596,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/question-mark-cookies-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/question-mark-cookies-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/question-mark-cookies-960x540.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 540
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/question-mark-cookies-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/question-mark-cookies.jpg",
"width": 1920,
"height": 1080
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/question-mark-cookies-1440x810.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 810
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/question-mark-cookies-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/question-mark-cookies-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/question-mark-cookies-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/question-mark-cookies-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/question-mark-cookies-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/question-mark-cookies-1920x1080.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1080
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/question-mark-cookies-1180x664.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 664
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/question-mark-cookies-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/question-mark-cookies-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/02/question-mark-cookies-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1454458721,
"modified": 1454458770,
"caption": "Question mark cookies!",
"description": null,
"title": "question-mark-cookies",
"credit": "Scott McLeod/\u003ca href=\"https://www.flickr.com/photos/mcleod/7150176087/\">Flickr\u003c/a>",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_43433": {
"type": "attachments",
"id": "mindshift_43433",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "43433",
"found": true
},
"parent": 43141,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/math-storybooks-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/math-storybooks-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/math-storybooks-960x540.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 540
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/math-storybooks-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/math-storybooks.jpg",
"width": 3422,
"height": 1924
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/math-storybooks-1440x810.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 810
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/math-storybooks-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/math-storybooks-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/math-storybooks-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/math-storybooks-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/math-storybooks-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/math-storybooks-1920x1080.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1080
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/math-storybooks-1180x663.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 663
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/math-storybooks-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/math-storybooks-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/math-storybooks-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1453249332,
"modified": 1453249340,
"caption": null,
"description": null,
"title": "math-storybooks",
"credit": "iStock",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_43498": {
"type": "attachments",
"id": "mindshift_43498",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "43498",
"found": true
},
"parent": 43495,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/introvert--1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/introvert--400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/introvert--960x540.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 540
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/introvert--672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/introvert-.jpg",
"width": 2714,
"height": 1527
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/introvert--1440x810.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 810
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/introvert--96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/introvert--800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/introvert--64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/introvert--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/introvert--50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/introvert--1920x1080.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1080
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/introvert--1180x664.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 664
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/introvert--75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/introvert--768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/introvert--128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1453766264,
"modified": 1453766272,
"caption": null,
"description": null,
"title": "introvert-",
"credit": "iStock",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_43430": {
"type": "attachments",
"id": "mindshift_43430",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "43430",
"found": true
},
"parent": 43408,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/popular-kids-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/popular-kids-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/popular-kids-960x540.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 540
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/popular-kids-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/popular-kids.jpg",
"width": 4200,
"height": 2362
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/popular-kids-1440x810.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 810
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/popular-kids-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/popular-kids-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/popular-kids-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/popular-kids-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/popular-kids-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/popular-kids-1920x1080.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1080
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/popular-kids-1180x664.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 664
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/popular-kids-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/popular-kids-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/popular-kids-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1453245556,
"modified": 1453245573,
"caption": null,
"description": null,
"title": "popular-kids",
"credit": "iStock",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_43345": {
"type": "attachments",
"id": "mindshift_43345",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "43345",
"found": true
},
"parent": 43344,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/growing-up-faster_slide-d752c0592ed360394d5d51b0ed13ad32532a1043-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/growing-up-faster_slide-d752c0592ed360394d5d51b0ed13ad32532a1043-400x267.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 267
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/growing-up-faster_slide-d752c0592ed360394d5d51b0ed13ad32532a1043-960x640.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 640
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/growing-up-faster_slide-d752c0592ed360394d5d51b0ed13ad32532a1043-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/growing-up-faster_slide-d752c0592ed360394d5d51b0ed13ad32532a1043.jpg",
"width": 2997,
"height": 1998
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/growing-up-faster_slide-d752c0592ed360394d5d51b0ed13ad32532a1043-1440x960.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 960
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/growing-up-faster_slide-d752c0592ed360394d5d51b0ed13ad32532a1043-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/growing-up-faster_slide-d752c0592ed360394d5d51b0ed13ad32532a1043-800x533.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 533
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/growing-up-faster_slide-d752c0592ed360394d5d51b0ed13ad32532a1043-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/growing-up-faster_slide-d752c0592ed360394d5d51b0ed13ad32532a1043-32x32.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/growing-up-faster_slide-d752c0592ed360394d5d51b0ed13ad32532a1043-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/growing-up-faster_slide-d752c0592ed360394d5d51b0ed13ad32532a1043-1920x1280.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1280
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/growing-up-faster_slide-d752c0592ed360394d5d51b0ed13ad32532a1043-1180x787.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 787
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/growing-up-faster_slide-d752c0592ed360394d5d51b0ed13ad32532a1043-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/growing-up-faster_slide-d752c0592ed360394d5d51b0ed13ad32532a1043-768x512.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 512
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/growing-up-faster_slide-d752c0592ed360394d5d51b0ed13ad32532a1043-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1452275965,
"modified": 1452275965,
"caption": null,
"description": "Kids are growing up faster these days",
"title": "Kids are growing up faster these days",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_43305": {
"type": "attachments",
"id": "mindshift_43305",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "43305",
"found": true
},
"parent": 43274,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Blue-Helicopter-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Blue-Helicopter-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Blue-Helicopter-960x540.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 540
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Blue-Helicopter-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Blue-Helicopter.jpg",
"width": 1920,
"height": 1080
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Blue-Helicopter-1440x810.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 810
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Blue-Helicopter-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Blue-Helicopter-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Blue-Helicopter-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Blue-Helicopter-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/Blue-Helicopter-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Blue-Helicopter-1920x1080.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1080
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Blue-Helicopter-1180x664.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 664
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Blue-Helicopter-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Blue-Helicopter-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/01/Blue-Helicopter-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1451983929,
"modified": 1451983935,
"caption": null,
"description": null,
"title": "Blue-Helicopter",
"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_44603": {
"type": "authors",
"id": "byline_mindshift_44603",
"meta": {
"override": true
},
"slug": "byline_mindshift_44603",
"name": "Patti Neighmond",
"isLoading": false
},
"byline_mindshift_44318": {
"type": "authors",
"id": "byline_mindshift_44318",
"meta": {
"override": true
},
"slug": "byline_mindshift_44318",
"name": "Angus Chen",
"isLoading": false
},
"byline_mindshift_44078": {
"type": "authors",
"id": "byline_mindshift_44078",
"meta": {
"override": true
},
"slug": "byline_mindshift_44078",
"name": "Anya Kamenetz",
"isLoading": false
},
"byline_mindshift_44038": {
"type": "authors",
"id": "byline_mindshift_44038",
"meta": {
"override": true
},
"slug": "byline_mindshift_44038",
"name": "Meg Anderson",
"isLoading": false
},
"byline_mindshift_43344": {
"type": "authors",
"id": "byline_mindshift_43344",
"meta": {
"override": true
},
"slug": "byline_mindshift_43344",
"name": "Elissa Nadworny and Anya Kamenetz",
"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"
},
"lindaflan": {
"type": "authors",
"id": "4613",
"meta": {
"index": "authors_1716337520",
"id": "4613",
"found": true
},
"name": "Linda Flanagan",
"firstName": "Linda",
"lastName": "Flanagan",
"slug": "lindaflan",
"email": "lindaflan@comcast.net",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": "Linda Flanagan is a freelance writer, researcher, and editor. Her work has appeared in The Atlantic, The Wall St. Journal, Newsweek, Running Times, and Mind/Shift, and she blogs regularly for the Huffington Post. Linda writes about education, culture, athletics, youth sports, mental health, politics, college admissions, and other curiosities. She also reviews books and conducts interviews.",
"avatar": "https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g",
"twitter": "LindaFlanagan2",
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"contributor"
]
}
],
"headData": {
"title": "Linda Flanagan | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/lindaflan"
}
},
"pagesReducer": {
"mindshift_category_culture": {
"type": "terms",
"id": "mindshift_194",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "194",
"score": 12.457079
},
"featImg": null,
"name": "Culture",
"description": "How trends in technology – social networks, Internet privacy, cyberbullying – influence education.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "How trends in technology – social networks, Internet privacy, cyberbullying – influence education.",
"title": "Culture Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 194,
"slug": "culture",
"isLoading": false,
"title": "Culture",
"pageMeta": {
"site": "mindshift",
"WpPageTemplate": "page-topic-editorial",
"currentPage": 13
},
"blocks": [
{
"blockName": "kqed/company-paragraph",
"content": "How trends in technology – social networks, Internet privacy, cyberbullying – influence education."
},
{
"blockName": "kqed/post-list",
"attrs": {
"layout": "cardArticle2",
"query": "posts/mindshift?category=culture",
"seeMore": false,
"paginated": true,
"page": 13
}
},
{
"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_44603": {
"type": "posts",
"id": "mindshift_44603",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "44603",
"score": null,
"sort": [
1459859136000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1459859136,
"format": "standard",
"disqusTitle": "Depression in the Home Can Significantly Impact Kids' Grades",
"title": "Depression in the Home Can Significantly Impact Kids' Grades",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>When parents suffer depression, there can be a ripple effect on children. Kids may become anxious, even sad. There may be behavior problems. Health may suffer.\u003c/p>\n\u003cp>Recently, a large \u003ca href=\"http://archpsyc.jamanetwork.com/article.aspx?articleid=2488039\">Swedish study\u003c/a> showed that grades may decline, too, when a parent is depressed.\u003c/p>\n\u003cp>Using data from 1984 to 1994, researchers from Philadelphia's Dornsife School of Public Health, at Drexel University, measured school grades for more than 1.1 million children in Sweden and compared them with their parents' mental health status. The study was published in a February issue of \u003cem>JAMA Psychiatry.\u003c/em>\u003c/p>\n\u003cp>At age 16, children of mothers who had experienced depression scored about 4.5 percentage points lower in their school grades than children of nondepressed mothers. Similarly, 16-year-olds with fathers who had experienced depression scored about 4 percentage points lower.\u003c/p>\n\u003cp>Even though 4 or 4.5 points may not sound like much, it \"can mean a lot for a student,\" says Drexel epidemiologist \u003ca href=\"http://drexel.edu/dornsife/academics/faculty/Felice%20Le-Scherban/\">Felice Le-Scherban\u003c/a>. It may be the difference between an A grade or a B — or between a D and a C — and small grade differences can add up, sometimes shaping a decision about whether to stay in school or quit.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The quantity and quality of education can make a difference well beyond school years, says Le-Scherban. It's one of the \"strongest predictors of health and life expectancy that we have,\" she says.\u003c/p>\n\u003cp>Studies \u003ca href=\"http://www.rwjf.org/content/dam/farm/reports/issue_briefs/2012/rwjf403347\">show\u003c/a> that better-educated individuals are less likely to smoke cigarettes, drink alcohol or be obese than those who don't finish high school or college. They tend to have a lower risk of heart disease and diabetes.\u003c/p>\n\u003cp>There are a number of reasons why depressed parents can have a difficult time nurturing their children, says epidemiologist \u003ca href=\"https://www.mailman.columbia.edu/people/our-faculty/mmw3\">Myrna Weissman\u003c/a>, of Columbia University Medical Center in New York.\u003c/p>\n\u003cp>\"Just think about the symptoms of depression — the feelings of hopelessness, helplessness, loss of energy, interest in things that usually give you pleasure,\" she says. \"And think about having those symptoms and trying to take care of children.\"\u003c/p>\n\u003cp>The needs and demands of children can be overwhelming even for mentally healthy parents, much less those struggling to cope with depression.\u003c/p>\n\u003cp>\"A parent who's depressed may not arrange an appointment with a teacher; may not have time to go; may not listen to the child; and may not find some solution to problems so that it lingers,\" says Weissman.\u003c/p>\n\u003cp>But, there is a silver lining: Depression is extremely treatable. Weissman has done numerous studies, including one that \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/16551710\">focused\u003c/a> on depressed mothers. \"We showed that at the end of three months, if mom got better, the children got better,\" she says.\u003c/p>\n\u003cp>The women who recovered from depression got interested in their children once again and were more loving and able to show it. Weissman says she heard from children themselves that their mom \"just loves me more and listens to me.\"\u003c/p>\n\u003cp>She and others have found that psychotherapy or medication alone or a combination of the two can be effective treatments, she says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Unfortunately, clinical depression is \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/16203955\">common\u003c/a>, and a large number of adults can be expected to suffer a serious episode at some point in their lives. But even if you've inherited a propensity to depression, Weissman says, you can get diagnosed and \u003ca href=\"http://archpsyc.jamanetwork.com/article.aspx?articleid=2488037\">treated\u003c/a> as soon as possible, to good effect.\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=Kids%27+Grades+Can+Suffer+When+Mom+Or+Dad+Is+Depressed&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
"disqusIdentifier": "44603 http://ww2.kqed.org/mindshift/?p=44603",
"disqusUrl": "https://ww2.kqed.org/mindshift/2016/04/05/depression-in-the-home-can-significantly-impact-kids-grades/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 568,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 17
},
"modified": 1459859136,
"excerpt": "Children with a depressed parent do worse in school than peers, a study finds. But other research shows that early diagnosis and treatment can help turn that around for the whole family.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Children with a depressed parent do worse in school than peers, a study finds. But other research shows that early diagnosis and treatment can help turn that around for the whole family.",
"title": "Depression in the Home Can Significantly Impact Kids' Grades | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Depression in the Home Can Significantly Impact Kids' Grades",
"datePublished": "2016-04-05T05:25:36-07:00",
"dateModified": "2016-04-05T05:25:36-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "depression-in-the-home-can-significantly-impact-kids-grades",
"status": "publish",
"nprApiLink": "http://api.npr.org/query?id=471783738&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004",
"nprByline": "Patti Neighmond",
"nprStoryDate": "Mon, 04 Apr 2016 05:00:00 -0400",
"nprLastModifiedDate": "Mon, 04 Apr 2016 07:29:31 -0400",
"nprHtmlLink": "http://www.npr.org/sections/health-shots/2016/04/04/471783738/kids-grades-can-suffer-when-mom-or-dad-are-depressed?ft=nprml&f=471783738",
"nprAudio": "http://pd.npr.org/anon.npr-mp3/npr/me/2016/04/20160404_me_kids_grades_can_suffer_when_mom_or_dad_are_depressed.mp3?orgId=1&topicId=1128&d=236&p=3&story=471783738&t=progseg&e=472927216&seg=12&ft=nprml&f=471783738",
"nprImageAgency": "Mary McLain for NPR",
"nprAudioM3u": "http://api.npr.org/m3u/1472929240-d2ec22.m3u?orgId=1&topicId=1128&d=236&p=3&story=471783738&t=progseg&e=472927216&seg=12&ft=nprml&f=471783738",
"nprStoryId": "471783738",
"nprRetrievedStory": "1",
"nprPubDate": "Mon, 04 Apr 2016 12:05:00 -0400",
"path": "/mindshift/44603/depression-in-the-home-can-significantly-impact-kids-grades",
"audioUrl": "http://pd.npr.org/anon.npr-mp3/npr/me/2016/04/20160404_me_kids_grades_can_suffer_when_mom_or_dad_are_depressed.mp3?orgId=1&topicId=1128&d=236&p=3&story=471783738&t=progseg&e=472927216&seg=12&ft=nprml&f=471783738",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When parents suffer depression, there can be a ripple effect on children. Kids may become anxious, even sad. There may be behavior problems. Health may suffer.\u003c/p>\n\u003cp>Recently, a large \u003ca href=\"http://archpsyc.jamanetwork.com/article.aspx?articleid=2488039\">Swedish study\u003c/a> showed that grades may decline, too, when a parent is depressed.\u003c/p>\n\u003cp>Using data from 1984 to 1994, researchers from Philadelphia's Dornsife School of Public Health, at Drexel University, measured school grades for more than 1.1 million children in Sweden and compared them with their parents' mental health status. The study was published in a February issue of \u003cem>JAMA Psychiatry.\u003c/em>\u003c/p>\n\u003cp>At age 16, children of mothers who had experienced depression scored about 4.5 percentage points lower in their school grades than children of nondepressed mothers. Similarly, 16-year-olds with fathers who had experienced depression scored about 4 percentage points lower.\u003c/p>\n\u003cp>Even though 4 or 4.5 points may not sound like much, it \"can mean a lot for a student,\" says Drexel epidemiologist \u003ca href=\"http://drexel.edu/dornsife/academics/faculty/Felice%20Le-Scherban/\">Felice Le-Scherban\u003c/a>. It may be the difference between an A grade or a B — or between a D and a C — and small grade differences can add up, sometimes shaping a decision about whether to stay in school or quit.\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>The quantity and quality of education can make a difference well beyond school years, says Le-Scherban. It's one of the \"strongest predictors of health and life expectancy that we have,\" she says.\u003c/p>\n\u003cp>Studies \u003ca href=\"http://www.rwjf.org/content/dam/farm/reports/issue_briefs/2012/rwjf403347\">show\u003c/a> that better-educated individuals are less likely to smoke cigarettes, drink alcohol or be obese than those who don't finish high school or college. They tend to have a lower risk of heart disease and diabetes.\u003c/p>\n\u003cp>There are a number of reasons why depressed parents can have a difficult time nurturing their children, says epidemiologist \u003ca href=\"https://www.mailman.columbia.edu/people/our-faculty/mmw3\">Myrna Weissman\u003c/a>, of Columbia University Medical Center in New York.\u003c/p>\n\u003cp>\"Just think about the symptoms of depression — the feelings of hopelessness, helplessness, loss of energy, interest in things that usually give you pleasure,\" she says. \"And think about having those symptoms and trying to take care of children.\"\u003c/p>\n\u003cp>The needs and demands of children can be overwhelming even for mentally healthy parents, much less those struggling to cope with depression.\u003c/p>\n\u003cp>\"A parent who's depressed may not arrange an appointment with a teacher; may not have time to go; may not listen to the child; and may not find some solution to problems so that it lingers,\" says Weissman.\u003c/p>\n\u003cp>But, there is a silver lining: Depression is extremely treatable. Weissman has done numerous studies, including one that \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/16551710\">focused\u003c/a> on depressed mothers. \"We showed that at the end of three months, if mom got better, the children got better,\" she says.\u003c/p>\n\u003cp>The women who recovered from depression got interested in their children once again and were more loving and able to show it. Weissman says she heard from children themselves that their mom \"just loves me more and listens to me.\"\u003c/p>\n\u003cp>She and others have found that psychotherapy or medication alone or a combination of the two can be effective treatments, she says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Unfortunately, clinical depression is \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/16203955\">common\u003c/a>, and a large number of adults can be expected to suffer a serious episode at some point in their lives. But even if you've inherited a propensity to depression, Weissman says, you can get diagnosed and \u003ca href=\"http://archpsyc.jamanetwork.com/article.aspx?articleid=2488037\">treated\u003c/a> as soon as possible, to good effect.\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=Kids%27+Grades+Can+Suffer+When+Mom+Or+Dad+Is+Depressed&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/44603/depression-in-the-home-can-significantly-impact-kids-grades",
"authors": [
"byline_mindshift_44603"
],
"categories": [
"mindshift_194"
],
"tags": [
"mindshift_1040",
"mindshift_20865"
],
"featImg": "mindshift_44604",
"label": "mindshift"
},
"mindshift_44405": {
"type": "posts",
"id": "mindshift_44405",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "44405",
"score": null,
"sort": [
1459321498000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1459321498,
"format": "standard",
"disqusTitle": "What Changes When a School Embraces Mindfulness?",
"title": "What Changes When a School Embraces Mindfulness?",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>It was lunch time at Marysville School in Southeast Portland when the \u003ca href=\"http://www.oregonlive.com/news/index.ssf/2009/11/fire_rips_through_marysville_e.html\" target=\"_blank\">fire broke out\u003c/a>. Teachers quickly herded their students out of the building to the sports field behind the school as the old colonial-style building burned. The fire that traumatized students and staff alike was in 2009, when Lana Penley was in her second year as principal. The 460 students and 50 staff members of the K-8 school relocated to a vacant school building in another part of Portland, displaced from their school site for three years as the district rebuilt the Marysville building.\u003c/p>\n\u003cp>“We were already a school that struggled, and then adding [the fire] on top of it, we really thought we needed to find a social and emotional curriculum that connects to the heart to overcome our trauma,” Penley explained. When the school reopened, Penley and her staff started using the \u003ca href=\"http://thehawnfoundation.org/mindup/\" target=\"_blank\">MindUP\u003c/a> curriculum, developed by the Hawn Foundation (founded by the actress Goldie Hawn), to try to address underlying trauma both from the fire and from the daily poverty that many students face.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We've seen this huge shift in the overall tone and civility of the school culture.'\u003c/aside>\n\u003cp>At first they implemented the program using a counselor, rotating between classes, teaching the 15-lesson sequence that starts with explaining to students how their brains work and what’s happening when they are stressed, scared or angry. The program then moves into mindful breathing exercises, meant to help students feel present in their bodies. There’s a section on choosing to approach the world with optimism and discussions of mindfulness in all the senses: seeing, listening and eating. Towards the end of the sequence the lessons expand outward, asking students how they can contribute to the community, how they can be better citizens. Students practice doing random acts of kindness and reflect on how that makes them feel. Gratitude becomes a daily practice.\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/wfsPdFNQA10?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The program is a blend of neuroscience, social and emotional tenets like empathy and perspective taking, and mindfulness, a practice which many schools have already started exploring. Several programs teach mindfulness in schools, including \u003ca href=\"http://www.mindfulschools.org\">Mindful Schools\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>After implementing the MindUP program at Marysville, Penley saw the difference. “We’ve seen this huge shift in the overall tone and civility of the school culture,” she said.\u003c/p>\n\u003cp>Penley and her staff soon realized that when the counselor taught the class, students were getting the benefit, but teachers weren’t. Soon teachers started coming to Penley, asking to teach the class themselves, as part of their regular classes.\u003c/p>\n\u003cp>“After our first year we began to think about how we could bring this to the overall health of the school,” Penley said. As a staff they decided to teach the MindUP lessons concurrently, at the same time every week, so there would be a sense of synergy. “Everyone is in a classroom except the custodian and secretary,” Penley said. “Imagine all of us hearing about gratitude and asking ourselves how we can integrate it throughout everything we do.”\u003c/p>\n\u003cfigure id=\"attachment_44448\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-44448\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/Marysville-class-vertical-800x1067.jpg\" alt=\"A Marysville class doing three minutes of mindfulness.\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-400x533.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-1440x1920.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-960x1280.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A Marysville class doing three minutes of mindfulness. \u003ccite>(Lana Penley/Marysville School)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Penley says the real shifts in school culture came when they started implementing the program school-wide. Teachers now start class in the morning with a few breaths to help students feel present. The middle school has breathing exercises after passing periods. Penley described how kindergarteners used to come into their classroom for free breakfast while their teacher was already directing them to look at what she’d written on the board. Students were having a hard time learning that way because they didn’t feel settled or safe.\u003c/p>\n\u003cp>Now, teachers greet kids at the door and play soft music with the lights down; they talk about the practices the whole school is working on at that moment. In this low key environment, the teacher is taking roll and checking in on students.\u003c/p>\n\u003cp>Gradually the practices in the MindUP program became part of how the school operates. “These are the ways we treat each other and that happens all the time throughout the day,” Penley said. The switch to thinking about every interaction and learning moment in the school day as one of mindfulness has dramatically changed the tone of the school, according to Penley. She says discipline referrals have dropped and students are using their mindful seeing practice in classes like English, art and science to make better observations. An eighth grader recently noted that he’d been watching the presidential debates and that the candidates weren’t doing a good job of listening to one another’s perspectives.\u003c/p>\n\u003cp>And this more human approach hasn’t stopped at the classroom door. Teachers get a “brain break” at the start of staff meetings in recognition that they’re coming from a hectic teaching day and need a moment to ground themselves in the present before starting another task. The staff also practice whatever skill they’ll be teaching through MindUP with one another before rolling it out into the classroom.\u003c/p>\n\u003cp>“Our teachers are happier, which is really important, and we have a ton of people applying to our school now because they’re interested in mindfulness,” Penley said. Before they started the MindUP program, Marysville, like many other Title 1 schools serving a diverse population of learners, struggled to attract teachers. Now, Penley said she has 100 applicants for every open position, which also allows her to hire teachers who are in line with their vision.\u003c/p>\n\u003cp>On a teacher survey administered in the 2013-2014 school year 95 percent of the adults in the building said they were satisfied or extremely satisfied working at Marysville. And all of the adults reported that teaching MindUP has carried over into their personal lives and extends into the classroom throughout content areas.\u003c/p>\n\u003cp>Despite the success of the program, it hasn’t been all smooth sailing. Some teachers initially pushed back with the inevitable “initiative fatigue” that plagues many schools. But Penley said she kept them engaged in conversations about what made them uncomfortable and how they could work through those issues. “Once you are on the ground and realize that what it’s teaching are just basic human practices, we’ve seen that even our most resistant teachers have come a long way with it,” Penley said.\u003c/p>\n\u003cp>Penley said the program has also helped her personally. “It’s helped me find the joy in my job,” she said. “Being a principal is a really hard job. A lot of principals don’t like their jobs.” She’s learned to be more present in each meeting and to think of her main job as being a listener. She used to rush about trying to solve every problem, but now she tries to stay focused and present in each moment, giving her staff her full attention. It’s helped her remember why she loves working in education and being around kids.\u003c/p>\n\u003cp>“It really is a shift in the heart,” Penley said. “It’s a way of being. Instead of compliance, we call it moving more towards compassion. It’s going to shift the feel of the school.”\u003c/p>\n\u003cp>\u003cstrong>RESEARCH BEHIND THE PROGRAM\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>University of British Columbia professor Kimberly Schonert-Reichl, who was one of several researchers consulted on the \u003ca href=\"http://thehawnfoundation.org/about-us/team/\">development of MindUP\u003c/a>, conducted a \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4323355/\" target=\"_blank\">randomized controlled trial\u003c/a> on fourth and fifth graders participating in the program in Vancouver public schools. \u003ca href=\"http://thehawnfoundation.org/wp-content/uploads/2012/12/KSR-MSL_Mindfulness_2010-copy.pdf\" target=\"_blank\">Students reported many positive benefits \u003c/a>of the program: 82 percent of children reported having a more positive outlook, 81 percent learned to make themselves happy, and 58 percent of children tried to help others more often.\u003c/p>\n\u003cp>Schonert-Reichl also tested children’s saliva for cortisol levels and found those who participated in the program had healthier levels. Peers also rated students in the program as more prosocial. Schonert-Reichl says teachers in British Columbia were involved in developing the curriculum based on evidence-based neuroscience and psychology principles, which helped ensure the lessons were hitting home for educators.\u003c/p>\n\u003cp>“When the MindUP program was developed it was an iterative process between researchers and teachers,” Schonert-Reichl said. Teachers would teach a lesson, give feedback and help the researchers improve on the program.\u003c/p>\n\u003cfigure id=\"attachment_44450\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-44450\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/marysville-kid-vertical-800x1067.jpg\" alt=\"Marysville student practice mindfulness\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-400x533.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-1440x1920.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-960x1280.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Marysville student practice mindfulness \u003ccite>(Lana Penley/Marysville School)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When teachers see it they’re like, oh yeah I can do this,” she said. “It wasn’t something foreign because it had been developed by teachers.” The program also came out in 2005, just after British Columbia had included social and emotional learning as a part of the curriculum. Schonert-Reichl said the high level recognition that these skills are valuable made it much easier for schools to get access to training money and to implement with fidelity.\u003c/p>\n\u003cp>In Vancouver there is a district-level person who coordinates trainings and materials, supports teachers in classrooms, and connects them to one another. “Instead of it just being this outside person who drops in and does the professional development and leaves with no follow-up, you have this core district support,” Schonert-Reichl said.\u003c/p>\n\u003cp>\u003cstrong>A TRAINER'S EXPERIENCE\u003c/strong>\u003c/p>\n\u003cp>Jonathan Weresch became a MindUP trainer after seeing the results in his own classroom. He taught students with learning differences and disordered behaviors, who were especially hard to teach after lunch.\u003c/p>\n\u003cp>Weresch said it took about six weeks for his students to get on board with the program and there were plenty of times they tested his patience as they got used to it. In the beginning when he’d ask them to focus their attention on their breathing with their eyes closed there would be a lot of silly noises. But he modeled patience and continued to teach them about what these exercises were doing for the brain, and in time students stopped joking around. Although he’s a \u003ca href=\"http://www.vancouversun.com/life+lessons+beliefs+music+culture+vancouver+aboriginal+school/11739127/story.html?__lsa=162b-26fe\" target=\"_blank\">principal now\u003c/a>, he still does MindUP trainings on the side because he believes in it.\u003c/p>\n\u003cp>As a trainer, Weresch answers a lot of questions from teachers who are either having problems getting results or who don’t see how three minutes of focused breathing three times a day can make such a big difference. Weresch explains that it’s like any other skill.\u003c/p>\n\u003cp>”First we have to practice things deliberately, and then what happens -- just like learning to play the piano or something like that -- we practice and then with enough practice it becomes a habit. And the habits become character traits after a while.”\u003c/p>\n\u003cp>The most common complaint he hears from teachers (who are choosing MindUP as their professional development) is that they don’t have time for an extra program, the curriculum is already too big and hard to cover. Weresch sympathizes with that argument, but tells them that in his own experience the time spent on the front end tremendously improved the quality of learning throughout the day. He also points to research indicating that \u003ca href=\"http://www.wondergrovelearn.com/wp-content/uploads/2014/02/The_impact_of_-enhancing_students_social_and_emotional_learning.pdf\" target=\"_blank\">social and emotional learning improves academic achievement\u003c/a>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
"disqusIdentifier": "44405 http://ww2.kqed.org/mindshift/?p=44405",
"disqusUrl": "https://ww2.kqed.org/mindshift/2016/03/30/what-changes-when-a-school-embraces-mindfulness/",
"stats": {
"hasVideo": true,
"hasChartOrMap": true,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1902,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [
"https://www.youtube.com/embed/wfsPdFNQA10"
],
"paragraphCount": 31
},
"modified": 1459321498,
"excerpt": "Taking the time to practice mindfulness, every day, several times a day, has made a big difference at a school trying to overcome trauma. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Taking the time to practice mindfulness, every day, several times a day, has made a big difference at a school trying to overcome trauma. ",
"title": "What Changes When a School Embraces Mindfulness? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "What Changes When a School Embraces Mindfulness?",
"datePublished": "2016-03-30T00:04:58-07:00",
"dateModified": "2016-03-30T00:04:58-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "what-changes-when-a-school-embraces-mindfulness",
"status": "publish",
"path": "/mindshift/44405/what-changes-when-a-school-embraces-mindfulness",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It was lunch time at Marysville School in Southeast Portland when the \u003ca href=\"http://www.oregonlive.com/news/index.ssf/2009/11/fire_rips_through_marysville_e.html\" target=\"_blank\">fire broke out\u003c/a>. Teachers quickly herded their students out of the building to the sports field behind the school as the old colonial-style building burned. The fire that traumatized students and staff alike was in 2009, when Lana Penley was in her second year as principal. The 460 students and 50 staff members of the K-8 school relocated to a vacant school building in another part of Portland, displaced from their school site for three years as the district rebuilt the Marysville building.\u003c/p>\n\u003cp>“We were already a school that struggled, and then adding [the fire] on top of it, we really thought we needed to find a social and emotional curriculum that connects to the heart to overcome our trauma,” Penley explained. When the school reopened, Penley and her staff started using the \u003ca href=\"http://thehawnfoundation.org/mindup/\" target=\"_blank\">MindUP\u003c/a> curriculum, developed by the Hawn Foundation (founded by the actress Goldie Hawn), to try to address underlying trauma both from the fire and from the daily poverty that many students face.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We've seen this huge shift in the overall tone and civility of the school culture.'\u003c/aside>\n\u003cp>At first they implemented the program using a counselor, rotating between classes, teaching the 15-lesson sequence that starts with explaining to students how their brains work and what’s happening when they are stressed, scared or angry. The program then moves into mindful breathing exercises, meant to help students feel present in their bodies. There’s a section on choosing to approach the world with optimism and discussions of mindfulness in all the senses: seeing, listening and eating. Towards the end of the sequence the lessons expand outward, asking students how they can contribute to the community, how they can be better citizens. Students practice doing random acts of kindness and reflect on how that makes them feel. Gratitude becomes a daily practice.\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/wfsPdFNQA10?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The program is a blend of neuroscience, social and emotional tenets like empathy and perspective taking, and mindfulness, a practice which many schools have already started exploring. Several programs teach mindfulness in schools, including \u003ca href=\"http://www.mindfulschools.org\">Mindful Schools\u003c/a>.\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>After implementing the MindUP program at Marysville, Penley saw the difference. “We’ve seen this huge shift in the overall tone and civility of the school culture,” she said.\u003c/p>\n\u003cp>Penley and her staff soon realized that when the counselor taught the class, students were getting the benefit, but teachers weren’t. Soon teachers started coming to Penley, asking to teach the class themselves, as part of their regular classes.\u003c/p>\n\u003cp>“After our first year we began to think about how we could bring this to the overall health of the school,” Penley said. As a staff they decided to teach the MindUP lessons concurrently, at the same time every week, so there would be a sense of synergy. “Everyone is in a classroom except the custodian and secretary,” Penley said. “Imagine all of us hearing about gratitude and asking ourselves how we can integrate it throughout everything we do.”\u003c/p>\n\u003cfigure id=\"attachment_44448\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-44448\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/Marysville-class-vertical-800x1067.jpg\" alt=\"A Marysville class doing three minutes of mindfulness.\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-400x533.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-1440x1920.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-960x1280.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A Marysville class doing three minutes of mindfulness. \u003ccite>(Lana Penley/Marysville School)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Penley says the real shifts in school culture came when they started implementing the program school-wide. Teachers now start class in the morning with a few breaths to help students feel present. The middle school has breathing exercises after passing periods. Penley described how kindergarteners used to come into their classroom for free breakfast while their teacher was already directing them to look at what she’d written on the board. Students were having a hard time learning that way because they didn’t feel settled or safe.\u003c/p>\n\u003cp>Now, teachers greet kids at the door and play soft music with the lights down; they talk about the practices the whole school is working on at that moment. In this low key environment, the teacher is taking roll and checking in on students.\u003c/p>\n\u003cp>Gradually the practices in the MindUP program became part of how the school operates. “These are the ways we treat each other and that happens all the time throughout the day,” Penley said. The switch to thinking about every interaction and learning moment in the school day as one of mindfulness has dramatically changed the tone of the school, according to Penley. She says discipline referrals have dropped and students are using their mindful seeing practice in classes like English, art and science to make better observations. An eighth grader recently noted that he’d been watching the presidential debates and that the candidates weren’t doing a good job of listening to one another’s perspectives.\u003c/p>\n\u003cp>And this more human approach hasn’t stopped at the classroom door. Teachers get a “brain break” at the start of staff meetings in recognition that they’re coming from a hectic teaching day and need a moment to ground themselves in the present before starting another task. The staff also practice whatever skill they’ll be teaching through MindUP with one another before rolling it out into the classroom.\u003c/p>\n\u003cp>“Our teachers are happier, which is really important, and we have a ton of people applying to our school now because they’re interested in mindfulness,” Penley said. Before they started the MindUP program, Marysville, like many other Title 1 schools serving a diverse population of learners, struggled to attract teachers. Now, Penley said she has 100 applicants for every open position, which also allows her to hire teachers who are in line with their vision.\u003c/p>\n\u003cp>On a teacher survey administered in the 2013-2014 school year 95 percent of the adults in the building said they were satisfied or extremely satisfied working at Marysville. And all of the adults reported that teaching MindUP has carried over into their personal lives and extends into the classroom throughout content areas.\u003c/p>\n\u003cp>Despite the success of the program, it hasn’t been all smooth sailing. Some teachers initially pushed back with the inevitable “initiative fatigue” that plagues many schools. But Penley said she kept them engaged in conversations about what made them uncomfortable and how they could work through those issues. “Once you are on the ground and realize that what it’s teaching are just basic human practices, we’ve seen that even our most resistant teachers have come a long way with it,” Penley said.\u003c/p>\n\u003cp>Penley said the program has also helped her personally. “It’s helped me find the joy in my job,” she said. “Being a principal is a really hard job. A lot of principals don’t like their jobs.” She’s learned to be more present in each meeting and to think of her main job as being a listener. She used to rush about trying to solve every problem, but now she tries to stay focused and present in each moment, giving her staff her full attention. It’s helped her remember why she loves working in education and being around kids.\u003c/p>\n\u003cp>“It really is a shift in the heart,” Penley said. “It’s a way of being. Instead of compliance, we call it moving more towards compassion. It’s going to shift the feel of the school.”\u003c/p>\n\u003cp>\u003cstrong>RESEARCH BEHIND THE PROGRAM\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>University of British Columbia professor Kimberly Schonert-Reichl, who was one of several researchers consulted on the \u003ca href=\"http://thehawnfoundation.org/about-us/team/\">development of MindUP\u003c/a>, conducted a \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4323355/\" target=\"_blank\">randomized controlled trial\u003c/a> on fourth and fifth graders participating in the program in Vancouver public schools. \u003ca href=\"http://thehawnfoundation.org/wp-content/uploads/2012/12/KSR-MSL_Mindfulness_2010-copy.pdf\" target=\"_blank\">Students reported many positive benefits \u003c/a>of the program: 82 percent of children reported having a more positive outlook, 81 percent learned to make themselves happy, and 58 percent of children tried to help others more often.\u003c/p>\n\u003cp>Schonert-Reichl also tested children’s saliva for cortisol levels and found those who participated in the program had healthier levels. Peers also rated students in the program as more prosocial. Schonert-Reichl says teachers in British Columbia were involved in developing the curriculum based on evidence-based neuroscience and psychology principles, which helped ensure the lessons were hitting home for educators.\u003c/p>\n\u003cp>“When the MindUP program was developed it was an iterative process between researchers and teachers,” Schonert-Reichl said. Teachers would teach a lesson, give feedback and help the researchers improve on the program.\u003c/p>\n\u003cfigure id=\"attachment_44450\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-44450\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/marysville-kid-vertical-800x1067.jpg\" alt=\"Marysville student practice mindfulness\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-400x533.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-1440x1920.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-960x1280.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Marysville student practice mindfulness \u003ccite>(Lana Penley/Marysville School)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When teachers see it they’re like, oh yeah I can do this,” she said. “It wasn’t something foreign because it had been developed by teachers.” The program also came out in 2005, just after British Columbia had included social and emotional learning as a part of the curriculum. Schonert-Reichl said the high level recognition that these skills are valuable made it much easier for schools to get access to training money and to implement with fidelity.\u003c/p>\n\u003cp>In Vancouver there is a district-level person who coordinates trainings and materials, supports teachers in classrooms, and connects them to one another. “Instead of it just being this outside person who drops in and does the professional development and leaves with no follow-up, you have this core district support,” Schonert-Reichl said.\u003c/p>\n\u003cp>\u003cstrong>A TRAINER'S EXPERIENCE\u003c/strong>\u003c/p>\n\u003cp>Jonathan Weresch became a MindUP trainer after seeing the results in his own classroom. He taught students with learning differences and disordered behaviors, who were especially hard to teach after lunch.\u003c/p>\n\u003cp>Weresch said it took about six weeks for his students to get on board with the program and there were plenty of times they tested his patience as they got used to it. In the beginning when he’d ask them to focus their attention on their breathing with their eyes closed there would be a lot of silly noises. But he modeled patience and continued to teach them about what these exercises were doing for the brain, and in time students stopped joking around. Although he’s a \u003ca href=\"http://www.vancouversun.com/life+lessons+beliefs+music+culture+vancouver+aboriginal+school/11739127/story.html?__lsa=162b-26fe\" target=\"_blank\">principal now\u003c/a>, he still does MindUP trainings on the side because he believes in it.\u003c/p>\n\u003cp>As a trainer, Weresch answers a lot of questions from teachers who are either having problems getting results or who don’t see how three minutes of focused breathing three times a day can make such a big difference. Weresch explains that it’s like any other skill.\u003c/p>\n\u003cp>”First we have to practice things deliberately, and then what happens -- just like learning to play the piano or something like that -- we practice and then with enough practice it becomes a habit. And the habits become character traits after a while.”\u003c/p>\n\u003cp>The most common complaint he hears from teachers (who are choosing MindUP as their professional development) is that they don’t have time for an extra program, the curriculum is already too big and hard to cover. Weresch sympathizes with that argument, but tells them that in his own experience the time spent on the front end tremendously improved the quality of learning throughout the day. He also points to research indicating that \u003ca href=\"http://www.wondergrovelearn.com/wp-content/uploads/2014/02/The_impact_of_-enhancing_students_social_and_emotional_learning.pdf\" target=\"_blank\">social and emotional learning improves academic achievement\u003c/a>.\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> \u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/44405/what-changes-when-a-school-embraces-mindfulness",
"authors": [
"234"
],
"categories": [
"mindshift_194",
"mindshift_193"
],
"tags": [
"mindshift_20784",
"mindshift_1040",
"mindshift_841",
"mindshift_943"
],
"featImg": "mindshift_44531",
"label": "mindshift"
},
"mindshift_44417": {
"type": "posts",
"id": "mindshift_44417",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "44417",
"score": null,
"sort": [
1458631640000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1458631640,
"format": "standard",
"disqusTitle": "Beyond Data: Building Empathy in Adults Through Student Shadow Days",
"title": "Beyond Data: Building Empathy in Adults Through Student Shadow Days",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Data are increasingly at the core of efforts to improve instructional quality, but often the data available to school leaders and educators are limited to specific academic points. Many teachers report classroom data have become \u003ca href=\"https://marketbrief.edweek.org/marketplace-k-12/make-classroom-data-more-useful-teachers-tell-ed-tech-developers/?platform=hootsuite\" target=\"_blank\">too overwhelming to be of much use\u003c/a> and are often represented in granular, siloed ways that make it difficult for teachers to get a sense of how students are doing overall. And much of the data are divorced from the qualitative experience of learners every day.\u003c/p>\n\u003cp>In an effort to build empathy for the student experience -- to see school through their eyes -- some school and district leaders are shadowing students through a whole day, adding a new data point to the ever-growing pile.\u003c/p>\n\u003cp>Recently nearly 1,400 school and district leaders nationwide participated in \u003ca href=\"http://shadowastudent.org/\" target=\"_blank\">Shadow a Student Challenge\u003c/a> created by the Stanford d.school and IDEO to better understand what goes on at the classroom level where the policies and practices they’ve mandated take effect. In San Francisco, 85 administrators took the challenge over the course of a week, looking for specific ways to improve the schools under their control while also seeking to identify district trends that could be addressed by the central office.*\u003c/p>\n\u003caside class=\"pullquote alignright\">'I think our goal is to have students engaged in tasks that have multiple entry points.'\u003ccite>Marthaa Torres, principal of Thurgood Marshall High School\u003c/cite>\u003c/aside>\n\u003cp>Marthaa Torres, principal of Thurgood Marshall Academic High School in the Bayview neighborhood, had done one shadow day before and found it enormously helpful to create a more well-rounded picture of students. She rushed between classes, constantly late even as she hurried, finding herself tired and starving at the end of the day.\u003c/p>\n\u003cp>“I was shocked to see how a student who might be a ‘bad boy’ in one class will be a scholar in the next one,” Torres said. It was a good reminder that experiencing a student in one context is not enough to make a judgment about him. Students respond differently to various contexts, an indicator that bad behavior may be as much a product of the context as it is a behavioral issue.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She also noticed how hard it was to engage in group work, even as an adult. “I was shocked that in all of my confidence as an adult, I had a hard time joining the conversation,” Torres said. Students subtly told her with their body language that they didn’t want to hear what she had to say. “It made me feel like I didn’t want to keep going or trying,” she said. The experience made her rethink how the school uses group work and how effective it is. It became an instructional focus area.\u003c/p>\n\u003cp>“We spent a great deal of time this year explicitly teaching some of the practices that students need to successfully participate in a group,” Torres said. They focused on things like asking each other questions and talked through what real collaboration looks like.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/149355407?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>GETTING TO KNOW ONE ANOTHER\u003c/strong>\u003c/p>\n\u003cp>This year, Torres chose to shadow 10th-grader Anderson Tejada, an English-language learner who she thought might not be challenged enough in all of his classes. Before shadowing, Torres had already tried suggesting to Tejada that he might enjoy taking a math class at a nearby community college, but he denied that he needed more challenge.\u003c/p>\n\u003cp>For his part, Tejada was very agreeable about having his principal follow him around all day. “I think she wants to know how, she told me she wants to know how I feel,” Tejada said. He explained that how he experiences school is different from anyone else; each student has a unique experience. His insight is one that often gets lost in education discussions that focus on scalability and generalizing observed truths to all students. But ultimately each student brings his or her own life experiences to the classroom, which affect how each interacts and learns.\u003c/p>\n\u003cp>Tejada was puzzled that Torres thought he might need more challenge. “She thinks that I'm really good and she wants to give me a challenge,” he said. “I’m not sure exactly why.”\u003c/p>\n\u003cp>I talked to Torres again after she finished shadowing Tejada -- she was exhausted.\u003c/p>\n\u003cp>“What really struck me throughout the day was how much I felt that he wasn’t challenged, both in terms of the content being covered, but also how class time was being used,” Torres said. She observed how teachers tried to juggle the various learners in their classrooms, often slowing down to make sure every student was understanding. But in those moments, quicker students like Tejada were often left with nothing to do. He carried a Rubik's-cube-type toy in his pocket to keep himself busy while he waited for more directions.\u003c/p>\n\u003cp>“They were so sweet and compliant,” Torres said of Tejada and another student who had clearly already mastered a lesson. “They didn’t complain, they just completed their sentences and sat back to do their Rubik’s cube.” But to Torres that was evidence they weren’t being challenged.\u003c/p>\n\u003cfigure id=\"attachment_44443\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-44443 size-medium\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/hacks-800x533.jpg\" alt='Sampling of \"hacks\" suggested by SFUSD administrators in a debrief.' width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sampling of 'hacks' suggested by SFUSD administrators in a debrief. \u003ccite>(Gentle Blythe/SFUSD)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But that wasn’t true in every class, Torres observed how teachers were able to challenge Tejada either in how he uses language or in the content. For example, a social studies discussion of the graphic novel \u003cem>Maus\u003c/em> focused on all the things that led up to the Holocaust. Students were having a sophisticated discussion about historical concepts while using language appropriate for those still learning English.\u003c/p>\n\u003cp>“I think our goal is to have students engaged in tasks that have multiple entry points,” Torres said. This shadow day challenged her to think about how she can better support her teachers to do this. She noticed that in Tejada’s math class, the teacher gave students a problem with a real-world application (painting the outside of the school building), and had them discuss what information they would need to solve the problem.\u003c/p>\n\u003cp>“At first it fell a little bit flat because it’s not something that had an easy answer,” Torres said. “But that’s one of the times when I saw Anderson, who is more advanced, and another student who is not as advanced, both engaged in productive struggle.”\u003c/p>\n\u003cp>Figuring out how to use the insights gained from the shadow day is another challenge for administrators. Last year, Torres wrote a blog post about her experience, but felt that was the wrong way to instigate change. It alarmed her teachers and made them feel exposed. This year, she’s considering trying to give teachers some release time to observe one another’s classrooms so they can come to the same conclusion she has, but on their own.\u003c/p>\n\u003cp>“That may be more useful than me pushing my conclusions on them,” Torres said. While she’s disappointed that students like Tejada aren’t being challenged, she described it as a “productive disappointment,” a tone she wants her whole staff to take with the information they gain. “We always want to push ourselves to give our students the very best learning experience that we can,” she said.\u003c/p>\n\u003cp>\u003cstrong>MAKING SHADOWING ROUTINE\u003c/strong>\u003c/p>\n\u003cp>This kind of Student Shadow Day Challenge, while well-intentioned, can feel a bit gimmicky. Programs like this pop up every few years, and principals report they never realized just how short those passing periods feel from a students’ perspective. But then it fades away, and often little changes systemically. But what if a principal regularly shadowed students as a valuable way to collect a different kind of data?\u003c/p>\n\u003cp>That’s what Principal Lena Van Haren has done at Everett Middle School in San Francisco's Mission District. Her school regularly looks at data from test scores, data from student surveys, data from classroom walk-throughs. But she says, “the difference with the shadow is there’s really no way to explain things away.”\u003c/p>\n\u003cp>Van Haren often uses shadowing as a way to dig into data she may have come across in a different format. For example, she noticed that on the most recent student survey, Asian and Pacific Islander students reported very low levels of belonging to the school community. That concerned her, so for her shadow day she’s accompanying a student from that demographic to see how the school might accidentally be alienating this group.\u003c/p>\n\u003cp>“We do it when we feel like we need more information,” Van Haren said. But, it’s a time-consuming proposition, and often a principal doesn’t have a whole day free to do something like this. At Everett, different educators work shadowing into their schedule for parts of the day or in shifts. The goal is to get information that can be used to focus in on instructional goals, not to critique individual teachers.\u003c/p>\n\u003cp>“One of the things we look for is who’s doing the heavy lifting,” said Van Haren. She’d like to see students reading, writing, grappling with difficult concepts or explaining their reasoning, not the adults. “As a former teacher I know that there’s so much to learn and only so much time, and sometimes it feels like the most efficient way is to tell the kids a bunch of stuff,” she said. But that’s not how students learn best, so she’s trying to encourage teachers to build in changes that force students to interact with the material.\u003c/p>\n\u003cp>Since shadowing is a regular part of Everett’s school culture, its purpose is clear to teachers. Van Haren said often teachers are involved in developing the focus of inquiry. That helps build investment in the information that gets uncovered through shadowing.\u003c/p>\n\u003cp>Once they have a better sense of what is going on in their classrooms, teachers and Van Haren sit down together and look at what best practice says about the point of inquiry. Then, they often set goals for themselves, like “increase academic language use among English-language learners by 10 percent.” This focus informs the professional development they plan to support teachers in reaching the goal.\u003c/p>\n\u003cp>Van Haren is excited that San Francisco Unified made shadowing a priority this year, especially for district-level administrators who can get very disconnected from what is actually happening in classrooms. She’d like to see aggregated data about everyone’s experiences, specifically about how much time children spend absorbing data and how much time they spend grappling with learning.\u003c/p>\n\u003cp>“When we all think about our most powerful learning experiences, it’s never just sitting and listening,” Van Haren said. She’d like to see the district set its own goals, look at best practice and then let school sites contextualize those goals for themselves. Then maybe something that will likely only happen every few years, like a districtwide Student Shadow Challenge, could have some lasting impacts.\u003c/p>\n\u003cp>In San Francisco, administrators who participated in the Shadow Day Challenge were eager to build the practice into their professional lives. “The conversations made it obvious that there was inspiration that came out of the experience to do something more,” said Angie Desuyo Estonina, an elementary supervisor of Multilingual Pathways. She feels energized by the experience and is already thinking of ways she can work with school sites to focus on relationship-building.\u003c/p>\n\u003cp>The 100 administrators who participated in the challenge met to talk commonalities and \"hacks\" that could be implemented immediately. Administrators noticed several commonalities, including strong teacher-student relationships, too much sitting, difficulty transitioning between classes or activities, and students behaving differently, depending on who they were with and what was being asked of them.\u003c/p>\n\u003cp>A few quick hack ideas included giving students more warning time before a transition and asking them what they are doing next so they acknowledge the transition, and creating more opportunities for older kids to help younger ones. Administrators noticed students enjoying the responsibility of being an older mentor, and that translated into better behavior and in some cases a more positive experience of school.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*This story has been updated to reflect greater participation in the national Shadow a Student Challenge created by the Standford d. school and IDEO. And while 100 San Francisco administrators originally signed up for the challenge, only 85 actually participated.\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "44417 http://ww2.kqed.org/mindshift/?p=44417",
"disqusUrl": "https://ww2.kqed.org/mindshift/2016/03/22/beyond-data-building-empathy-in-adults-with-student-shadow-days/",
"stats": {
"hasVideo": true,
"hasChartOrMap": true,
"hasAudio": false,
"hasPolis": false,
"wordCount": 2118,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [
"https://player.vimeo.com/video/149355407"
],
"paragraphCount": 36
},
"modified": 1492623941,
"excerpt": "When district-level leaders can shadow students for a day, either as a trial or as part of the school's culture, valuable insights are gained that typically can't be measured by data. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "When district-level leaders can shadow students for a day, either as a trial or as part of the school's culture, valuable insights are gained that typically can't be measured by data. ",
"title": "Beyond Data: Building Empathy in Adults Through Student Shadow Days | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Beyond Data: Building Empathy in Adults Through Student Shadow Days",
"datePublished": "2016-03-22T00:27:20-07:00",
"dateModified": "2017-04-19T10:45:41-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "beyond-data-building-empathy-in-adults-with-student-shadow-days",
"status": "publish",
"path": "/mindshift/44417/beyond-data-building-empathy-in-adults-with-student-shadow-days",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Data are increasingly at the core of efforts to improve instructional quality, but often the data available to school leaders and educators are limited to specific academic points. Many teachers report classroom data have become \u003ca href=\"https://marketbrief.edweek.org/marketplace-k-12/make-classroom-data-more-useful-teachers-tell-ed-tech-developers/?platform=hootsuite\" target=\"_blank\">too overwhelming to be of much use\u003c/a> and are often represented in granular, siloed ways that make it difficult for teachers to get a sense of how students are doing overall. And much of the data are divorced from the qualitative experience of learners every day.\u003c/p>\n\u003cp>In an effort to build empathy for the student experience -- to see school through their eyes -- some school and district leaders are shadowing students through a whole day, adding a new data point to the ever-growing pile.\u003c/p>\n\u003cp>Recently nearly 1,400 school and district leaders nationwide participated in \u003ca href=\"http://shadowastudent.org/\" target=\"_blank\">Shadow a Student Challenge\u003c/a> created by the Stanford d.school and IDEO to better understand what goes on at the classroom level where the policies and practices they’ve mandated take effect. In San Francisco, 85 administrators took the challenge over the course of a week, looking for specific ways to improve the schools under their control while also seeking to identify district trends that could be addressed by the central office.*\u003c/p>\n\u003caside class=\"pullquote alignright\">'I think our goal is to have students engaged in tasks that have multiple entry points.'\u003ccite>Marthaa Torres, principal of Thurgood Marshall High School\u003c/cite>\u003c/aside>\n\u003cp>Marthaa Torres, principal of Thurgood Marshall Academic High School in the Bayview neighborhood, had done one shadow day before and found it enormously helpful to create a more well-rounded picture of students. She rushed between classes, constantly late even as she hurried, finding herself tired and starving at the end of the day.\u003c/p>\n\u003cp>“I was shocked to see how a student who might be a ‘bad boy’ in one class will be a scholar in the next one,” Torres said. It was a good reminder that experiencing a student in one context is not enough to make a judgment about him. Students respond differently to various contexts, an indicator that bad behavior may be as much a product of the context as it is a behavioral issue.\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>She also noticed how hard it was to engage in group work, even as an adult. “I was shocked that in all of my confidence as an adult, I had a hard time joining the conversation,” Torres said. Students subtly told her with their body language that they didn’t want to hear what she had to say. “It made me feel like I didn’t want to keep going or trying,” she said. The experience made her rethink how the school uses group work and how effective it is. It became an instructional focus area.\u003c/p>\n\u003cp>“We spent a great deal of time this year explicitly teaching some of the practices that students need to successfully participate in a group,” Torres said. They focused on things like asking each other questions and talked through what real collaboration looks like.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/149355407?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>GETTING TO KNOW ONE ANOTHER\u003c/strong>\u003c/p>\n\u003cp>This year, Torres chose to shadow 10th-grader Anderson Tejada, an English-language learner who she thought might not be challenged enough in all of his classes. Before shadowing, Torres had already tried suggesting to Tejada that he might enjoy taking a math class at a nearby community college, but he denied that he needed more challenge.\u003c/p>\n\u003cp>For his part, Tejada was very agreeable about having his principal follow him around all day. “I think she wants to know how, she told me she wants to know how I feel,” Tejada said. He explained that how he experiences school is different from anyone else; each student has a unique experience. His insight is one that often gets lost in education discussions that focus on scalability and generalizing observed truths to all students. But ultimately each student brings his or her own life experiences to the classroom, which affect how each interacts and learns.\u003c/p>\n\u003cp>Tejada was puzzled that Torres thought he might need more challenge. “She thinks that I'm really good and she wants to give me a challenge,” he said. “I’m not sure exactly why.”\u003c/p>\n\u003cp>I talked to Torres again after she finished shadowing Tejada -- she was exhausted.\u003c/p>\n\u003cp>“What really struck me throughout the day was how much I felt that he wasn’t challenged, both in terms of the content being covered, but also how class time was being used,” Torres said. She observed how teachers tried to juggle the various learners in their classrooms, often slowing down to make sure every student was understanding. But in those moments, quicker students like Tejada were often left with nothing to do. He carried a Rubik's-cube-type toy in his pocket to keep himself busy while he waited for more directions.\u003c/p>\n\u003cp>“They were so sweet and compliant,” Torres said of Tejada and another student who had clearly already mastered a lesson. “They didn’t complain, they just completed their sentences and sat back to do their Rubik’s cube.” But to Torres that was evidence they weren’t being challenged.\u003c/p>\n\u003cfigure id=\"attachment_44443\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-44443 size-medium\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/hacks-800x533.jpg\" alt='Sampling of \"hacks\" suggested by SFUSD administrators in a debrief.' width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sampling of 'hacks' suggested by SFUSD administrators in a debrief. \u003ccite>(Gentle Blythe/SFUSD)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But that wasn’t true in every class, Torres observed how teachers were able to challenge Tejada either in how he uses language or in the content. For example, a social studies discussion of the graphic novel \u003cem>Maus\u003c/em> focused on all the things that led up to the Holocaust. Students were having a sophisticated discussion about historical concepts while using language appropriate for those still learning English.\u003c/p>\n\u003cp>“I think our goal is to have students engaged in tasks that have multiple entry points,” Torres said. This shadow day challenged her to think about how she can better support her teachers to do this. She noticed that in Tejada’s math class, the teacher gave students a problem with a real-world application (painting the outside of the school building), and had them discuss what information they would need to solve the problem.\u003c/p>\n\u003cp>“At first it fell a little bit flat because it’s not something that had an easy answer,” Torres said. “But that’s one of the times when I saw Anderson, who is more advanced, and another student who is not as advanced, both engaged in productive struggle.”\u003c/p>\n\u003cp>Figuring out how to use the insights gained from the shadow day is another challenge for administrators. Last year, Torres wrote a blog post about her experience, but felt that was the wrong way to instigate change. It alarmed her teachers and made them feel exposed. This year, she’s considering trying to give teachers some release time to observe one another’s classrooms so they can come to the same conclusion she has, but on their own.\u003c/p>\n\u003cp>“That may be more useful than me pushing my conclusions on them,” Torres said. While she’s disappointed that students like Tejada aren’t being challenged, she described it as a “productive disappointment,” a tone she wants her whole staff to take with the information they gain. “We always want to push ourselves to give our students the very best learning experience that we can,” she said.\u003c/p>\n\u003cp>\u003cstrong>MAKING SHADOWING ROUTINE\u003c/strong>\u003c/p>\n\u003cp>This kind of Student Shadow Day Challenge, while well-intentioned, can feel a bit gimmicky. Programs like this pop up every few years, and principals report they never realized just how short those passing periods feel from a students’ perspective. But then it fades away, and often little changes systemically. But what if a principal regularly shadowed students as a valuable way to collect a different kind of data?\u003c/p>\n\u003cp>That’s what Principal Lena Van Haren has done at Everett Middle School in San Francisco's Mission District. Her school regularly looks at data from test scores, data from student surveys, data from classroom walk-throughs. But she says, “the difference with the shadow is there’s really no way to explain things away.”\u003c/p>\n\u003cp>Van Haren often uses shadowing as a way to dig into data she may have come across in a different format. For example, she noticed that on the most recent student survey, Asian and Pacific Islander students reported very low levels of belonging to the school community. That concerned her, so for her shadow day she’s accompanying a student from that demographic to see how the school might accidentally be alienating this group.\u003c/p>\n\u003cp>“We do it when we feel like we need more information,” Van Haren said. But, it’s a time-consuming proposition, and often a principal doesn’t have a whole day free to do something like this. At Everett, different educators work shadowing into their schedule for parts of the day or in shifts. The goal is to get information that can be used to focus in on instructional goals, not to critique individual teachers.\u003c/p>\n\u003cp>“One of the things we look for is who’s doing the heavy lifting,” said Van Haren. She’d like to see students reading, writing, grappling with difficult concepts or explaining their reasoning, not the adults. “As a former teacher I know that there’s so much to learn and only so much time, and sometimes it feels like the most efficient way is to tell the kids a bunch of stuff,” she said. But that’s not how students learn best, so she’s trying to encourage teachers to build in changes that force students to interact with the material.\u003c/p>\n\u003cp>Since shadowing is a regular part of Everett’s school culture, its purpose is clear to teachers. Van Haren said often teachers are involved in developing the focus of inquiry. That helps build investment in the information that gets uncovered through shadowing.\u003c/p>\n\u003cp>Once they have a better sense of what is going on in their classrooms, teachers and Van Haren sit down together and look at what best practice says about the point of inquiry. Then, they often set goals for themselves, like “increase academic language use among English-language learners by 10 percent.” This focus informs the professional development they plan to support teachers in reaching the goal.\u003c/p>\n\u003cp>Van Haren is excited that San Francisco Unified made shadowing a priority this year, especially for district-level administrators who can get very disconnected from what is actually happening in classrooms. She’d like to see aggregated data about everyone’s experiences, specifically about how much time children spend absorbing data and how much time they spend grappling with learning.\u003c/p>\n\u003cp>“When we all think about our most powerful learning experiences, it’s never just sitting and listening,” Van Haren said. She’d like to see the district set its own goals, look at best practice and then let school sites contextualize those goals for themselves. Then maybe something that will likely only happen every few years, like a districtwide Student Shadow Challenge, could have some lasting impacts.\u003c/p>\n\u003cp>In San Francisco, administrators who participated in the Shadow Day Challenge were eager to build the practice into their professional lives. “The conversations made it obvious that there was inspiration that came out of the experience to do something more,” said Angie Desuyo Estonina, an elementary supervisor of Multilingual Pathways. She feels energized by the experience and is already thinking of ways she can work with school sites to focus on relationship-building.\u003c/p>\n\u003cp>The 100 administrators who participated in the challenge met to talk commonalities and \"hacks\" that could be implemented immediately. Administrators noticed several commonalities, including strong teacher-student relationships, too much sitting, difficulty transitioning between classes or activities, and students behaving differently, depending on who they were with and what was being asked of them.\u003c/p>\n\u003cp>A few quick hack ideas included giving students more warning time before a transition and asking them what they are doing next so they acknowledge the transition, and creating more opportunities for older kids to help younger ones. Administrators noticed students enjoying the responsibility of being an older mentor, and that translated into better behavior and in some cases a more positive experience of 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>\u003cem>*This story has been updated to reflect greater participation in the national Shadow a Student Challenge created by the Standford d. school and IDEO. And while 100 San Francisco administrators originally signed up for the challenge, only 85 actually participated.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/44417/beyond-data-building-empathy-in-adults-with-student-shadow-days",
"authors": [
"234"
],
"categories": [
"mindshift_194"
],
"tags": [
"mindshift_21089",
"mindshift_20699",
"mindshift_20784",
"mindshift_1040",
"mindshift_20898"
],
"featImg": "mindshift_44464",
"label": "mindshift"
},
"mindshift_44318": {
"type": "posts",
"id": "mindshift_44318",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "44318",
"score": null,
"sort": [
1458072490000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1458072490,
"format": "standard",
"disqusTitle": "ADHD Diagnoses? Why the Youngest Kids in Class Are Most Affected",
"title": "ADHD Diagnoses? Why the Youngest Kids in Class Are Most Affected",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>By the time they're in elementary school, some kids prove to be more troublesome than others. They can't sit still or they're not socializing or they can't focus enough to complete tasks that the other kids are handling well. Sounds like ADHD. But it might be that they're just a little young for their grade.\u003c/p>\n\u003cp>Studies done in several countries including Iceland, \u003ca href=\"http://www.cmaj.ca/content/early/2012/03/05/cmaj.111619\">Canada\u003c/a>, \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1002/pds.3962/abstract;jsessionid=34CD2CCE1D430613A9C3D56977473D1E.f02t04\">Israel\u003c/a>, \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/jcpp.12229/abstract\">Sweden\u003c/a> and Taiwan show children who are at the young end of their grade cohort are more likely to get an ADHD diagnosis than their older classmates.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If you look at the [students' age] just month by month, you'll see that the likelihood increases with each month.'\u003c/aside>\n\u003cp>The youngest students were between 20 percent and 100 percent more likely to get the diagnosis or ADHD medication than were the oldest students in the cohort, says Helga Zoëga, an epidemiologist at the University of Iceland who worked on the Icelandic and Israeli studies.\u003c/p>\n\u003cp>The most recent evidence comes from \u003ca href=\"http://www.jpeds.com/article/S0022-3476(16)00160-8/abstract\">Taiwan\u003c/a>, where an analysis showed the youngest students in a grade were roughly 75 percent more likely to get a diagnosis of \u003ca href=\"https://www.nlm.nih.gov/medlineplus/attentiondeficithyperactivitydisorder.html\">attention deficit hyperactivity disorder\u003c/a> than the oldest ones. It was published Thursday in the \u003cem>Journal of Pediatrics\u003c/em>.\u003c/p>\n\u003cp>Kids are generally 6 years old when they start first grade. A scant few months can span a lot of mental growth at this age.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Within that age range there is a huge difference in developmental and social and emotional maturity,\" says \u003ca href=\"http://www.texaschildrens.org/find-a-doctor/adiaha-ia-spinks-franklin-md\">Dr. Adiaha Spinks-Franklin\u003c/a>, a developmental and behavioral pediatrician at Texas Children's Hospital who was not involved in any of the studies. \"A 6-year-old is just not the same as a 7-year-old.\"\u003c/p>\n\u003cp>And yet a first-grader might stand shoulder to shoulder with another student nearly 12 months her elder. \"And the way we diagnose ADHD is we talk to the parent about the child's behavior, and we mail the teacher questionnaires,\" Spinks-Franklin says. \"The teacher will be comparing the child's behavior relative to other children in the class.\"\u003c/p>\n\u003cp>That could lead to a mistaken diagnosis of ADHD. Zoëga says the younger the student, the greater the likelihood that student will receive an ADHD diagnosis or medication. \"If you look at the [students' age] just month by month, you'll see that the likelihood increases with each month,\" she says.\u003c/p>\n\u003cp>Zoëga says the only country studied so far where the relative age of young children doesn't seem to have an effect on ADHD diagnosis is \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4277337/\">Denmark\u003c/a>, where there's more flexibility for when children enter school. So this could be because Danish parents with kids who are born just before the cutoff date for grade school entry choose to hold their offspring back one year.\u003c/p>\n\u003cp>But if you're an American parent with children born in the months of December, November or October, that doesn't mean a child should repeat a grade for the fear their relative youth will handicap them, Spinks-Franklin says. \"There is absolutely no data to support grade repetition for maturity issues. Children who repeat a grade are at a higher risk of dropping out of high school. They are more likely to be bullied.\" If the child does have ADHD or another disorder, she notes, repeating a grade will not fix the disorder.\u003c/p>\n\u003cp>And relatively younger children diagnosed with ADHD might really have ADHD, says Dr. Mu-Hong Chen, a psychiatrist at Taipei Veterans General Hospital. \"There's a potential for the harm of overdiagnosis and overprescription.\" That would unnecessarily subject kids to unwanted side effects of stimulant medication and the stigma of the disorder. But perhaps older, more mature-looking students are just being underdiagnosed and not get help they might need, he says. The studies didn't look into that.\u003c/p>\n\u003cp>The best thing for worried parents to do is just give the kids a chance to grow up, Chen says. In most of the studies done on relative age and ADHD, the difference in diagnosis rates vanished by the time the students reached their teenage years. \"I think we have to wait for a while, he says. \"We have to have more time to evaluate their behavior, attention and brain development.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The data also mean that doctors should take the child's relative age into account when diagnosing ADHD, Zoëga says. \"It has a sensible solution. Just treat the individual according to his or her age.\" \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=Youngest+Kids+In+Class+At+Higher+Risk+Of+ADHD+Diagnosis&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
"disqusIdentifier": "44318 http://ww2.kqed.org/mindshift/?p=44318",
"disqusUrl": "https://ww2.kqed.org/mindshift/2016/03/15/adhd-diagnoses-why-the-youngest-kids-in-class-are-most-affected/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 763,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 15
},
"modified": 1458072490,
"excerpt": "Researchers say the youngest kids in a class are more often diagnosed with ADHD, but it may be that psychologists are just reacting to immature behavior.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Researchers say the youngest kids in a class are more often diagnosed with ADHD, but it may be that psychologists are just reacting to immature behavior.",
"title": "ADHD Diagnoses? Why the Youngest Kids in Class Are Most Affected | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "ADHD Diagnoses? Why the Youngest Kids in Class Are Most Affected",
"datePublished": "2016-03-15T13:08:10-07:00",
"dateModified": "2016-03-15T13:08:10-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "adhd-diagnoses-why-the-youngest-kids-in-class-are-most-affected",
"status": "publish",
"nprApiLink": "http://api.npr.org/query?id=469929700&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004",
"nprByline": "Angus Chen",
"nprStoryDate": "Thu, 10 Mar 2016 12:00:00 -0500",
"nprLastModifiedDate": "Thu, 10 Mar 2016 17:00:52 -0500",
"nprHtmlLink": "http://www.npr.org/sections/health-shots/2016/03/10/469929700/a-late-birth-date-could-boost-the-risk-of-an-adhd-diagnosis?ft=nprml&f=469929700",
"nprImageAgency": "Getty Images",
"nprImageCredit": "PeopleImages.com",
"nprStoryId": "469929700",
"nprRetrievedStory": "1",
"nprPubDate": "Thu, 10 Mar 2016 17:00:00 -0500",
"path": "/mindshift/44318/adhd-diagnoses-why-the-youngest-kids-in-class-are-most-affected",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>By the time they're in elementary school, some kids prove to be more troublesome than others. They can't sit still or they're not socializing or they can't focus enough to complete tasks that the other kids are handling well. Sounds like ADHD. But it might be that they're just a little young for their grade.\u003c/p>\n\u003cp>Studies done in several countries including Iceland, \u003ca href=\"http://www.cmaj.ca/content/early/2012/03/05/cmaj.111619\">Canada\u003c/a>, \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1002/pds.3962/abstract;jsessionid=34CD2CCE1D430613A9C3D56977473D1E.f02t04\">Israel\u003c/a>, \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/jcpp.12229/abstract\">Sweden\u003c/a> and Taiwan show children who are at the young end of their grade cohort are more likely to get an ADHD diagnosis than their older classmates.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If you look at the [students' age] just month by month, you'll see that the likelihood increases with each month.'\u003c/aside>\n\u003cp>The youngest students were between 20 percent and 100 percent more likely to get the diagnosis or ADHD medication than were the oldest students in the cohort, says Helga Zoëga, an epidemiologist at the University of Iceland who worked on the Icelandic and Israeli studies.\u003c/p>\n\u003cp>The most recent evidence comes from \u003ca href=\"http://www.jpeds.com/article/S0022-3476(16)00160-8/abstract\">Taiwan\u003c/a>, where an analysis showed the youngest students in a grade were roughly 75 percent more likely to get a diagnosis of \u003ca href=\"https://www.nlm.nih.gov/medlineplus/attentiondeficithyperactivitydisorder.html\">attention deficit hyperactivity disorder\u003c/a> than the oldest ones. It was published Thursday in the \u003cem>Journal of Pediatrics\u003c/em>.\u003c/p>\n\u003cp>Kids are generally 6 years old when they start first grade. A scant few months can span a lot of mental growth at this age.\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>\"Within that age range there is a huge difference in developmental and social and emotional maturity,\" says \u003ca href=\"http://www.texaschildrens.org/find-a-doctor/adiaha-ia-spinks-franklin-md\">Dr. Adiaha Spinks-Franklin\u003c/a>, a developmental and behavioral pediatrician at Texas Children's Hospital who was not involved in any of the studies. \"A 6-year-old is just not the same as a 7-year-old.\"\u003c/p>\n\u003cp>And yet a first-grader might stand shoulder to shoulder with another student nearly 12 months her elder. \"And the way we diagnose ADHD is we talk to the parent about the child's behavior, and we mail the teacher questionnaires,\" Spinks-Franklin says. \"The teacher will be comparing the child's behavior relative to other children in the class.\"\u003c/p>\n\u003cp>That could lead to a mistaken diagnosis of ADHD. Zoëga says the younger the student, the greater the likelihood that student will receive an ADHD diagnosis or medication. \"If you look at the [students' age] just month by month, you'll see that the likelihood increases with each month,\" she says.\u003c/p>\n\u003cp>Zoëga says the only country studied so far where the relative age of young children doesn't seem to have an effect on ADHD diagnosis is \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4277337/\">Denmark\u003c/a>, where there's more flexibility for when children enter school. So this could be because Danish parents with kids who are born just before the cutoff date for grade school entry choose to hold their offspring back one year.\u003c/p>\n\u003cp>But if you're an American parent with children born in the months of December, November or October, that doesn't mean a child should repeat a grade for the fear their relative youth will handicap them, Spinks-Franklin says. \"There is absolutely no data to support grade repetition for maturity issues. Children who repeat a grade are at a higher risk of dropping out of high school. They are more likely to be bullied.\" If the child does have ADHD or another disorder, she notes, repeating a grade will not fix the disorder.\u003c/p>\n\u003cp>And relatively younger children diagnosed with ADHD might really have ADHD, says Dr. Mu-Hong Chen, a psychiatrist at Taipei Veterans General Hospital. \"There's a potential for the harm of overdiagnosis and overprescription.\" That would unnecessarily subject kids to unwanted side effects of stimulant medication and the stigma of the disorder. But perhaps older, more mature-looking students are just being underdiagnosed and not get help they might need, he says. The studies didn't look into that.\u003c/p>\n\u003cp>The best thing for worried parents to do is just give the kids a chance to grow up, Chen says. In most of the studies done on relative age and ADHD, the difference in diagnosis rates vanished by the time the students reached their teenage years. \"I think we have to wait for a while, he says. \"We have to have more time to evaluate their behavior, attention and brain development.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The data also mean that doctors should take the child's relative age into account when diagnosing ADHD, Zoëga says. \"It has a sensible solution. Just treat the individual according to his or her age.\" \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=Youngest+Kids+In+Class+At+Higher+Risk+Of+ADHD+Diagnosis&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/44318/adhd-diagnoses-why-the-youngest-kids-in-class-are-most-affected",
"authors": [
"byline_mindshift_44318"
],
"categories": [
"mindshift_194"
],
"tags": [
"mindshift_20862",
"mindshift_20720",
"mindshift_20952"
],
"featImg": "mindshift_44319",
"label": "mindshift"
},
"mindshift_44078": {
"type": "posts",
"id": "mindshift_44078",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "44078",
"score": null,
"sort": [
1456776169000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1456776169,
"format": "standard",
"disqusTitle": "Research Shows Diverse Classrooms Improve Learning For Everyone",
"title": "Research Shows Diverse Classrooms Improve Learning For Everyone",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\"Stronger Together\" is not the name of the latest social-media fitness app. It's a grant proposed in President Obama's new budget, reviving an idea that hasn't gotten much policy attention in decades: diversity in public schools. If the request is approved, $120 million will go to school districts for programs intended to make their schools more diverse.\u003c/p>\n\u003cp>As a new \u003ca href=\"http://apps.tcf.org/a-new-wave-of-school-integration\">pair of reports \u003c/a>from the progressive Century Foundation shows, integration policies have seen a resurgence: In 2007, 40 districts pursued integration. Today that number has more than doubled, to 83, plus nine charter schools or networks. That adds up to a total of 4 million students in classrooms that are more diverse than they'd otherwise be.\u003c/p>\n\u003caside class=\"pullquote alignright\">In a class discussion or on a problem-solving team, bringing together different viewpoints and experiences makes everyone think harder and provide better evidence for their opinions.\u003c/aside>\n\u003cp>This new wave of integration has come with one big difference that sets it apart from the busing battles of the past. These programs rely on family income, not race, as the driver.\u003c/p>\n\u003cp>To be clear, there's evidence that socially as well as racially integrated schools benefit all students. When a school reaches a stable level of about 30 percent middle-class students, the lower-income students achieve at higher levels and the privileged students do no worse, says Halley Potter, the author of one of the Century Foundation reports. Similarly, the racial achievement gap shrinks in schools that have less than a \"supermajority\" of 60 percent of any one race.\u003c/p>\n\u003cp>But the real case for diverse schools is a lot bigger than test scores, says Amy Stuart Wells, who teaches at Teachers College, Columbia University, and is the author of \u003ca href=\"http://apps.tcf.org/how-racially-diverse-schools-and-classrooms-can-benefit-all-students\">the second report\u003c/a>. \"The qualitative and quantitative evidence is powerful enough to say, 'We should do this.' \"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It's worth pointing out that because of the legacy of discrimination and institutionalized segregation in the United States, in most communities mixing up students by class also means mixing them up by race.\u003c/p>\n\u003cp>\"Diversification by socioeconomic status also means by race,\" says Mercedes Ebanks, an associate professor in the school of education at Howard University. \"The movement towards socioeconomic integration will lead to racial integration and educational equality.\"\u003c/p>\n\u003cp>Still, some experts question whether socioeconomic integration really provides the same benefits that ethnic and cultural integration does. There's \"not much empirical research on socioeconomic diversity \u003cem>per se\u003c/em>,\" and its benefits, says Katherine Phillips, a professor at the Columbia Business School.\u003c/p>\n\u003cp>Phillips' own research, \u003ca href=\"http://www.npr.org/sections/ed/2015/10/19/446085513/the-evidence-that-white-children-benefit-from-integrated-schools\">along with that of many others,\u003c/a> focuses on the cognitive benefits of encounters with ethnic and racial difference. In a class discussion or on a problem-solving team, bringing together different viewpoints and experiences makes everyone think harder and provide better evidence for their opinions, she says.\u003c/p>\n\u003cp>Given the right atmosphere and guidance, which is a tall order, students in diverse classrooms can build cross-racial friendships, achieve greater levels of empathy and have a chance to work on all-important social and emotional skills.\u003c/p>\n\u003cp>Intriguingly, other research suggests that implicit bias, our split-second judgments about people based on age, gender or the color of their skin, may cause cognitive impairments. That is: Racist ideas make people think poorly.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>There are also economic arguments in favor of pursuing diversity. In the current U.S. Supreme Court case on affirmative action, nearly half of the companies in the Fortune 100 signed a brief testifying that it's an \"economic imperative\" in the global economy to hire diverse employees with cross-cultural skills that only diverse educational settings can provide.\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=When+Integrating+A+School%2C+Does+It+Matter+If+You+Use+Class+Instead+Of+Race%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
"disqusIdentifier": "44078 http://ww2.kqed.org/mindshift/?p=44078",
"disqusUrl": "https://ww2.kqed.org/mindshift/2016/02/29/research-shows-diverse-classrooms-improve-learning-for-everyone/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 613,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 14
},
"modified": 1456776169,
"excerpt": "Several recent efforts focus more on family income diversity as the driver of integration. The potential benefits of a diverse environment are striking, but they're not guaranteed.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Several recent efforts focus more on family income diversity as the driver of integration. The potential benefits of a diverse environment are striking, but they're not guaranteed.",
"title": "Research Shows Diverse Classrooms Improve Learning For Everyone | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Research Shows Diverse Classrooms Improve Learning For Everyone",
"datePublished": "2016-02-29T12:02:49-08:00",
"dateModified": "2016-02-29T12:02:49-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "research-shows-diverse-classrooms-improve-learning-for-everyone",
"status": "publish",
"nprApiLink": "http://api.npr.org/query?id=466543209&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004",
"nprByline": "Anya Kamenetz",
"nprStoryDate": "Mon, 29 Feb 2016 06:42:00 -0500",
"nprLastModifiedDate": "Mon, 29 Feb 2016 11:45:39 -0500",
"nprHtmlLink": "http://www.npr.org/sections/ed/2016/02/29/466543209/when-integrating-a-school-does-it-matter-if-you-use-class-instead-of-race?ft=nprml&f=466543209",
"nprImageAgency": "NPR",
"nprImageCredit": "LA Johnson",
"nprStoryId": "466543209",
"nprRetrievedStory": "1",
"nprPubDate": "Mon, 29 Feb 2016 11:45:00 -0500",
"path": "/mindshift/44078/research-shows-diverse-classrooms-improve-learning-for-everyone",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"Stronger Together\" is not the name of the latest social-media fitness app. It's a grant proposed in President Obama's new budget, reviving an idea that hasn't gotten much policy attention in decades: diversity in public schools. If the request is approved, $120 million will go to school districts for programs intended to make their schools more diverse.\u003c/p>\n\u003cp>As a new \u003ca href=\"http://apps.tcf.org/a-new-wave-of-school-integration\">pair of reports \u003c/a>from the progressive Century Foundation shows, integration policies have seen a resurgence: In 2007, 40 districts pursued integration. Today that number has more than doubled, to 83, plus nine charter schools or networks. That adds up to a total of 4 million students in classrooms that are more diverse than they'd otherwise be.\u003c/p>\n\u003caside class=\"pullquote alignright\">In a class discussion or on a problem-solving team, bringing together different viewpoints and experiences makes everyone think harder and provide better evidence for their opinions.\u003c/aside>\n\u003cp>This new wave of integration has come with one big difference that sets it apart from the busing battles of the past. These programs rely on family income, not race, as the driver.\u003c/p>\n\u003cp>To be clear, there's evidence that socially as well as racially integrated schools benefit all students. When a school reaches a stable level of about 30 percent middle-class students, the lower-income students achieve at higher levels and the privileged students do no worse, says Halley Potter, the author of one of the Century Foundation reports. Similarly, the racial achievement gap shrinks in schools that have less than a \"supermajority\" of 60 percent of any one race.\u003c/p>\n\u003cp>But the real case for diverse schools is a lot bigger than test scores, says Amy Stuart Wells, who teaches at Teachers College, Columbia University, and is the author of \u003ca href=\"http://apps.tcf.org/how-racially-diverse-schools-and-classrooms-can-benefit-all-students\">the second report\u003c/a>. \"The qualitative and quantitative evidence is powerful enough to say, 'We should do this.' \"\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 worth pointing out that because of the legacy of discrimination and institutionalized segregation in the United States, in most communities mixing up students by class also means mixing them up by race.\u003c/p>\n\u003cp>\"Diversification by socioeconomic status also means by race,\" says Mercedes Ebanks, an associate professor in the school of education at Howard University. \"The movement towards socioeconomic integration will lead to racial integration and educational equality.\"\u003c/p>\n\u003cp>Still, some experts question whether socioeconomic integration really provides the same benefits that ethnic and cultural integration does. There's \"not much empirical research on socioeconomic diversity \u003cem>per se\u003c/em>,\" and its benefits, says Katherine Phillips, a professor at the Columbia Business School.\u003c/p>\n\u003cp>Phillips' own research, \u003ca href=\"http://www.npr.org/sections/ed/2015/10/19/446085513/the-evidence-that-white-children-benefit-from-integrated-schools\">along with that of many others,\u003c/a> focuses on the cognitive benefits of encounters with ethnic and racial difference. In a class discussion or on a problem-solving team, bringing together different viewpoints and experiences makes everyone think harder and provide better evidence for their opinions, she says.\u003c/p>\n\u003cp>Given the right atmosphere and guidance, which is a tall order, students in diverse classrooms can build cross-racial friendships, achieve greater levels of empathy and have a chance to work on all-important social and emotional skills.\u003c/p>\n\u003cp>Intriguingly, other research suggests that implicit bias, our split-second judgments about people based on age, gender or the color of their skin, may cause cognitive impairments. That is: Racist ideas make people think poorly.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>There are also economic arguments in favor of pursuing diversity. In the current U.S. Supreme Court case on affirmative action, nearly half of the companies in the Fortune 100 signed a brief testifying that it's an \"economic imperative\" in the global economy to hire diverse employees with cross-cultural skills that only diverse educational settings can provide.\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=When+Integrating+A+School%2C+Does+It+Matter+If+You+Use+Class+Instead+Of+Race%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/44078/research-shows-diverse-classrooms-improve-learning-for-everyone",
"authors": [
"byline_mindshift_44078"
],
"categories": [
"mindshift_192",
"mindshift_194"
],
"tags": [
"mindshift_20610",
"mindshift_20701",
"mindshift_20973",
"mindshift_381"
],
"featImg": "mindshift_44079",
"label": "mindshift"
},
"mindshift_44038": {
"type": "posts",
"id": "mindshift_44038",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "44038",
"score": null,
"sort": [
1456536675000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1456536675,
"format": "standard",
"disqusTitle": "An Eleven-Year-Old's Quest To Spotlight Black Girls In Literature",
"title": "An Eleven-Year-Old's Quest To Spotlight Black Girls In Literature",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Marley Dias is like a lot of 11-year-olds: She loves getting lost in a book.\u003c/p>\n\u003cp>But the books she was reading at school were starting to get on her nerves. She enjoyed \u003cem>Where The Red Fern Grows\u003c/em> and the \u003cem>Shiloh\u003c/em> series, but those classics, found in so many elementary school classrooms, were all about white boys or dogs ... or white boys and their dogs, Marley says.\u003c/p>\n\u003cp>Black girls, like Marley, were almost never the main character.\u003c/p>\n\u003cp>What she was noticing is actually a much bigger issue: Fewer than 10 percent of children's books released in 2015 had a black person as the main character, according to a yearly analysis by the \u003ca href=\"https://ccbc.education.wisc.edu/books/pcstats.asp\">Cooperative Children's Book Center\u003c/a> at the University of Wisconsin-Madison. And while the number of children's books about minorities has increased in the last 20 years, many classroom libraries have older books.\u003c/p>\n\u003cp>Last fall, Marley decided to do something about it. She set a goal of collecting 1,000 books about black girls by the beginning of February, and \u003ca href=\"https://twitter.com/hashtag/1000blackgirlbooks?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Ehashtag\">#1000blackgirlbooks\u003c/a> was born.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She has far exceeded her goal, with almost 4,000 books and counting. Now, she wants to set up a black girl book club and pressure school districts to change what books are assigned to students. Morning Edition's David Greene spoke with Marley about her campaign and how she's handled her success.\u003c/p>\n\u003cp>The thing NPR Ed wanted to know? Her take on a subject she now knows well: books about black girls. Here are her top five picks.\u003c/p>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ca href=\"http://www.jacquelinewoodson.com/category/books-ive-written/middle-grade-titles/\" rel=\"attachment wp-att-44046\">\u003cimg class=\"alignleft size-full wp-image-44046\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/brown-girl-dreaming.jpg\" alt=\"brown girl dreaming\" width=\"300\" height=\"443\">\u003c/a>\u003c/div>\n\u003cp>\u003cstrong>Brown Girl Dreaming:\u003c/strong> by Jacqueline Woodson\u003cbr>\n\u003cstrong>Age Level:\u003c/strong> Grades 6-8\u003cbr>\n\u003cstrong>Genre:\u003c/strong> Autobiography\u003c/p>\n\u003cp>\u003cstrong>Why Marley recommends it:\u003c/strong> \"It's definitely one of my favorites, mainly because I am a very avid reader and it was one of the first books I ever had a challenge reading. I know that sounds not really good because then you couldn't understand it. But it was like the first time that I ever fully had to wait and think through something and take my time, which I think is definitely something important because you have to be patient.\"\u003cbr>\n\"It's also a poetry book and I think that poetry is cool even though I don't really write poetry that much. I do think it's cool to read it. And it's a very important book and there's a lot of themes in the book. There's a lot of ways to interpret it, but it's about the '60s and '70s and Jim Crow laws in South Carolina and New York and how a girl talks about her family and racism and how they experience it.\"\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ca href=\"http://www.ritawg.com/one-crazy-summer/\" rel=\"attachment wp-att-44048\">\u003cimg class=\"alignleft size-full wp-image-44048\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/one-crazy-summer.jpg\" alt=\"one crazy summer\" width=\"300\" height=\"448\">\u003c/a>\u003c/div>\n\u003cp>\u003cstrong>One Crazy Summer:\u003c/strong> by Rita Williams-Garcia\u003cbr>\n\u003cstrong>Age Level:\u003c/strong> Grades 3-5\u003cbr>\n\u003cstrong>Genre:\u003c/strong> Historical Fiction\u003c/p>\n\u003cp>\u003cstrong>Why Marley recommends it:\u003c/strong> \"The black girls that I know ... thought that this was one of the best books about black girls. I haven't finished reading it yet. I know it's kind of disappointing that I haven't read one of the most popular books that we've been getting. It's about three girls who go to see their mother, who they haven't seen ever since they were babies babies. So, they go to visit the summer with her and they have a whole giant adventure.\"\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ca href=\"http://www.hachettebookgroup.com/titles/sherri-winston/president-of-the-whole-fifth-grade/9780316114332/\" rel=\"attachment wp-att-44049\">\u003cimg class=\"alignleft size-full wp-image-44049\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/president-fifth-grade.jpg\" alt=\"president fifth grade\" width=\"300\" height=\"441\">\u003c/a>\u003c/div>\n\u003cp>\u003cstrong>President of the Whole Fifth Grade:\u003c/strong> by Sherri Winston\u003cbr>\n\u003cstrong>Age Level:\u003c/strong> Grades 3-5\u003cbr>\n\u003cstrong>Genre:\u003c/strong> Fiction\u003c/p>\n\u003cp>\u003cstrong>Why Marley recommends it:\u003c/strong> \"It's about a girl named Brianna Justice who runs for fifth-grade president.\" Marley explains the main character is following in the footsteps of her role model, \"who's a cupcake baker from the same town in Michigan that she's from. So, it's about her whole journey to become president of the whole fifth grade. It's a series and there's President of the Whole Sixth Grade as well.\"\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ca href=\"http://www.amazon.com/Roll-Thunder-Hear-My-Cry/dp/0142401129\" rel=\"attachment wp-att-44051\">\u003cimg class=\"alignleft size-full wp-image-44051\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/roll-of-thunder.jpg\" alt=\"roll of thunder\" width=\"300\" height=\"420\">\u003c/a>\u003c/div>\n\u003cp>\u003cstrong>Roll of Thunder, Hear My Cry:\u003c/strong> by Mildred D. Taylor\u003cbr>\n\u003cstrong>Age Level:\u003c/strong> Grades 5-8\u003cbr>\n\u003cstrong>Genre:\u003c/strong> Historical Fiction, classical\u003c/p>\n\u003cp>\u003cstrong>Why Marley recommends it:\u003c/strong> \"I like this one because it's a classic book in general and it's one of the most famous black girl books ever. The main character, she's very independent. She's very strong. She's very family-oriented and she protects her family. So, that's definitely one of the main things that the book is popular for. It has a very important life lesson: to be protective of the things you have, even though you might not be 100 percent grateful for it and to always stand up for what you believe in, even if you're the only one. So, I think those are definitely good themes that could help girls — and boys — learn how to represent their voices when there's a problem.\"\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ca href=\"http://books.simonandschuster.com/Please-Baby-Please/Spike-Lee/9781416949114\" rel=\"attachment wp-att-44052\">\u003cimg class=\"alignleft size-full wp-image-44052\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/please-baby-please.jpg\" alt=\"please baby please\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/please-baby-please.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/please-baby-please-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/please-baby-please-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/please-baby-please-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/please-baby-please-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/please-baby-please-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/please-baby-please-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/div>\n\u003cp>\u003cstrong>Please, Baby, Please:\u003c/strong> by Spike Lee, Tonya Lewis Lee and Kadir Nelson\u003cbr>\n\u003cstrong>Age Level:\u003c/strong> Ages 2-5\u003cbr>\n\u003cstrong>Genre:\u003c/strong> Comedy\u003c/p>\n\u003cp>\u003cstrong>Why Marley recommends it:\u003c/strong> When it comes to books for little kids, Marley has a tie: Please, Baby, Please and Please, Puppy, Please. \"They're really funny and sweet little books about a baby who is being a little trouble maker and then about a dog who's being a little trouble maker. They're funny and they're sweet and kids enjoy them.\"\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\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=Where%27s+The+Color+In+Kids%27+Lit%3F+Ask+The+Girl+With+1%2C000+Books+%28And+Counting%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
"disqusIdentifier": "44038 http://ww2.kqed.org/mindshift/?p=44038",
"disqusUrl": "https://ww2.kqed.org/mindshift/2016/02/26/an-eleven-year-olds-quest-to-spotlight-black-girls-in-literature/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 892,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 19
},
"modified": 1456536675,
"excerpt": "Eleven-year-old Marley Dias went on a quest to collect and donate 1,000 books with a black girl as the main character.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Eleven-year-old Marley Dias went on a quest to collect and donate 1,000 books with a black girl as the main character.",
"title": "An Eleven-Year-Old's Quest To Spotlight Black Girls In Literature | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "An Eleven-Year-Old's Quest To Spotlight Black Girls In Literature",
"datePublished": "2016-02-26T17:31:15-08:00",
"dateModified": "2016-02-26T17:31:15-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "an-eleven-year-olds-quest-to-spotlight-black-girls-in-literature",
"status": "publish",
"nprApiLink": "http://api.npr.org/query?id=467969663&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004",
"nprByline": "Meg Anderson",
"nprStoryDate": "Fri, 26 Feb 2016 05:14:00 -0500",
"nprLastModifiedDate": "Fri, 26 Feb 2016 14:34:52 -0500",
"nprHtmlLink": "http://www.npr.org/sections/ed/2016/02/26/467969663/wheres-the-color-in-kids-lit-ask-the-girl-with-1-000-books-and-counting?ft=nprml&f=467969663",
"nprAudio": "http://pd.npr.org/anon.npr-mp3/npr/me/2016/02/20160226_me_wheres_the_color_in_kids_lit_ask_the_girl_with_1000_books_and_counting.mp3?orgId=1&topicId=1013&d=221&p=3&story=467969663&t=progseg&e=468216058&seg=16&ft=nprml&f=467969663",
"nprImageAgency": "Andrea Cipriani Mecchi",
"nprAudioM3u": "http://api.npr.org/m3u/1468216230-b08de4.m3u?orgId=1&topicId=1013&d=221&p=3&story=467969663&t=progseg&e=468216058&seg=16&ft=nprml&f=467969663",
"nprStoryId": "467969663",
"nprRetrievedStory": "1",
"nprPubDate": "Fri, 26 Feb 2016 14:34:00 -0500",
"path": "/mindshift/44038/an-eleven-year-olds-quest-to-spotlight-black-girls-in-literature",
"audioUrl": "http://pd.npr.org/anon.npr-mp3/npr/me/2016/02/20160226_me_wheres_the_color_in_kids_lit_ask_the_girl_with_1000_books_and_counting.mp3?orgId=1&topicId=1013&d=221&p=3&story=467969663&t=progseg&e=468216058&seg=16&ft=nprml&f=467969663",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Marley Dias is like a lot of 11-year-olds: She loves getting lost in a book.\u003c/p>\n\u003cp>But the books she was reading at school were starting to get on her nerves. She enjoyed \u003cem>Where The Red Fern Grows\u003c/em> and the \u003cem>Shiloh\u003c/em> series, but those classics, found in so many elementary school classrooms, were all about white boys or dogs ... or white boys and their dogs, Marley says.\u003c/p>\n\u003cp>Black girls, like Marley, were almost never the main character.\u003c/p>\n\u003cp>What she was noticing is actually a much bigger issue: Fewer than 10 percent of children's books released in 2015 had a black person as the main character, according to a yearly analysis by the \u003ca href=\"https://ccbc.education.wisc.edu/books/pcstats.asp\">Cooperative Children's Book Center\u003c/a> at the University of Wisconsin-Madison. And while the number of children's books about minorities has increased in the last 20 years, many classroom libraries have older books.\u003c/p>\n\u003cp>Last fall, Marley decided to do something about it. She set a goal of collecting 1,000 books about black girls by the beginning of February, and \u003ca href=\"https://twitter.com/hashtag/1000blackgirlbooks?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Ehashtag\">#1000blackgirlbooks\u003c/a> was born.\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>She has far exceeded her goal, with almost 4,000 books and counting. Now, she wants to set up a black girl book club and pressure school districts to change what books are assigned to students. Morning Edition's David Greene spoke with Marley about her campaign and how she's handled her success.\u003c/p>\n\u003cp>The thing NPR Ed wanted to know? Her take on a subject she now knows well: books about black girls. Here are her top five picks.\u003c/p>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ca href=\"http://www.jacquelinewoodson.com/category/books-ive-written/middle-grade-titles/\" rel=\"attachment wp-att-44046\">\u003cimg class=\"alignleft size-full wp-image-44046\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/brown-girl-dreaming.jpg\" alt=\"brown girl dreaming\" width=\"300\" height=\"443\">\u003c/a>\u003c/div>\n\u003cp>\u003cstrong>Brown Girl Dreaming:\u003c/strong> by Jacqueline Woodson\u003cbr>\n\u003cstrong>Age Level:\u003c/strong> Grades 6-8\u003cbr>\n\u003cstrong>Genre:\u003c/strong> Autobiography\u003c/p>\n\u003cp>\u003cstrong>Why Marley recommends it:\u003c/strong> \"It's definitely one of my favorites, mainly because I am a very avid reader and it was one of the first books I ever had a challenge reading. I know that sounds not really good because then you couldn't understand it. But it was like the first time that I ever fully had to wait and think through something and take my time, which I think is definitely something important because you have to be patient.\"\u003cbr>\n\"It's also a poetry book and I think that poetry is cool even though I don't really write poetry that much. I do think it's cool to read it. And it's a very important book and there's a lot of themes in the book. There's a lot of ways to interpret it, but it's about the '60s and '70s and Jim Crow laws in South Carolina and New York and how a girl talks about her family and racism and how they experience it.\"\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ca href=\"http://www.ritawg.com/one-crazy-summer/\" rel=\"attachment wp-att-44048\">\u003cimg class=\"alignleft size-full wp-image-44048\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/one-crazy-summer.jpg\" alt=\"one crazy summer\" width=\"300\" height=\"448\">\u003c/a>\u003c/div>\n\u003cp>\u003cstrong>One Crazy Summer:\u003c/strong> by Rita Williams-Garcia\u003cbr>\n\u003cstrong>Age Level:\u003c/strong> Grades 3-5\u003cbr>\n\u003cstrong>Genre:\u003c/strong> Historical Fiction\u003c/p>\n\u003cp>\u003cstrong>Why Marley recommends it:\u003c/strong> \"The black girls that I know ... thought that this was one of the best books about black girls. I haven't finished reading it yet. I know it's kind of disappointing that I haven't read one of the most popular books that we've been getting. It's about three girls who go to see their mother, who they haven't seen ever since they were babies babies. So, they go to visit the summer with her and they have a whole giant adventure.\"\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ca href=\"http://www.hachettebookgroup.com/titles/sherri-winston/president-of-the-whole-fifth-grade/9780316114332/\" rel=\"attachment wp-att-44049\">\u003cimg class=\"alignleft size-full wp-image-44049\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/president-fifth-grade.jpg\" alt=\"president fifth grade\" width=\"300\" height=\"441\">\u003c/a>\u003c/div>\n\u003cp>\u003cstrong>President of the Whole Fifth Grade:\u003c/strong> by Sherri Winston\u003cbr>\n\u003cstrong>Age Level:\u003c/strong> Grades 3-5\u003cbr>\n\u003cstrong>Genre:\u003c/strong> Fiction\u003c/p>\n\u003cp>\u003cstrong>Why Marley recommends it:\u003c/strong> \"It's about a girl named Brianna Justice who runs for fifth-grade president.\" Marley explains the main character is following in the footsteps of her role model, \"who's a cupcake baker from the same town in Michigan that she's from. So, it's about her whole journey to become president of the whole fifth grade. It's a series and there's President of the Whole Sixth Grade as well.\"\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ca href=\"http://www.amazon.com/Roll-Thunder-Hear-My-Cry/dp/0142401129\" rel=\"attachment wp-att-44051\">\u003cimg class=\"alignleft size-full wp-image-44051\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/roll-of-thunder.jpg\" alt=\"roll of thunder\" width=\"300\" height=\"420\">\u003c/a>\u003c/div>\n\u003cp>\u003cstrong>Roll of Thunder, Hear My Cry:\u003c/strong> by Mildred D. Taylor\u003cbr>\n\u003cstrong>Age Level:\u003c/strong> Grades 5-8\u003cbr>\n\u003cstrong>Genre:\u003c/strong> Historical Fiction, classical\u003c/p>\n\u003cp>\u003cstrong>Why Marley recommends it:\u003c/strong> \"I like this one because it's a classic book in general and it's one of the most famous black girl books ever. The main character, she's very independent. She's very strong. She's very family-oriented and she protects her family. So, that's definitely one of the main things that the book is popular for. It has a very important life lesson: to be protective of the things you have, even though you might not be 100 percent grateful for it and to always stand up for what you believe in, even if you're the only one. So, I think those are definitely good themes that could help girls — and boys — learn how to represent their voices when there's a problem.\"\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ca href=\"http://books.simonandschuster.com/Please-Baby-Please/Spike-Lee/9781416949114\" rel=\"attachment wp-att-44052\">\u003cimg class=\"alignleft size-full wp-image-44052\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/please-baby-please.jpg\" alt=\"please baby please\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/please-baby-please.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/please-baby-please-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/please-baby-please-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/please-baby-please-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/please-baby-please-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/please-baby-please-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/please-baby-please-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/div>\n\u003cp>\u003cstrong>Please, Baby, Please:\u003c/strong> by Spike Lee, Tonya Lewis Lee and Kadir Nelson\u003cbr>\n\u003cstrong>Age Level:\u003c/strong> Ages 2-5\u003cbr>\n\u003cstrong>Genre:\u003c/strong> Comedy\u003c/p>\n\u003cp>\u003cstrong>Why Marley recommends it:\u003c/strong> When it comes to books for little kids, Marley has a tie: Please, Baby, Please and Please, Puppy, Please. \"They're really funny and sweet little books about a baby who is being a little trouble maker and then about a dog who's being a little trouble maker. They're funny and they're sweet and kids enjoy them.\"\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\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=Where%27s+The+Color+In+Kids%27+Lit%3F+Ask+The+Girl+With+1%2C000+Books+%28And+Counting%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/44038/an-eleven-year-olds-quest-to-spotlight-black-girls-in-literature",
"authors": [
"byline_mindshift_44038"
],
"categories": [
"mindshift_194"
],
"tags": [
"mindshift_20565",
"mindshift_20610",
"mindshift_20784",
"mindshift_1040",
"mindshift_20564"
],
"featImg": "mindshift_44039",
"label": "mindshift"
},
"mindshift_43596": {
"type": "posts",
"id": "mindshift_43596",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "43596",
"score": null,
"sort": [
1455005111000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1455005111,
"format": "standard",
"disqusTitle": "How to Bring 'More Beautiful' Questions Back to School",
"title": "How to Bring 'More Beautiful' Questions Back to School",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>In the age of information, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/31/how-are-students-roles-changing-in-the-new-economy-of-information/\" target=\"_blank\">factual answers are easy to find\u003c/a>. Want to know who signed the Declaration of Independence? Google it. Curious about the plot of Nathaniel Hawthorne's famous novel, \"The Scarlet Letter\"? A quick Internet search will easily jog your memory. But while computers are great at spitting out answers, they aren’t very good at asking questions. But luckily, that’s where humans can excel.\u003c/p>\n\u003cp>Curiosity is baked into the human experience. Between the ages of 2 and 5, kids ask on average 40,000 questions, said Warren Berger, author of \u003ca href=\"http://amorebeautifulquestion.com/book-on-questioning-by-warren-berger/\" target=\"_blank\">\"A More Beautiful Question,\"\u003c/a> at the \u003ca href=\"https://www.innovativelearningconference.org/ehome/index.php?eventid=107259&\" target=\"_blank\">Innovative Learning Conference\u003c/a> hosted at the Nueva School. Young kids encounter something new, learn a little bit about it, get curious and then continue to add on a little more information with each new discovery. Warren says that’s where curiosity happens, in the gap between learning something and being exposed to something new.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If you are a questioner, you are going against the grain. That could appeal to young people.'\u003ccite>Warren Berger, author of '\u003cem>A More Beautiful Question'\u003c/em>\u003c/cite>\u003c/aside>\n\u003cp>“Kids are lighting up their pleasure zones and getting dopamine hits every time they learn something that solves something they were curious about,” Berger said. He contends that questioning is a highly valued skill. Companies are looking for people who can ask \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/23/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\">deep questions that will solve real problems\u003c/a> and lead to profitable solutions. Equally important, it’s up to an informed citizenry to ask questions about the world, policies and the actions of our government.\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/dey1Rm5gUxw\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Luckily, kids are hard-wired for that kind of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/04/how-the-power-of-interest-drives-learning/\" target=\"_blank\">generative curiosity\u003c/a>. Unfortunately, “right around age 5 or 6, questioning drops off a cliff,” Berger said. Paradoxically, when kids go to school they stop asking so many questions. “Children enter school as question marks and leave schools as periods,” Berger said, quoting Neil Postman.* But why?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are a lot of understandable reasons why questioning drops off in school. Foremost among them is time. “Time really conspires against questioning,” Berger said. “In the classroom there often isn’t time to let kids ask their questions.” And really good, deep questions often take a lot of time to unravel -- more time than a harried teacher trying to cover all the curriculum often feels she can afford. And while time pressure is a very real part of teaching, not making time for questioning says a lot about how valuable it is to us. People make time for the things they value.\u003c/p>\n\u003cp>But knowledge can also be the enemy of questioning. “As we know more, or feel we know more, we may be less inclined to question,” Berger said. Sometimes answers can close down other avenues of thinking or ways of seeing a problem, but that all depends on how teachers treat knowledge. When treated as a life-long endeavor, learning a little bit about something opens up space to learn more.\u003c/p>\n\u003cp>And of course there are social barriers to questioning. Many kids don’t see asking questions as “cool.” And the perception that question askers are suck-ups or dorks probably also comes from fear. Many people feel vulnerable admitting they don’t know something. They are afraid to offer a window into their inner world by wondering out loud.\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignright size-full wp-image-45053\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>\u003c/p>\n\u003cp>These barriers to questioning are real and challenging, but there are lots of ways parents and teachers can work to make questioning a normal part of school and life. One of the primary ways adults can support questioning, Berger said, is to model curiosity and to value questions. Instead of asking a child, “What did you learn at school today,” a parent might ask, “What great question did you ask today?” Or, when a child asks one of those great, deep questions that gets at why humans are even here, parents could dive in and explore the question with their child.\u003c/p>\n\u003cp>“You don’t have to have the answers. You just have to have the interest,” Berger said. Instead of trying to close off questioning by providing a pat answer or a terse “I don’t know,” parents might say, “If you were going to start answering that question, where would you start?”\u003c/p>\n\u003cp>“We want their questions to be large and expanded instead of being diminished and eventually going away,” Berger said. That philosophy should apply to school as well.\u003c/p>\n\u003cp>\u003cstrong>5 WAYS TO HELP STUDENTS BECOME BETTER QUESTIONERS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Make It Safe:\u003c/strong> “I think this might be the most important one,” Berger said. Many kids won’t raise their hand in front of the whole class to ask a question because they’re shy or nervous. “Fear kills curiosity,” Berger said. “The two things do not exist very well together.” But a student that might be afraid to question in front of the whole group may be willing to ask questions in a smaller group or to write a question down. Teachers can help make small groups even safer by laying out protective rules like “no question can be edited or judged.”\u003c/p>\n\u003cp>“The key thing is it makes questioning the point of the activity, and that is rarely the case,” Berger said. “The point is always to get to the answer.” Asking good questions takes practice. The Right Question Institute \u003ca href=\"http://rightquestion.org/education/\" target=\"_blank\">offers protocols\u003c/a> to get students questioning, but teachers shouldn’t expect kids to immediately be good at it.\u003c/p>\n\u003cp>\u003cstrong>2. Make it Cool:\u003c/strong> Berger suggests convincing kids that good questions lead to cool stuff and make the world a better place. Furthermore, people who ask good questions are cool people, even rebellious people sometimes. “The people who are really breaking new ground are the people asking questions,” Berger said. “Questioners are the explorers, the mavericks.”\u003c/p>\n\u003cp>And questions can make people uncomfortable, especially when they hit on something true. “If you are a questioner, you are going against the grain,” Berger said. “That could appeal to young people.”\u003c/p>\n\u003cp>\u003cstrong>3. Make It Fun:\u003c/strong> Turning questioning into a game can be a great way to make the process more lighthearted and fun. Frame the process as being a detective, solving riddles or puzzles. One possible game to get kids started is to take closed questions and turn them into open questions and visa versa. This helps kids really understand the difference and what makes a strong question.\u003c/p>\n\u003cp>Students could also approach the issue with \"why\" questions to dig into it, then start asking “what if” questions to open up their imaginations and finally “how might we” questions to begin coming up with solutions. “How might we” is a more invigorating and creative questioning tact that “how could we” or “how should we” prompts, which tend to have more judgment in them.\u003c/p>\n\u003cp>\u003cstrong>4. Make It Rewarding:\u003c/strong> Many students are used to empty praise from their teachers. When students venture a deep question, they commonly hear, “That’s a great question, let’s move on.” But an educator’s genuine interest in the question will be much more powerful than any praise.\u003c/p>\n\u003cp>Additionally, teachers can create structures in their classes to reward questioning. Perhaps there is a best question of the week, where students get to vote on one another’s questions. Or maybe there’s a bonus question on a test that is itself a question: “What question should have been on this test, but wasn’t?”\u003c/p>\n\u003cp>\u003cstrong>5. Make It Stick:\u003c/strong> Questioning has to be a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/07/messy-works-how-to-apply-self-organized-learning-in-the-classroom/\" target=\"_blank\">regular part of the school day\u003c/a> for it to become a student habit. The famous comedian George Carlin used to talk about “vuja de,” that none of this has ever happened before. He was joking, but he also credited his ability to look at familiar situations in fresh ways as a key to his success.\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/B7LBSDQ14eA\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Educators could follow Carlin’s lead and spend some time one day a week looking at a common object or idea and pushing students to ask questions about it as if they’ve never seen it before. “If you can instill this habit of mind in kids, this is the key to success for innovators,” Berger said.\u003c/p>\n\u003cp>If educators can find the precious minutes to foster these habits, Berger believes it could go a long way to developing critical thinkers. “I know that often times it doesn’t feel like there’s room to do some of these things under the current schedules and demands, but I feel like what needs to be done is small acts of insurrection,” he told educators and parents gathered at the conference.\u003c/p>\n\u003cp>\u003cstrong>Questioning Is About Power\u003c/strong>\u003c/p>\n\u003cp>Feeling confident to question the systems of power around us is one of the key jobs of an informed citizenry. Kids need to learn during their time at school that they have the right to know, to challenge assumptions and to dig deeper. Fostering this mentality in students can be challenging for teachers who are often complicit in systems of control over students. But often when teachers open the space for these questions, value them and explore them with students, a deep trust is built.\u003c/p>\n\u003cp>“I also think questioning matters because questions open up a dialogue instead of shutting it down,” Berger said. He says it’s the honest, thoughtful, respectful questions that start really good discussions. And ultimately could lead to the equity that so many educators and students are striving toward.\u003c/p>\n\u003cp>It’s also important to note that questioning makes a student vulnerable, and every student has a different relationship and experience with standing up to authority. “It’s very possible that there could be some groups of kids who would be more worried about how questioning is going to make them look,” Berger said. “That kid has more at stake,” and teachers need to recognize that.\u003c/p>\n\u003cp>These equity questions are the next topic Berger wants to explore. One study he read showed that upper-income families encouraged questioning in school, while lower-income families told their children to fit in and not rock the boat.\u003c/p>\n\u003cp>“Just because they’re not asking a question doesn’t mean they won’t have them,” Berger said. He’s researching how people are making questioning safe for everyone. Ultimately, questioning and reflecting are the keys to self-growth, something educators want for all their students.\u003c/p>\n\u003cp>“It’s OK to ask ambitious questions about yourself, your life, and that you won’t have the answer right away,” Berger said. Often people don’t ask those kinds of questions because they’re afraid they won’t have the answer. But if questioning deeply has always been part of the learning process, perhaps the next generation of citizens won’t be so afraid to sit with those hard questions.\u003c/p>\n\u003cp>\u003cem>*An earlier version of this story did not properly attribute this quote to Neil Postman. We regret this error.\u003c/em>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" 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>[ad floatright]\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\n",
"disqusIdentifier": "43596 http://ww2.kqed.org/mindshift/?p=43596",
"disqusUrl": "https://ww2.kqed.org/mindshift/2016/02/09/how-to-bring-more-beautiful-questions-back-to-school/",
"stats": {
"hasVideo": true,
"hasChartOrMap": true,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1919,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [
"https://www.youtube.com/embed/dey1Rm5gUxw",
"https://www.youtube.com/embed/B7LBSDQ14eA"
],
"paragraphCount": 38
},
"modified": 1464997548,
"excerpt": "Young children ask lots of questions, but around the time they enter school, those questions begin to fade. Author Warren Berger outlines five ways to help students become better questioners and nurture a child's curiosity. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Young children ask lots of questions, but around the time they enter school, those questions begin to fade. Author Warren Berger outlines five ways to help students become better questioners and nurture a child's curiosity. ",
"title": "How to Bring 'More Beautiful' Questions Back to School | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How to Bring 'More Beautiful' Questions Back to School",
"datePublished": "2016-02-09T00:05:11-08:00",
"dateModified": "2016-06-03T16:45:48-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-to-bring-more-beautiful-questions-back-to-school",
"status": "publish",
"path": "/mindshift/43596/how-to-bring-more-beautiful-questions-back-to-school",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the age of information, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/31/how-are-students-roles-changing-in-the-new-economy-of-information/\" target=\"_blank\">factual answers are easy to find\u003c/a>. Want to know who signed the Declaration of Independence? Google it. Curious about the plot of Nathaniel Hawthorne's famous novel, \"The Scarlet Letter\"? A quick Internet search will easily jog your memory. But while computers are great at spitting out answers, they aren’t very good at asking questions. But luckily, that’s where humans can excel.\u003c/p>\n\u003cp>Curiosity is baked into the human experience. Between the ages of 2 and 5, kids ask on average 40,000 questions, said Warren Berger, author of \u003ca href=\"http://amorebeautifulquestion.com/book-on-questioning-by-warren-berger/\" target=\"_blank\">\"A More Beautiful Question,\"\u003c/a> at the \u003ca href=\"https://www.innovativelearningconference.org/ehome/index.php?eventid=107259&\" target=\"_blank\">Innovative Learning Conference\u003c/a> hosted at the Nueva School. Young kids encounter something new, learn a little bit about it, get curious and then continue to add on a little more information with each new discovery. Warren says that’s where curiosity happens, in the gap between learning something and being exposed to something new.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If you are a questioner, you are going against the grain. That could appeal to young people.'\u003ccite>Warren Berger, author of '\u003cem>A More Beautiful Question'\u003c/em>\u003c/cite>\u003c/aside>\n\u003cp>“Kids are lighting up their pleasure zones and getting dopamine hits every time they learn something that solves something they were curious about,” Berger said. He contends that questioning is a highly valued skill. Companies are looking for people who can ask \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/23/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\">deep questions that will solve real problems\u003c/a> and lead to profitable solutions. Equally important, it’s up to an informed citizenry to ask questions about the world, policies and the actions of our government.\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/dey1Rm5gUxw\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Luckily, kids are hard-wired for that kind of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/04/how-the-power-of-interest-drives-learning/\" target=\"_blank\">generative curiosity\u003c/a>. Unfortunately, “right around age 5 or 6, questioning drops off a cliff,” Berger said. Paradoxically, when kids go to school they stop asking so many questions. “Children enter school as question marks and leave schools as periods,” Berger said, quoting Neil Postman.* But why?\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>There are a lot of understandable reasons why questioning drops off in school. Foremost among them is time. “Time really conspires against questioning,” Berger said. “In the classroom there often isn’t time to let kids ask their questions.” And really good, deep questions often take a lot of time to unravel -- more time than a harried teacher trying to cover all the curriculum often feels she can afford. And while time pressure is a very real part of teaching, not making time for questioning says a lot about how valuable it is to us. People make time for the things they value.\u003c/p>\n\u003cp>But knowledge can also be the enemy of questioning. “As we know more, or feel we know more, we may be less inclined to question,” Berger said. Sometimes answers can close down other avenues of thinking or ways of seeing a problem, but that all depends on how teachers treat knowledge. When treated as a life-long endeavor, learning a little bit about something opens up space to learn more.\u003c/p>\n\u003cp>And of course there are social barriers to questioning. Many kids don’t see asking questions as “cool.” And the perception that question askers are suck-ups or dorks probably also comes from fear. Many people feel vulnerable admitting they don’t know something. They are afraid to offer a window into their inner world by wondering out loud.\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignright size-full wp-image-45053\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>\u003c/p>\n\u003cp>These barriers to questioning are real and challenging, but there are lots of ways parents and teachers can work to make questioning a normal part of school and life. One of the primary ways adults can support questioning, Berger said, is to model curiosity and to value questions. Instead of asking a child, “What did you learn at school today,” a parent might ask, “What great question did you ask today?” Or, when a child asks one of those great, deep questions that gets at why humans are even here, parents could dive in and explore the question with their child.\u003c/p>\n\u003cp>“You don’t have to have the answers. You just have to have the interest,” Berger said. Instead of trying to close off questioning by providing a pat answer or a terse “I don’t know,” parents might say, “If you were going to start answering that question, where would you start?”\u003c/p>\n\u003cp>“We want their questions to be large and expanded instead of being diminished and eventually going away,” Berger said. That philosophy should apply to school as well.\u003c/p>\n\u003cp>\u003cstrong>5 WAYS TO HELP STUDENTS BECOME BETTER QUESTIONERS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Make It Safe:\u003c/strong> “I think this might be the most important one,” Berger said. Many kids won’t raise their hand in front of the whole class to ask a question because they’re shy or nervous. “Fear kills curiosity,” Berger said. “The two things do not exist very well together.” But a student that might be afraid to question in front of the whole group may be willing to ask questions in a smaller group or to write a question down. Teachers can help make small groups even safer by laying out protective rules like “no question can be edited or judged.”\u003c/p>\n\u003cp>“The key thing is it makes questioning the point of the activity, and that is rarely the case,” Berger said. “The point is always to get to the answer.” Asking good questions takes practice. The Right Question Institute \u003ca href=\"http://rightquestion.org/education/\" target=\"_blank\">offers protocols\u003c/a> to get students questioning, but teachers shouldn’t expect kids to immediately be good at it.\u003c/p>\n\u003cp>\u003cstrong>2. Make it Cool:\u003c/strong> Berger suggests convincing kids that good questions lead to cool stuff and make the world a better place. Furthermore, people who ask good questions are cool people, even rebellious people sometimes. “The people who are really breaking new ground are the people asking questions,” Berger said. “Questioners are the explorers, the mavericks.”\u003c/p>\n\u003cp>And questions can make people uncomfortable, especially when they hit on something true. “If you are a questioner, you are going against the grain,” Berger said. “That could appeal to young people.”\u003c/p>\n\u003cp>\u003cstrong>3. Make It Fun:\u003c/strong> Turning questioning into a game can be a great way to make the process more lighthearted and fun. Frame the process as being a detective, solving riddles or puzzles. One possible game to get kids started is to take closed questions and turn them into open questions and visa versa. This helps kids really understand the difference and what makes a strong question.\u003c/p>\n\u003cp>Students could also approach the issue with \"why\" questions to dig into it, then start asking “what if” questions to open up their imaginations and finally “how might we” questions to begin coming up with solutions. “How might we” is a more invigorating and creative questioning tact that “how could we” or “how should we” prompts, which tend to have more judgment in them.\u003c/p>\n\u003cp>\u003cstrong>4. Make It Rewarding:\u003c/strong> Many students are used to empty praise from their teachers. When students venture a deep question, they commonly hear, “That’s a great question, let’s move on.” But an educator’s genuine interest in the question will be much more powerful than any praise.\u003c/p>\n\u003cp>Additionally, teachers can create structures in their classes to reward questioning. Perhaps there is a best question of the week, where students get to vote on one another’s questions. Or maybe there’s a bonus question on a test that is itself a question: “What question should have been on this test, but wasn’t?”\u003c/p>\n\u003cp>\u003cstrong>5. Make It Stick:\u003c/strong> Questioning has to be a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/07/messy-works-how-to-apply-self-organized-learning-in-the-classroom/\" target=\"_blank\">regular part of the school day\u003c/a> for it to become a student habit. The famous comedian George Carlin used to talk about “vuja de,” that none of this has ever happened before. He was joking, but he also credited his ability to look at familiar situations in fresh ways as a key to his success.\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/B7LBSDQ14eA\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Educators could follow Carlin’s lead and spend some time one day a week looking at a common object or idea and pushing students to ask questions about it as if they’ve never seen it before. “If you can instill this habit of mind in kids, this is the key to success for innovators,” Berger said.\u003c/p>\n\u003cp>If educators can find the precious minutes to foster these habits, Berger believes it could go a long way to developing critical thinkers. “I know that often times it doesn’t feel like there’s room to do some of these things under the current schedules and demands, but I feel like what needs to be done is small acts of insurrection,” he told educators and parents gathered at the conference.\u003c/p>\n\u003cp>\u003cstrong>Questioning Is About Power\u003c/strong>\u003c/p>\n\u003cp>Feeling confident to question the systems of power around us is one of the key jobs of an informed citizenry. Kids need to learn during their time at school that they have the right to know, to challenge assumptions and to dig deeper. Fostering this mentality in students can be challenging for teachers who are often complicit in systems of control over students. But often when teachers open the space for these questions, value them and explore them with students, a deep trust is built.\u003c/p>\n\u003cp>“I also think questioning matters because questions open up a dialogue instead of shutting it down,” Berger said. He says it’s the honest, thoughtful, respectful questions that start really good discussions. And ultimately could lead to the equity that so many educators and students are striving toward.\u003c/p>\n\u003cp>It’s also important to note that questioning makes a student vulnerable, and every student has a different relationship and experience with standing up to authority. “It’s very possible that there could be some groups of kids who would be more worried about how questioning is going to make them look,” Berger said. “That kid has more at stake,” and teachers need to recognize that.\u003c/p>\n\u003cp>These equity questions are the next topic Berger wants to explore. One study he read showed that upper-income families encouraged questioning in school, while lower-income families told their children to fit in and not rock the boat.\u003c/p>\n\u003cp>“Just because they’re not asking a question doesn’t mean they won’t have them,” Berger said. He’s researching how people are making questioning safe for everyone. Ultimately, questioning and reflecting are the keys to self-growth, something educators want for all their students.\u003c/p>\n\u003cp>“It’s OK to ask ambitious questions about yourself, your life, and that you won’t have the answer right away,” Berger said. Often people don’t ask those kinds of questions because they’re afraid they won’t have the answer. But if questioning deeply has always been part of the learning process, perhaps the next generation of citizens won’t be so afraid to sit with those hard questions.\u003c/p>\n\u003cp>\u003cem>*An earlier version of this story did not properly attribute this quote to Neil Postman. We regret this error.\u003c/em>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" 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>\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>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/43596/how-to-bring-more-beautiful-questions-back-to-school",
"authors": [
"234"
],
"categories": [
"mindshift_194",
"mindshift_20524"
],
"tags": [
"mindshift_167",
"mindshift_20784",
"mindshift_1040",
"mindshift_797",
"mindshift_20601"
],
"featImg": "mindshift_43603",
"label": "mindshift"
},
"mindshift_43141": {
"type": "posts",
"id": "mindshift_43141",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "43141",
"score": null,
"sort": [
1454403873000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1454403873,
"format": "standard",
"disqusTitle": "Finding the Math in Storybooks for Young Children",
"title": "Finding the Math in Storybooks for Young Children",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cstrong>By Herbert P. Ginsburg\u003c/strong>\u003c/p>\n\u003cp>Reading is an opportunity for you to learn about your child’s world. Young children (roughly ages 2–6) are often described as egocentric. They see the world from a limited perspective. But adults can be equally egocentric. They often do not understand what the world looks like from a child’s point of view. As you read \u003cem>with — \u003c/em>and not just\u003cem> to — \u003c/em>your child, you may learn that she interprets events differently from you, that she sees things in the story that you did not, and that she learns from the story in ways you did not expect. Reading \u003cem>with\u003c/em> can provide a window into your child’s mind as well as clues to nurturing her thinking.\u003c/p>\n\u003cp>It is important for you to read storybooks that have math learning as their primary goal. Counting books and shape books are of this type. Of course, goals are different from quality. \"Anno’s Counting Book\" uses beautiful illustrations to pose the challenge of finding different numbers of objects. Other counting books are conventional and tedious.\u003c/p>\n\u003cp>Another type of storybook does not aim to teach math explicitly, but contains important mathematical ideas embedded within the story. Goldilocks sees that the Baby Bear’s bed is the smallest, and that Mama’s bed is bigger than Baby’s but smaller than Papa’s. Also, Baby Bear is smaller than Mama, who is in turn smaller than Papa. The beds are in increasing order of size, and so are the bears. The order is more complex than it initially appears: Mama is both bigger than Baby Bear and smaller than Papa Bear. Also, there is a simple correlation between the size of the bears and the size of the beds: the bigger the bear, the bigger the bed.\u003c/p>\n\u003cp>So, the story of Goldilocks and the Three Bears contains some fundamentally important math ideas, some of which children find difficult, about relative size, order and the relations between two sequences.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When reading books, it’s important to realize that math is a broad subject. Clearly, a counting book or a shape book describing circles and squares are both explicitly about math, in the sense of the kind of formal math we usually learn in school. Although not explicitly about school math, Goldilocks entails relatively complex math ideas— order and correlation. Other storybooks deal in an informal way with patterns, spatial relations, measurement, addition and subtraction, and division — all of which are “math.” Indeed, it would be hard to find a non-math storybook that does not include everyday math in this broad sense. In fact, ordinary storybooks may contain more interesting math than do explicit math storybooks (and textbooks, too!).\u003c/p>\n\u003cp>This in turn raises the question of the type of math you want your child to learn — school math or embedded math? The answer is both. Children need to memorize the counting words, but also need to know that their order specifies relative magnitude. They need to memorize 1, 2, 3, 4, but also need to know that 3 is a bigger number than 2 because it comes after 2, but it is also a smaller number than 4, because it comes after 3. Memorizing symbols is not enough, just as knowing the everyday story is not enough. Eventually, the child needs to know how the informal ideas provide the meaningful basis for the formal math.\u003c/p>\n\u003cp>Given all this, how can you read storybooks in such a way as to promote your child’s math learning?\u003c/p>\n\u003cp>Some do’s:\u003c/p>\n\u003cp>-- Read books that you both find interesting, amusing and full of wonder, books that will grow the child’s budding love of reading. Bypass boring stories, even if you think they are “educational.” Enjoy the story!\u003c/p>\n\u003cp>-- Talk with your child about the various ideas, including the math ideas. “Who is bigger, Mama Bear or Papa Bear? How do you know? Which bear gets the biggest bed? Why?”\u003c/p>\n\u003cp>-- Use math language to describe and explain (“This is a square because it has four sides and they are all the same length.”) and encourage the child to put her ideas into words.\u003c/p>\n\u003cp>-- Keep the child engaged in the book, for example, by asking her to point out certain things on a page. “Show me the biggest bear.” Or you can make the questions very open-ended by asking, “What do you see on this page? What is happening?”\u003c/p>\n\u003cp>-- Think about your own experiences with math and whether you might unintentionally transmit any negative feelings about math to the child.\u003c/p>\n\u003cp>In the end, reading math storybooks and storybooks with embedded math can stimulate your child’s thinking, language and enjoyment. Reading can involve you and the child in an intellectual adventure in exploring mathematical ideas. Reading can help you bond with the child. Reading can provide a warm blanket for the child’s mathematical knowledge and provide insights into the child’s mind.\u003c/p>\n\u003cp>If you do it well, reading math storybooks can set the stage for meaningful math achievement in school during the years to come.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Herbert P. Ginsburg, Ph.D., is the Jacob H. Schiff professor of psychology and education at Teachers College, Columbia University. He has drawn on cognitive developmental psychology to develop a mathematics curriculum (Big Math for Little Kids), storybooks for young children and tests of mathematical thinking.\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "43141 http://ww2.kqed.org/mindshift/?p=43141",
"disqusUrl": "https://ww2.kqed.org/mindshift/2016/02/02/finding-the-math-in-storybooks-for-young-children/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 925,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 19
},
"modified": 1454403873,
"excerpt": "Storybooks for young children that contain math ideas may be far more useful in helping kids learn about math than counting books. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Storybooks for young children that contain math ideas may be far more useful in helping kids learn about math than counting books. ",
"title": "Finding the Math in Storybooks for Young Children | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Finding the Math in Storybooks for Young Children",
"datePublished": "2016-02-02T01:04:33-08:00",
"dateModified": "2016-02-02T01:04:33-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "finding-the-math-in-storybooks-for-young-children",
"status": "publish",
"path": "/mindshift/43141/finding-the-math-in-storybooks-for-young-children",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Herbert P. Ginsburg\u003c/strong>\u003c/p>\n\u003cp>Reading is an opportunity for you to learn about your child’s world. Young children (roughly ages 2–6) are often described as egocentric. They see the world from a limited perspective. But adults can be equally egocentric. They often do not understand what the world looks like from a child’s point of view. As you read \u003cem>with — \u003c/em>and not just\u003cem> to — \u003c/em>your child, you may learn that she interprets events differently from you, that she sees things in the story that you did not, and that she learns from the story in ways you did not expect. Reading \u003cem>with\u003c/em> can provide a window into your child’s mind as well as clues to nurturing her thinking.\u003c/p>\n\u003cp>It is important for you to read storybooks that have math learning as their primary goal. Counting books and shape books are of this type. Of course, goals are different from quality. \"Anno’s Counting Book\" uses beautiful illustrations to pose the challenge of finding different numbers of objects. Other counting books are conventional and tedious.\u003c/p>\n\u003cp>Another type of storybook does not aim to teach math explicitly, but contains important mathematical ideas embedded within the story. Goldilocks sees that the Baby Bear’s bed is the smallest, and that Mama’s bed is bigger than Baby’s but smaller than Papa’s. Also, Baby Bear is smaller than Mama, who is in turn smaller than Papa. The beds are in increasing order of size, and so are the bears. The order is more complex than it initially appears: Mama is both bigger than Baby Bear and smaller than Papa Bear. Also, there is a simple correlation between the size of the bears and the size of the beds: the bigger the bear, the bigger the bed.\u003c/p>\n\u003cp>So, the story of Goldilocks and the Three Bears contains some fundamentally important math ideas, some of which children find difficult, about relative size, order and the relations between two sequences.\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 reading books, it’s important to realize that math is a broad subject. Clearly, a counting book or a shape book describing circles and squares are both explicitly about math, in the sense of the kind of formal math we usually learn in school. Although not explicitly about school math, Goldilocks entails relatively complex math ideas— order and correlation. Other storybooks deal in an informal way with patterns, spatial relations, measurement, addition and subtraction, and division — all of which are “math.” Indeed, it would be hard to find a non-math storybook that does not include everyday math in this broad sense. In fact, ordinary storybooks may contain more interesting math than do explicit math storybooks (and textbooks, too!).\u003c/p>\n\u003cp>This in turn raises the question of the type of math you want your child to learn — school math or embedded math? The answer is both. Children need to memorize the counting words, but also need to know that their order specifies relative magnitude. They need to memorize 1, 2, 3, 4, but also need to know that 3 is a bigger number than 2 because it comes after 2, but it is also a smaller number than 4, because it comes after 3. Memorizing symbols is not enough, just as knowing the everyday story is not enough. Eventually, the child needs to know how the informal ideas provide the meaningful basis for the formal math.\u003c/p>\n\u003cp>Given all this, how can you read storybooks in such a way as to promote your child’s math learning?\u003c/p>\n\u003cp>Some do’s:\u003c/p>\n\u003cp>-- Read books that you both find interesting, amusing and full of wonder, books that will grow the child’s budding love of reading. Bypass boring stories, even if you think they are “educational.” Enjoy the story!\u003c/p>\n\u003cp>-- Talk with your child about the various ideas, including the math ideas. “Who is bigger, Mama Bear or Papa Bear? How do you know? Which bear gets the biggest bed? Why?”\u003c/p>\n\u003cp>-- Use math language to describe and explain (“This is a square because it has four sides and they are all the same length.”) and encourage the child to put her ideas into words.\u003c/p>\n\u003cp>-- Keep the child engaged in the book, for example, by asking her to point out certain things on a page. “Show me the biggest bear.” Or you can make the questions very open-ended by asking, “What do you see on this page? What is happening?”\u003c/p>\n\u003cp>-- Think about your own experiences with math and whether you might unintentionally transmit any negative feelings about math to the child.\u003c/p>\n\u003cp>In the end, reading math storybooks and storybooks with embedded math can stimulate your child’s thinking, language and enjoyment. Reading can involve you and the child in an intellectual adventure in exploring mathematical ideas. Reading can help you bond with the child. Reading can provide a warm blanket for the child’s mathematical knowledge and provide insights into the child’s mind.\u003c/p>\n\u003cp>If you do it well, reading math storybooks can set the stage for meaningful math achievement in school during the years to come.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Herbert P. Ginsburg, Ph.D., is the Jacob H. Schiff professor of psychology and education at Teachers College, Columbia University. He has drawn on cognitive developmental psychology to develop a mathematics curriculum (Big Math for Little Kids), storybooks for young children and tests of mathematical thinking.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/43141/finding-the-math-in-storybooks-for-young-children",
"authors": [
"4354"
],
"categories": [
"mindshift_194"
],
"tags": [
"mindshift_165",
"mindshift_20784",
"mindshift_1040",
"mindshift_392",
"mindshift_20568",
"mindshift_1037"
],
"featImg": "mindshift_43433",
"label": "mindshift"
},
"mindshift_43495": {
"type": "posts",
"id": "mindshift_43495",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "43495",
"score": null,
"sort": [
1453919863000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1453919863,
"format": "standard",
"disqusTitle": "As School Becomes More Collaborative, How Do Introverted Teachers Cope?",
"title": "As School Becomes More Collaborative, How Do Introverted Teachers Cope?",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Recognizing that many students will be expected to work well in groups later in life, many school leaders are emphasizing collaborative projects and learning spaces. That same transition is taking place for teachers as well, many of whom are clamoring for time to work with their peers and get feedback. But, with all noise about collaboration and breaking teachers out of isolation, are we forgetting about how to best support all teachers, including the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/14/fostering-the-power-of-introverts/\" target=\"_blank\">introverted ones\u003c/a>?\u003c/p>\n\u003cp>In \u003ca href=\"http://www.theatlantic.com/education/archive/2016/01/why-introverted-teachers-are-burning-out/425151/\" target=\"_blank\">his Atlantic article\u003c/a>, Michael Godsey points out an unfortunate byproduct of collaboration excitement when enacted too zealously -- burnout for introverted teachers. He writes:\u003c/p>\n\u003cblockquote>\u003cp>\"In some ways, today’s teachers are simply struggling with what the Harvard Business Review recently termed 'collaborative overload' in the workplace. According to its own data, 'over the past two decades, the time spent by managers and employees in collaborative activities has ballooned by 50% or more.' The difference for teachers in many cases is that they don't get any down time; they finish various meetings with various adults and go straight to the classroom, where they feel increasing pressure to facilitate social learning activities and promote the current trend of collaborative education.\"\u003c/p>\u003c/blockquote>\n\u003cp>Perhaps the solution here isn't to throw out the idea that collaborative work and learning are important, but rather to remember that each individual teacher (or learner) will have a unique approach to preparing their contribution to those situations. While learning is social and it is valuable for introverts to learn to collaborate too, there's no need to push great teachers out of the classroom simply because they need more quiet time to recharge.\u003cbr>\nhttp://www.theatlantic.com/education/archive/2016/01/why-introverted-teachers-are-burning-out/425151/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
"disqusIdentifier": "43495 http://ww2.kqed.org/mindshift/?p=43495",
"disqusUrl": "https://ww2.kqed.org/mindshift/2016/01/27/as-school-becomes-more-collaborative-how-do-introverted-teachers-cope/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 289,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 6
},
"modified": 1456263250,
"excerpt": "As learning environments emphasize collaboration and teamwork more often, how can leaders make sure to support introverted teachers and learners?",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "As learning environments emphasize collaboration and teamwork more often, how can leaders make sure to support introverted teachers and learners?",
"title": "As School Becomes More Collaborative, How Do Introverted Teachers Cope? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "As School Becomes More Collaborative, How Do Introverted Teachers Cope?",
"datePublished": "2016-01-27T10:37:43-08:00",
"dateModified": "2016-02-23T13:34:10-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "as-school-becomes-more-collaborative-how-do-introverted-teachers-cope",
"status": "publish",
"path": "/mindshift/43495/as-school-becomes-more-collaborative-how-do-introverted-teachers-cope",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Recognizing that many students will be expected to work well in groups later in life, many school leaders are emphasizing collaborative projects and learning spaces. That same transition is taking place for teachers as well, many of whom are clamoring for time to work with their peers and get feedback. But, with all noise about collaboration and breaking teachers out of isolation, are we forgetting about how to best support all teachers, including the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/14/fostering-the-power-of-introverts/\" target=\"_blank\">introverted ones\u003c/a>?\u003c/p>\n\u003cp>In \u003ca href=\"http://www.theatlantic.com/education/archive/2016/01/why-introverted-teachers-are-burning-out/425151/\" target=\"_blank\">his Atlantic article\u003c/a>, Michael Godsey points out an unfortunate byproduct of collaboration excitement when enacted too zealously -- burnout for introverted teachers. He writes:\u003c/p>\n\u003cblockquote>\u003cp>\"In some ways, today’s teachers are simply struggling with what the Harvard Business Review recently termed 'collaborative overload' in the workplace. According to its own data, 'over the past two decades, the time spent by managers and employees in collaborative activities has ballooned by 50% or more.' The difference for teachers in many cases is that they don't get any down time; they finish various meetings with various adults and go straight to the classroom, where they feel increasing pressure to facilitate social learning activities and promote the current trend of collaborative education.\"\u003c/p>\u003c/blockquote>\n\u003cp>Perhaps the solution here isn't to throw out the idea that collaborative work and learning are important, but rather to remember that each individual teacher (or learner) will have a unique approach to preparing their contribution to those situations. While learning is social and it is valuable for introverts to learn to collaborate too, there's no need to push great teachers out of the classroom simply because they need more quiet time to recharge.\u003cbr>\nhttp://www.theatlantic.com/education/archive/2016/01/why-introverted-teachers-are-burning-out/425151/\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/43495/as-school-becomes-more-collaborative-how-do-introverted-teachers-cope",
"authors": [
"4354"
],
"categories": [
"mindshift_194"
],
"featImg": "mindshift_43498",
"label": "mindshift"
},
"mindshift_43408": {
"type": "posts",
"id": "mindshift_43408",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "43408",
"score": null,
"sort": [
1453278904000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1453278904,
"format": "standard",
"disqusTitle": "How Empowering Influential Kids Can Change School Culture For the Better",
"title": "How Empowering Influential Kids Can Change School Culture For the Better",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Want to change your school’s culture? Start with the right students.\u003c/p>\n\u003cp>A recent \u003ca href=\"http://www.pnas.org/content/early/2016/01/02/1514483113.full.pdf\">study\u003c/a> published in Proceedings of the National Academy of Sciences reveals some important clues on how to change a school’s mores. The gist of the findings? To change school norms, the most well-connected students have to lead the way.\u003c/p>\n\u003cp>Scholars Elizabeth Paluck, Hana Shepherd and Peter Aronow, who conducted the yearlong project in 56 New Jersey middle schools during the 2012-13 academic year, sought to discover the impact of student-led anti-conflict programs on kids’ behavior. When it was over, they found that groups led by influential students were most successful in changing the way fellow students treated one another. Indeed, in those schools where an average number of well-connected kids took part in the campaign, reports of student conflict dropped by 30 percent.\u003c/p>\n\u003caside class=\"pullquote alignright\">The more the solution comes from the kids themselves, rather than eager adult overseers, the more likely other students will hear and respond to the message.\u003c/aside>\n\u003cp>These results offer a promising new approach for schools in the midst of a cultural crisis, whether from bullying, cheating or some other undesirable student behavior. To aid educators, the scholars have made their detailed \u003ca href=\"http://www.betsylevypaluck.com/roots-curriculum/\">curriculum\u003c/a> available online.\u003c/p>\n\u003cp>The study team designed the investigation with care. To ensure the accuracy of their results, researchers put half of the 56 schools into a control group -- which received no specialized anti-conflict programming -- and offered the remaining randomly selected 28 schools a carefully designed intervention that sought to reduce friction among the students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To test the idea that the most socially connected kids have the greatest influence among their peers, the researchers first had to figure out who those kids were. Here, they took a novel approach: All students were given a survey that included every student’s name at that particular middle school. Each child then was tasked with identifying the 10 individuals they’d spent the most time with during the last few weeks, either in person or online. The survey also asked about student perceptions of conflict in school.\u003c/p>\n\u003cp>This “social network mapping” strategy, which aims to identify the most influential people in a group, differed from typical research methods in two important ways. First, it was driven by students rather than adults; grownups had no role in selecting the influential kids. “When adults pick out students to intervene with, they often pick the popular kids or the traditional leaders,” Paluck said, leaving out some less visible but more influential students, including those who aren’t models of good behavior. Second, by asking kids who they spent time with, rather than who they called friends, the survey revealed which children had the most actual influence.\u003c/p>\n\u003cp>At each intervention school, randomly selected students were put into a larger group earmarked for anti-conflict training. Some of these students were “social referents,” the social science term that describes those individuals with the most connections to others, and who Paluck calls “the people who you look toward.” For a full year, these groups of students met every other week for specialized training on reducing conflict.\u003c/p>\n\u003cp>As with the network mapping strategy, the students drove the program. With gentle prompting from a trained research assistant, students in the select groups were asked to speak honestly and openly about problems they perceived in their school. What makes you feel uncomfortable here? What could you or others do about the problem? From these brainstorming sessions, students came up with their own messages to combat the problems they'd identified.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'This is a low-overhead program that can be used to address many kinds of issues where student behavior is driven by peers.'\u003c/aside>\n\u003cp>The adult group leader then helped students promote their messages, much like a campaign manager. “We designed activities to help these students make their anti-conflict stance public, noticeable to their peers,” Paluck explained. For example, many groups began wearing wristbands with one-word slogans—“respect” was a popular one—and started hashtag campaigns online. Still others created colorful, highly personalized posters signed by those influential students. The look and feel of these posters bore no resemblance to the typical adult-approved placards that call on kids to be brave nonconformists.\u003c/p>\n\u003cp>Because every school had its own particular troubles, the messaging differed from one school to another. Even so, some similar themes wove through the students’ anti-conflict communiques: calls for respect, and the demand to “chill out” or “calm down.”\u003c/p>\n\u003cp>At the end of the year, and after sifting through the volumes of data, researchers discovered their striking results: Those schools that had anti-conflict groups with an average number of well-connected kids saw a 30 percent drop in actual reports of student conflict. Even more notable, schools with the highest number of social referents experienced a 60 percent decline in disciplinary actions. “This is really interesting because we learn that it doesn’t take a lot of the social referent kids to make a big difference,” Shepherd explained.\u003c/p>\n\u003cp>These findings point to two significant conclusions when it comes to altering school norms. First, to get the most student buy-in on whatever campaign for change a school seeks, the most well-connected kids — \u003cem>as identified by the students \u003c/em>— need to take the lead in delivering the message; the better connected the kids, the more likely the campaign will succeed. Second, when trying to figure out how best to convey the campaign message, school leaders must look to these students to create it. The more the solution comes from the kids themselves, in other words, rather than eager adult overseers, the more likely other students will hear and respond to the message. That’s true regardless of the point being delivered, be it against bullying, cheating, using racist or homophobic language, or any other unwelcome teenage behavior that can poison a school's culture.\u003c/p>\n\u003cp>Paluck and Shepherd are hopeful that schools will pick up and adapt the curriculum they’ve created to improve their own school environments. “This is a low-overhead program that can be used to address many kinds of issues where student behavior is driven by peers,” Shepherd said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>A trusted guidance counselor or coach could serve as the group’s adult guide, as long as the adult leader “isn't strongly identified with the administration or with the disciplinary apparatus of the school,” she said. What if school leaders perceive a problem that the students don’t sense? “We advise against ‘telling’ the students what to campaign about,” Paluck said. Still, she added, there’s no reason why a kindhearted adult leader who has demonstrated concern for the kids couldn’t quietly steer the students toward hidden issues affecting their peers.\u003c/p>\n\n",
"disqusIdentifier": "43408 http://ww2.kqed.org/mindshift/?p=43408",
"disqusUrl": "https://ww2.kqed.org/mindshift/2016/01/20/how-empowering-influential-kids-can-change-school-culture-for-the-better/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1175,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 17
},
"modified": 1453278904,
"excerpt": "A recent study reveals when well-connected students have to lead the way they can do a lot to change social norms, especially when they create a campaign for change, not the adults.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "A recent study reveals when well-connected students have to lead the way they can do a lot to change social norms, especially when they create a campaign for change, not the adults.",
"title": "How Empowering Influential Kids Can Change School Culture For the Better | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Empowering Influential Kids Can Change School Culture For the Better",
"datePublished": "2016-01-20T00:35:04-08:00",
"dateModified": "2016-01-20T00:35:04-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-empowering-influential-kids-can-change-school-culture-for-the-better",
"status": "publish",
"path": "/mindshift/43408/how-empowering-influential-kids-can-change-school-culture-for-the-better",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Want to change your school’s culture? Start with the right students.\u003c/p>\n\u003cp>A recent \u003ca href=\"http://www.pnas.org/content/early/2016/01/02/1514483113.full.pdf\">study\u003c/a> published in Proceedings of the National Academy of Sciences reveals some important clues on how to change a school’s mores. The gist of the findings? To change school norms, the most well-connected students have to lead the way.\u003c/p>\n\u003cp>Scholars Elizabeth Paluck, Hana Shepherd and Peter Aronow, who conducted the yearlong project in 56 New Jersey middle schools during the 2012-13 academic year, sought to discover the impact of student-led anti-conflict programs on kids’ behavior. When it was over, they found that groups led by influential students were most successful in changing the way fellow students treated one another. Indeed, in those schools where an average number of well-connected kids took part in the campaign, reports of student conflict dropped by 30 percent.\u003c/p>\n\u003caside class=\"pullquote alignright\">The more the solution comes from the kids themselves, rather than eager adult overseers, the more likely other students will hear and respond to the message.\u003c/aside>\n\u003cp>These results offer a promising new approach for schools in the midst of a cultural crisis, whether from bullying, cheating or some other undesirable student behavior. To aid educators, the scholars have made their detailed \u003ca href=\"http://www.betsylevypaluck.com/roots-curriculum/\">curriculum\u003c/a> available online.\u003c/p>\n\u003cp>The study team designed the investigation with care. To ensure the accuracy of their results, researchers put half of the 56 schools into a control group -- which received no specialized anti-conflict programming -- and offered the remaining randomly selected 28 schools a carefully designed intervention that sought to reduce friction among the students.\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>To test the idea that the most socially connected kids have the greatest influence among their peers, the researchers first had to figure out who those kids were. Here, they took a novel approach: All students were given a survey that included every student’s name at that particular middle school. Each child then was tasked with identifying the 10 individuals they’d spent the most time with during the last few weeks, either in person or online. The survey also asked about student perceptions of conflict in school.\u003c/p>\n\u003cp>This “social network mapping” strategy, which aims to identify the most influential people in a group, differed from typical research methods in two important ways. First, it was driven by students rather than adults; grownups had no role in selecting the influential kids. “When adults pick out students to intervene with, they often pick the popular kids or the traditional leaders,” Paluck said, leaving out some less visible but more influential students, including those who aren’t models of good behavior. Second, by asking kids who they spent time with, rather than who they called friends, the survey revealed which children had the most actual influence.\u003c/p>\n\u003cp>At each intervention school, randomly selected students were put into a larger group earmarked for anti-conflict training. Some of these students were “social referents,” the social science term that describes those individuals with the most connections to others, and who Paluck calls “the people who you look toward.” For a full year, these groups of students met every other week for specialized training on reducing conflict.\u003c/p>\n\u003cp>As with the network mapping strategy, the students drove the program. With gentle prompting from a trained research assistant, students in the select groups were asked to speak honestly and openly about problems they perceived in their school. What makes you feel uncomfortable here? What could you or others do about the problem? From these brainstorming sessions, students came up with their own messages to combat the problems they'd identified.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'This is a low-overhead program that can be used to address many kinds of issues where student behavior is driven by peers.'\u003c/aside>\n\u003cp>The adult group leader then helped students promote their messages, much like a campaign manager. “We designed activities to help these students make their anti-conflict stance public, noticeable to their peers,” Paluck explained. For example, many groups began wearing wristbands with one-word slogans—“respect” was a popular one—and started hashtag campaigns online. Still others created colorful, highly personalized posters signed by those influential students. The look and feel of these posters bore no resemblance to the typical adult-approved placards that call on kids to be brave nonconformists.\u003c/p>\n\u003cp>Because every school had its own particular troubles, the messaging differed from one school to another. Even so, some similar themes wove through the students’ anti-conflict communiques: calls for respect, and the demand to “chill out” or “calm down.”\u003c/p>\n\u003cp>At the end of the year, and after sifting through the volumes of data, researchers discovered their striking results: Those schools that had anti-conflict groups with an average number of well-connected kids saw a 30 percent drop in actual reports of student conflict. Even more notable, schools with the highest number of social referents experienced a 60 percent decline in disciplinary actions. “This is really interesting because we learn that it doesn’t take a lot of the social referent kids to make a big difference,” Shepherd explained.\u003c/p>\n\u003cp>These findings point to two significant conclusions when it comes to altering school norms. First, to get the most student buy-in on whatever campaign for change a school seeks, the most well-connected kids — \u003cem>as identified by the students \u003c/em>— need to take the lead in delivering the message; the better connected the kids, the more likely the campaign will succeed. Second, when trying to figure out how best to convey the campaign message, school leaders must look to these students to create it. The more the solution comes from the kids themselves, in other words, rather than eager adult overseers, the more likely other students will hear and respond to the message. That’s true regardless of the point being delivered, be it against bullying, cheating, using racist or homophobic language, or any other unwelcome teenage behavior that can poison a school's culture.\u003c/p>\n\u003cp>Paluck and Shepherd are hopeful that schools will pick up and adapt the curriculum they’ve created to improve their own school environments. “This is a low-overhead program that can be used to address many kinds of issues where student behavior is driven by peers,” Shepherd 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>A trusted guidance counselor or coach could serve as the group’s adult guide, as long as the adult leader “isn't strongly identified with the administration or with the disciplinary apparatus of the school,” she said. What if school leaders perceive a problem that the students don’t sense? “We advise against ‘telling’ the students what to campaign about,” Paluck said. Still, she added, there’s no reason why a kindhearted adult leader who has demonstrated concern for the kids couldn’t quietly steer the students toward hidden issues affecting their peers.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/43408/how-empowering-influential-kids-can-change-school-culture-for-the-better",
"authors": [
"4613"
],
"categories": [
"mindshift_192",
"mindshift_194"
],
"tags": [
"mindshift_20784",
"mindshift_1040",
"mindshift_20761",
"mindshift_381",
"mindshift_486"
],
"featImg": "mindshift_43430",
"label": "mindshift"
},
"mindshift_43344": {
"type": "posts",
"id": "mindshift_43344",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "43344",
"score": null,
"sort": [
1452287585000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1452287585,
"format": "standard",
"disqusTitle": "What Is Lost When Kindergarten Gets More Academic?",
"title": "What Is Lost When Kindergarten Gets More Academic?",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\"What are some of the things that the monsters like to eat in this story?\" teacher Marisa McGee asks a trio of girls sitting at her table.\u003c/p>\n\u003cp>McGee teaches kindergarten at Walker Jones Elementary in Washington, D.C. Today's lesson: a close reading of the book \u003cem>What Do Monsters Eat?\u003c/em>\u003c/p>\n\u003cp>\"They like to eat cake,\" says one girl.\u003c/p>\n\u003cp>\"I noticed you answered in a complete sentence,\" McGee says. \"Can you tell me something else?\"\u003c/p>\n\u003cp>\"Stinky socks!\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>McGee follows with a line you might not expect in a kindergarten class: \"Can you show me the page where you found that?\"\u003c/p>\n\u003cp>Textual evidence. Complete sentences. Welcome to kindergarten in 2016. It's not quite what McGee, 29, says she was expecting when she started.\u003c/p>\n\u003cp>\"When I came into kindergarten, down from first grade, I was like: Yes! What can I order for dramatic play?\" McGee says. \"And I was told: Kindergartners don't do dramatic play anymore.\"\u003c/p>\n\u003cp>If you have young kids in school, or talk with teachers of young children, you've likely heard the refrain — that something's changed in the early grades. Schools seem to expect more of their youngest students academically, while giving them less time to spend in self-directed and creative play.\u003c/p>\n\u003caside class=\"pullquote alignright\">'The changes that seem potentially troubling are more around how kids are learning, not what kids should be learning.'\u003c/aside>\n\u003cp>\u003ca href=\"http://www.aera.net/Newsroom/StudySnapshotIsKindergartentheNewFirstGrade/tabid/16157/Default.aspx\">A big new study\u003c/a> provides the first national, empirical data to back up the anecdotes. University of Virginia researchers Daphna Bassok, Scott Latham and Anna Rorem analyzed the U.S. Department of Education's Early Childhood Longitudinal Study, which includes a nationally representative annual sample of roughly 2,500 teachers of kindergarten and first grade who answer detailed questions. Their answers can tell us a lot about what they believe and expect of their students and what they actually do in their classrooms.\u003c/p>\n\u003cp>The authors chose to compare teachers' responses from two years, 1998 and 2010. Why 1998? Because the federal No Child Left Behind law hadn't yet changed the school landscape with its annual tests and emphasis on the achievement gap.\u003c/p>\n\u003cp>With the caveat that this is a sample, not a comprehensive survey, here's what they found. Among the differences:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>In 2010, prekindergarten prep was expected.\u003c/strong> One-third more teachers believed that students should know the alphabet and how to hold a pencil before beginning kindergarten.\u003c/li>\n\u003cli>\u003cstrong>Everyone should read.\u003c/strong> In 1998, 31 percent of teachers believed their students should learn to read during the kindergarten year. That figure jumped to 80 percent by 2010.\u003c/li>\n\u003cli>\u003cstrong>More testing.\u003c/strong> In 2010, 73 percent of kindergartners took some kind of standardized test. One-third took tests at least once a month. In 1998, they didn't even ask kindergarten teachers that question. But the first-grade teachers in 1998 reported giving far fewer tests than the kindergarten teachers did in 2010.\u003c/li>\n\u003cli>\u003cstrong>Less music and art.\u003c/strong> The percentage of teachers who reported offering music every day in kindergarten dropped by half, from 34 percent to 16 percent. Daily art dropped from 27 to 11 percent.\u003c/li>\n\u003cli>\u003cstrong>Bye, bye brontosaurus.\u003c/strong> \"We saw notable drops in teachers saying they covered science topics like dinosaurs and outer space, which kids this age find really engaging,\" says Bassok, the study's lead author.\u003c/li>\n\u003cli>\u003cstrong>Less \"center time.\"\u003c/strong> There were large, double-digit decreases in the percentage of teachers who said their classrooms had areas for dress-up, a water or sand table, an art area or a science/nature area.\u003c/li>\n\u003cli>\u003cstrong>Less choice.\u003c/strong> And teachers who offered at least an hour a day of student-driven activities dropped from 54 to 40 percent. At the same time, whole-class, teacher-led instruction rose along with the use of textbooks and worksheets.\u003c/li>\n\u003cli>Not all playtime is trending down, though. Perhaps because of national anti-obesity campaigns, daily \u003cstrong>recess is actually up by 9 points,\u003c/strong> and PE has held steady.\u003c/li>\n\u003c/ul>\n\u003cp>Bassok was surprised by her results. \"We went into the study seeing a lot of anecdotal evidence\" about the ratcheting up of expectations in kindergarten, she says. \"I thought part of this was a nostalgia for what we imagined kindergarten may have been. It's pretty amazing to me that, over a 12-year period, we see such drastic changes in teachers reporting what they expect and how they spend their time.\"\u003c/p>\n\u003cp>But what do these findings mean? And are they inherently bad?\u003c/p>\n\u003cp>Sonja Santelises, vice president for K-12 policy and practice at the Education Trust, which focuses on efforts to reduce the achievement gap, says rising expectations are a good thing, though \"rigid instruction\" is not.\u003c/p>\n\u003cp>\"The report clearly raises important questions about how we are teaching our youngest learners,\" Santelises says. \"But we need to be careful that we're not conflating the challenge of high-quality, engaging instruction and the actual target of learning to read.\"\u003c/p>\n\u003cp>Bassok agrees. \"The changes that seem potentially troubling are more around how kids are learning, not what kids should be learning,\" she says. \"There are classrooms that are very hands-on and allow kids to explore and also have terrific focus on math and are language-rich. Those things don't need to be at odds at all.\"\u003c/p>\n\u003cp>It's easy to make this a story about teachers' responses to high-stakes testing. Especially when you consider that, for every one of these indicators, the trend was even stronger in high-poverty classrooms and in schools with more nonwhite children — schools that no doubt felt accountability pressure under NCLB.\u003c/p>\n\u003cp>However, the authors caution that there are lots of factors at play here. Since 1998, the number of children attending public preschool has jumped dramatically. There's been an even bigger leap in students attending full-day versus half-day kindergarten, which gives teachers more time to cover every subject. Parents also appear to be spending more time reading to kids and otherwise introducing language and math. In short, it's possible teachers' academic expectations have risen, at least in part, because more kids are coming to kindergarten better prepared.\u003c/p>\n\u003cp>Also, kindergartners are older than they used to be: \u003ca href=\"http://qz.com/546832/stanford-researchers-show-were-sending-many-children-to-school-way-too-early/\">1 in 5 is 6 years old,\u003c/a> in part due to the practice of \"redshirting.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>It should be said: The data in this study are five years old. It doesn't capture changes that may have taken place in schools since the adoption of the Common Core, for example. Kindergarten changed dramatically in just over a decade; as policies continue to shift, so too could practice. For now, it's less pretend time and more reading for the kids at Walker Jones Elementary. \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=Why+Kindergarten+Is+The+New+First+Grade&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
"disqusIdentifier": "43344 http://ww2.kqed.org/mindshift/?p=43344",
"disqusUrl": "https://ww2.kqed.org/mindshift/2016/01/08/whats-lost-when-kindergarten-gets-more-academic/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1113,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 23
},
"modified": 1452287608,
"excerpt": "Kindergarten now has less art and play; more textbooks and tests, say surveyed teachers.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Kindergarten now has less art and play; more textbooks and tests, say surveyed teachers.",
"title": "What Is Lost When Kindergarten Gets More Academic? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "What Is Lost When Kindergarten Gets More Academic?",
"datePublished": "2016-01-08T13:13:05-08:00",
"dateModified": "2016-01-08T13:13:28-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "whats-lost-when-kindergarten-gets-more-academic",
"status": "publish",
"nprApiLink": "http://api.npr.org/query?id=462279629&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004",
"nprByline": "Elissa Nadworny and Anya Kamenetz",
"nprStoryDate": "Fri, 08 Jan 2016 11:41:00 -0500",
"nprLastModifiedDate": "Fri, 08 Jan 2016 12:26:17 -0500",
"nprHtmlLink": "http://www.npr.org/sections/ed/2016/01/08/462279629/why-kindergarten-is-the-new-first-grade?ft=nprml&f=462279629",
"nprImageAgency": "NPR",
"nprImageCredit": "LA Johnson",
"nprStoryId": "462279629",
"nprRetrievedStory": "1",
"nprPubDate": "Fri, 08 Jan 2016 12:26:00 -0500",
"path": "/mindshift/43344/whats-lost-when-kindergarten-gets-more-academic",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"What are some of the things that the monsters like to eat in this story?\" teacher Marisa McGee asks a trio of girls sitting at her table.\u003c/p>\n\u003cp>McGee teaches kindergarten at Walker Jones Elementary in Washington, D.C. Today's lesson: a close reading of the book \u003cem>What Do Monsters Eat?\u003c/em>\u003c/p>\n\u003cp>\"They like to eat cake,\" says one girl.\u003c/p>\n\u003cp>\"I noticed you answered in a complete sentence,\" McGee says. \"Can you tell me something else?\"\u003c/p>\n\u003cp>\"Stinky socks!\"\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>McGee follows with a line you might not expect in a kindergarten class: \"Can you show me the page where you found that?\"\u003c/p>\n\u003cp>Textual evidence. Complete sentences. Welcome to kindergarten in 2016. It's not quite what McGee, 29, says she was expecting when she started.\u003c/p>\n\u003cp>\"When I came into kindergarten, down from first grade, I was like: Yes! What can I order for dramatic play?\" McGee says. \"And I was told: Kindergartners don't do dramatic play anymore.\"\u003c/p>\n\u003cp>If you have young kids in school, or talk with teachers of young children, you've likely heard the refrain — that something's changed in the early grades. Schools seem to expect more of their youngest students academically, while giving them less time to spend in self-directed and creative play.\u003c/p>\n\u003caside class=\"pullquote alignright\">'The changes that seem potentially troubling are more around how kids are learning, not what kids should be learning.'\u003c/aside>\n\u003cp>\u003ca href=\"http://www.aera.net/Newsroom/StudySnapshotIsKindergartentheNewFirstGrade/tabid/16157/Default.aspx\">A big new study\u003c/a> provides the first national, empirical data to back up the anecdotes. University of Virginia researchers Daphna Bassok, Scott Latham and Anna Rorem analyzed the U.S. Department of Education's Early Childhood Longitudinal Study, which includes a nationally representative annual sample of roughly 2,500 teachers of kindergarten and first grade who answer detailed questions. Their answers can tell us a lot about what they believe and expect of their students and what they actually do in their classrooms.\u003c/p>\n\u003cp>The authors chose to compare teachers' responses from two years, 1998 and 2010. Why 1998? Because the federal No Child Left Behind law hadn't yet changed the school landscape with its annual tests and emphasis on the achievement gap.\u003c/p>\n\u003cp>With the caveat that this is a sample, not a comprehensive survey, here's what they found. Among the differences:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>In 2010, prekindergarten prep was expected.\u003c/strong> One-third more teachers believed that students should know the alphabet and how to hold a pencil before beginning kindergarten.\u003c/li>\n\u003cli>\u003cstrong>Everyone should read.\u003c/strong> In 1998, 31 percent of teachers believed their students should learn to read during the kindergarten year. That figure jumped to 80 percent by 2010.\u003c/li>\n\u003cli>\u003cstrong>More testing.\u003c/strong> In 2010, 73 percent of kindergartners took some kind of standardized test. One-third took tests at least once a month. In 1998, they didn't even ask kindergarten teachers that question. But the first-grade teachers in 1998 reported giving far fewer tests than the kindergarten teachers did in 2010.\u003c/li>\n\u003cli>\u003cstrong>Less music and art.\u003c/strong> The percentage of teachers who reported offering music every day in kindergarten dropped by half, from 34 percent to 16 percent. Daily art dropped from 27 to 11 percent.\u003c/li>\n\u003cli>\u003cstrong>Bye, bye brontosaurus.\u003c/strong> \"We saw notable drops in teachers saying they covered science topics like dinosaurs and outer space, which kids this age find really engaging,\" says Bassok, the study's lead author.\u003c/li>\n\u003cli>\u003cstrong>Less \"center time.\"\u003c/strong> There were large, double-digit decreases in the percentage of teachers who said their classrooms had areas for dress-up, a water or sand table, an art area or a science/nature area.\u003c/li>\n\u003cli>\u003cstrong>Less choice.\u003c/strong> And teachers who offered at least an hour a day of student-driven activities dropped from 54 to 40 percent. At the same time, whole-class, teacher-led instruction rose along with the use of textbooks and worksheets.\u003c/li>\n\u003cli>Not all playtime is trending down, though. Perhaps because of national anti-obesity campaigns, daily \u003cstrong>recess is actually up by 9 points,\u003c/strong> and PE has held steady.\u003c/li>\n\u003c/ul>\n\u003cp>Bassok was surprised by her results. \"We went into the study seeing a lot of anecdotal evidence\" about the ratcheting up of expectations in kindergarten, she says. \"I thought part of this was a nostalgia for what we imagined kindergarten may have been. It's pretty amazing to me that, over a 12-year period, we see such drastic changes in teachers reporting what they expect and how they spend their time.\"\u003c/p>\n\u003cp>But what do these findings mean? And are they inherently bad?\u003c/p>\n\u003cp>Sonja Santelises, vice president for K-12 policy and practice at the Education Trust, which focuses on efforts to reduce the achievement gap, says rising expectations are a good thing, though \"rigid instruction\" is not.\u003c/p>\n\u003cp>\"The report clearly raises important questions about how we are teaching our youngest learners,\" Santelises says. \"But we need to be careful that we're not conflating the challenge of high-quality, engaging instruction and the actual target of learning to read.\"\u003c/p>\n\u003cp>Bassok agrees. \"The changes that seem potentially troubling are more around how kids are learning, not what kids should be learning,\" she says. \"There are classrooms that are very hands-on and allow kids to explore and also have terrific focus on math and are language-rich. Those things don't need to be at odds at all.\"\u003c/p>\n\u003cp>It's easy to make this a story about teachers' responses to high-stakes testing. Especially when you consider that, for every one of these indicators, the trend was even stronger in high-poverty classrooms and in schools with more nonwhite children — schools that no doubt felt accountability pressure under NCLB.\u003c/p>\n\u003cp>However, the authors caution that there are lots of factors at play here. Since 1998, the number of children attending public preschool has jumped dramatically. There's been an even bigger leap in students attending full-day versus half-day kindergarten, which gives teachers more time to cover every subject. Parents also appear to be spending more time reading to kids and otherwise introducing language and math. In short, it's possible teachers' academic expectations have risen, at least in part, because more kids are coming to kindergarten better prepared.\u003c/p>\n\u003cp>Also, kindergartners are older than they used to be: \u003ca href=\"http://qz.com/546832/stanford-researchers-show-were-sending-many-children-to-school-way-too-early/\">1 in 5 is 6 years old,\u003c/a> in part due to the practice of \"redshirting.\"\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>It should be said: The data in this study are five years old. It doesn't capture changes that may have taken place in schools since the adoption of the Common Core, for example. Kindergarten changed dramatically in just over a decade; as policies continue to shift, so too could practice. For now, it's less pretend time and more reading for the kids at Walker Jones Elementary. \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=Why+Kindergarten+Is+The+New+First+Grade&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/43344/whats-lost-when-kindergarten-gets-more-academic",
"authors": [
"byline_mindshift_43344"
],
"categories": [
"mindshift_194"
],
"tags": [
"mindshift_20720",
"mindshift_20784",
"mindshift_1040",
"mindshift_790"
],
"featImg": "mindshift_43345",
"label": "mindshift"
},
"mindshift_43274": {
"type": "posts",
"id": "mindshift_43274",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "43274",
"score": null,
"sort": [
1451984626000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1451984626,
"format": "standard",
"disqusTitle": "Overparenting: 5 Recovery Steps From a Former Stanford Dean",
"title": "Overparenting: 5 Recovery Steps From a Former Stanford Dean",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Doing too much for one’s children is mainly a middle-to-upper-middle-class affliction; children growing up in less privileged communities tend not to suffer from parental overinvolvement. Nevertheless, says former Stanford Dean Julie Lythcott-Haims, who has written a book on the \u003ca href=\"http://www.howtoraiseanadult.com/\">ills of overparenting\u003c/a>, the impact on children is serious and long-lasting.\u003c/p>\n\u003cp>“There’s tremendous psychological harm that comes from overparenting,” said Lythcott-Haims. Most damaging to kids is the implied message that they’re not equipped to handle life’s bumps on their own. When parents jump in, remove obstacles, orchestrate play and direct the future, they extinguish a child’s ability to think and act for herself.\u003c/p>\n\u003cp>At Stanford, Lythcott-Haims counseled countless undergraduates who suffered from what she calls “\u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/09/what-overparenting-looks-like-from-a-stanford-deans-perspective/\">existential impotence\u003c/a>” and a lack of self-efficacy. It’s true that some kids will gain a short-term advantage from parental homework help and handholding, she said. However, parents need to realize that over the long term, such interference undermines children’s self-reliance and sense of self.\u003c/p>\n\u003cp>But she insists that recovery from overparenting is possible.\u003c/p>\n\u003cp>Indeed, Lythcott-Haims is something of a recovering overparenter herself. She vividly recalls the time she recognized her own tendency to hover over her offspring. During a dinner with her husband and two kids, she leaned over and began cutting her 10-year-old son’s meat.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Mortified, Lythcott-Haims stopped in her tracks, handed over the knife and resolved to let her son use his own cutlery, among other duties. She and her husband also began assigning their children more chores at home, which provoked resistance. Though an expert on the impact of too-involved parents on children’s well-being and fitness for adulthood — her book \"\u003ca href=\"http://www.amazon.com/How-Raise-Adult-Overparenting-Prepare/dp/1627791779\">How to Raise an Adult: Break Free of the Overparenting Trap and Prepare Your Kid for Success\u003c/a>\" tackles the very issue — even Lythcott-Haims had to muster up the courage to address her own overprotective instincts.\u003c/p>\n\u003cp>And she has advice for the many well-intended mothers and fathers, or “concierge parents,” as she calls them, who seek to rein in their overinvolvement: strive for an authoritative style that blends emotional warmth with a firm set of boundaries. Be involved, but let them make their own mistakes. And be strict, but treat children like rational beings who deserve reasonable explanations rather than orders.\u003c/p>\n\u003cp>Lythcott-Haims offers parents a menu of methods to help them scale back, some of which are summarized here:\u003c/p>\n\u003cp>\u003cstrong>Give teachers a break, and remember that school is for kids\u003c/strong>. Treat teachers as partners in your child’s education rather than adversaries. “We’re doing too much questioning and not enough trusting,” Lythcott-Haims said. Most teachers, coaches and administrators are professionals who are trying to work with children to help them grow. When parents interfere to lobby and protest grades or playing time, they are denying their children an opportunity to fail and learn. The same is true for “helping” with homework. If you construct your 9-year-old’s diorama, “you’re telling them they’re not capable of being a fourth-grader,” she added.\u003c/p>\n\u003cp>\u003cstrong>Stop obsessively monitoring grades.\u003c/strong> Lythcott-Haims encourages parents to limit how often they peruse online portals that post children’s grades. Better for parents and children to talk about what’s happening in the classroom than rely on third-party software to report on a child’s scholastic progress, she explained. Daily monitoring of quizzes and tests gives kids the impression that parents are checking up on them rather than behaving as allies in learning. “We’ve decided that every quiz, test and homework assignment is a make-or-break moment for their future,” she said. “I believe that the arc of learning is longer than day to day or week to week,” she said.\u003c/p>\n\u003cp>\u003cstrong>Quit fixating on the “best” colleges\u003c/strong>. Let go of your ego and widen your mind to consider the scores of colleges beyond the Ivies and the like; pay more than lip service to the idea that fit is what matters. Look beyond the U.S. News & World Report rankings toward other, more subtle measures of success: the \"\u003ca href=\"http://www.amazon.com/Fiske-Guide-Colleges-2016-Edward/dp/1402260660\">Fiske Guide to Colleges\u003c/a>,\" \"\u003ca href=\"http://www.amazon.com/Colleges-That-Change-Lives-Schools/dp/0143122304\">Colleges that Change Lives\u003c/a>\" and \"\u003ca href=\"http://www.amazon.com/The-Alumni-Factor-Revolution-2013-2014/dp/0985976527\">The Alumni Factor\u003c/a>,\" to name three. And don’t let the warped college admissions process set the terms for how you rear your children. Over time, that process has come to demand far too much of 17-year-olds, rewarding behavior that can be emotionally destructive and intellectually crippling. “Character is as important as academic achievement, if not more so,” Lythcott-Haims said.\u003c/p>\n\u003cfigure id=\"attachment_40770\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-40770\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Julie-Lythcott-Haims_Author-photo-for-publicity-and-marketing_Credit-to-Kristina-Vetter-e1433852809685.jpg\" alt=\"Author Julie Lythcott-Haims\" width=\"300\" height=\"450\">\u003cfigcaption class=\"wp-caption-text\">Author Julie Lythcott-Haims \u003ccite>(Kristina Vetter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Impose chores, even when it’s easier to do them yourself\u003c/strong>. Studies suggest that childhood chores correlate to adult success. For that reason alone, insist that your children contribute to the running of the household, including doing the dirty work. Start by modeling the behavior you’re looking to inspire: Pick up after yourself and look out for everyone. Ask children to help, and make it an expectation. If -- and when — they resist, don’t apologize for asking or suffocate them with explanations. Be clear about what needs to be done, show them how to do it and let them try. As tempting as it may be to celebrate the completed chore, emptying the dishwasher doesn’t call for effusive praise; a simple thank you is enough. And as much as possible, institutionalize the chores, so they become habits rather than one-off exercises. Tolerate the guff you initially get in return.\u003c/p>\n\u003cp>\u003cstrong>Get a life. \u003c/strong>“Instead of showing kids that a parent’s primary purpose and function is to hover over a kid and facilitate all of their interactions and activities,” Lythcott-Haims writes, “we need to show them — through the choices we make, the activities we undertake, and the principles we value — what it actually means to lead a fulfilling adult life.” To that end, rediscover and nurture your own interests; resist the urge to say yes to every request; and tend to your personal relationships.\u003c/p>\n\u003cp>“You’ve got to make sure you’re walking your own life path — not only for your own sake, but for your kids’ sake, too,” Lythcott-Haims adds.\u003c/p>\n\u003cp>Not that any of this is easy. Ordinary mothers and fathers trying to combat the urge to overparent can attest to how hard it is. “Up until this fall, I wouldn’t have seen myself as one who was overparenting, but indeed, that is what happened,” Jennifer H. told me. Without realizing it, she had begun to take an outsized interest in her high school daughter’s running performances, checking in with her after practice, inquiring about her workouts and offering to arrange sports massages. When her daughter erupted in anger one night after practice, Jennifer recognized she’d gone too far.\u003c/p>\n\u003cp>“You don’t see it happening but then it just smacks you in the face,” she said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The two talked about the pressure all the parental attention had whipped up, and Jennifer apologized for contributing to it. She also vowed to butt out. “After we had our chat, I felt like a weight had been lifted,” she said, though she still battles the urge to intervene. She added, “So maybe our story isn’t a success story yet, but merely a work-in-progress story.”\u003c/p>\n\n",
"disqusIdentifier": "43274 http://ww2.kqed.org/mindshift/?p=43274",
"disqusUrl": "https://ww2.kqed.org/mindshift/2016/01/05/overparenting-5-recovery-steps-from-a-former-stanford-dean/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1304,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 19
},
"modified": 1461974030,
"excerpt": "Now that the downsides of overparenting have been identified, how can parents move forward to help their kids think and act independently? ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Now that the downsides of overparenting have been identified, how can parents move forward to help their kids think and act independently? ",
"title": "Overparenting: 5 Recovery Steps From a Former Stanford Dean | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Overparenting: 5 Recovery Steps From a Former Stanford Dean",
"datePublished": "2016-01-05T01:03:46-08:00",
"dateModified": "2016-04-29T16:53:50-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "overparenting-5-recovery-steps-from-a-former-stanford-dean",
"status": "publish",
"path": "/mindshift/43274/overparenting-5-recovery-steps-from-a-former-stanford-dean",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Doing too much for one’s children is mainly a middle-to-upper-middle-class affliction; children growing up in less privileged communities tend not to suffer from parental overinvolvement. Nevertheless, says former Stanford Dean Julie Lythcott-Haims, who has written a book on the \u003ca href=\"http://www.howtoraiseanadult.com/\">ills of overparenting\u003c/a>, the impact on children is serious and long-lasting.\u003c/p>\n\u003cp>“There’s tremendous psychological harm that comes from overparenting,” said Lythcott-Haims. Most damaging to kids is the implied message that they’re not equipped to handle life’s bumps on their own. When parents jump in, remove obstacles, orchestrate play and direct the future, they extinguish a child’s ability to think and act for herself.\u003c/p>\n\u003cp>At Stanford, Lythcott-Haims counseled countless undergraduates who suffered from what she calls “\u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/09/what-overparenting-looks-like-from-a-stanford-deans-perspective/\">existential impotence\u003c/a>” and a lack of self-efficacy. It’s true that some kids will gain a short-term advantage from parental homework help and handholding, she said. However, parents need to realize that over the long term, such interference undermines children’s self-reliance and sense of self.\u003c/p>\n\u003cp>But she insists that recovery from overparenting is possible.\u003c/p>\n\u003cp>Indeed, Lythcott-Haims is something of a recovering overparenter herself. She vividly recalls the time she recognized her own tendency to hover over her offspring. During a dinner with her husband and two kids, she leaned over and began cutting her 10-year-old son’s meat.\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>Mortified, Lythcott-Haims stopped in her tracks, handed over the knife and resolved to let her son use his own cutlery, among other duties. She and her husband also began assigning their children more chores at home, which provoked resistance. Though an expert on the impact of too-involved parents on children’s well-being and fitness for adulthood — her book \"\u003ca href=\"http://www.amazon.com/How-Raise-Adult-Overparenting-Prepare/dp/1627791779\">How to Raise an Adult: Break Free of the Overparenting Trap and Prepare Your Kid for Success\u003c/a>\" tackles the very issue — even Lythcott-Haims had to muster up the courage to address her own overprotective instincts.\u003c/p>\n\u003cp>And she has advice for the many well-intended mothers and fathers, or “concierge parents,” as she calls them, who seek to rein in their overinvolvement: strive for an authoritative style that blends emotional warmth with a firm set of boundaries. Be involved, but let them make their own mistakes. And be strict, but treat children like rational beings who deserve reasonable explanations rather than orders.\u003c/p>\n\u003cp>Lythcott-Haims offers parents a menu of methods to help them scale back, some of which are summarized here:\u003c/p>\n\u003cp>\u003cstrong>Give teachers a break, and remember that school is for kids\u003c/strong>. Treat teachers as partners in your child’s education rather than adversaries. “We’re doing too much questioning and not enough trusting,” Lythcott-Haims said. Most teachers, coaches and administrators are professionals who are trying to work with children to help them grow. When parents interfere to lobby and protest grades or playing time, they are denying their children an opportunity to fail and learn. The same is true for “helping” with homework. If you construct your 9-year-old’s diorama, “you’re telling them they’re not capable of being a fourth-grader,” she added.\u003c/p>\n\u003cp>\u003cstrong>Stop obsessively monitoring grades.\u003c/strong> Lythcott-Haims encourages parents to limit how often they peruse online portals that post children’s grades. Better for parents and children to talk about what’s happening in the classroom than rely on third-party software to report on a child’s scholastic progress, she explained. Daily monitoring of quizzes and tests gives kids the impression that parents are checking up on them rather than behaving as allies in learning. “We’ve decided that every quiz, test and homework assignment is a make-or-break moment for their future,” she said. “I believe that the arc of learning is longer than day to day or week to week,” she said.\u003c/p>\n\u003cp>\u003cstrong>Quit fixating on the “best” colleges\u003c/strong>. Let go of your ego and widen your mind to consider the scores of colleges beyond the Ivies and the like; pay more than lip service to the idea that fit is what matters. Look beyond the U.S. News & World Report rankings toward other, more subtle measures of success: the \"\u003ca href=\"http://www.amazon.com/Fiske-Guide-Colleges-2016-Edward/dp/1402260660\">Fiske Guide to Colleges\u003c/a>,\" \"\u003ca href=\"http://www.amazon.com/Colleges-That-Change-Lives-Schools/dp/0143122304\">Colleges that Change Lives\u003c/a>\" and \"\u003ca href=\"http://www.amazon.com/The-Alumni-Factor-Revolution-2013-2014/dp/0985976527\">The Alumni Factor\u003c/a>,\" to name three. And don’t let the warped college admissions process set the terms for how you rear your children. Over time, that process has come to demand far too much of 17-year-olds, rewarding behavior that can be emotionally destructive and intellectually crippling. “Character is as important as academic achievement, if not more so,” Lythcott-Haims said.\u003c/p>\n\u003cfigure id=\"attachment_40770\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-40770\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Julie-Lythcott-Haims_Author-photo-for-publicity-and-marketing_Credit-to-Kristina-Vetter-e1433852809685.jpg\" alt=\"Author Julie Lythcott-Haims\" width=\"300\" height=\"450\">\u003cfigcaption class=\"wp-caption-text\">Author Julie Lythcott-Haims \u003ccite>(Kristina Vetter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Impose chores, even when it’s easier to do them yourself\u003c/strong>. Studies suggest that childhood chores correlate to adult success. For that reason alone, insist that your children contribute to the running of the household, including doing the dirty work. Start by modeling the behavior you’re looking to inspire: Pick up after yourself and look out for everyone. Ask children to help, and make it an expectation. If -- and when — they resist, don’t apologize for asking or suffocate them with explanations. Be clear about what needs to be done, show them how to do it and let them try. As tempting as it may be to celebrate the completed chore, emptying the dishwasher doesn’t call for effusive praise; a simple thank you is enough. And as much as possible, institutionalize the chores, so they become habits rather than one-off exercises. Tolerate the guff you initially get in return.\u003c/p>\n\u003cp>\u003cstrong>Get a life. \u003c/strong>“Instead of showing kids that a parent’s primary purpose and function is to hover over a kid and facilitate all of their interactions and activities,” Lythcott-Haims writes, “we need to show them — through the choices we make, the activities we undertake, and the principles we value — what it actually means to lead a fulfilling adult life.” To that end, rediscover and nurture your own interests; resist the urge to say yes to every request; and tend to your personal relationships.\u003c/p>\n\u003cp>“You’ve got to make sure you’re walking your own life path — not only for your own sake, but for your kids’ sake, too,” Lythcott-Haims adds.\u003c/p>\n\u003cp>Not that any of this is easy. Ordinary mothers and fathers trying to combat the urge to overparent can attest to how hard it is. “Up until this fall, I wouldn’t have seen myself as one who was overparenting, but indeed, that is what happened,” Jennifer H. told me. Without realizing it, she had begun to take an outsized interest in her high school daughter’s running performances, checking in with her after practice, inquiring about her workouts and offering to arrange sports massages. When her daughter erupted in anger one night after practice, Jennifer recognized she’d gone too far.\u003c/p>\n\u003cp>“You don’t see it happening but then it just smacks you in the face,” she 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 two talked about the pressure all the parental attention had whipped up, and Jennifer apologized for contributing to it. She also vowed to butt out. “After we had our chat, I felt like a weight had been lifted,” she said, though she still battles the urge to intervene. She added, “So maybe our story isn’t a success story yet, but merely a work-in-progress story.”\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/43274/overparenting-5-recovery-steps-from-a-former-stanford-dean",
"authors": [
"4613"
],
"categories": [
"mindshift_194"
],
"tags": [
"mindshift_20784",
"mindshift_1040",
"mindshift_20870"
],
"featImg": "mindshift_43305",
"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=culture": {
"isFetching": false,
"latestQuery": {
"from": 144,
"size": 12
},
"vitalsOnly": false,
"totalRequested": 12,
"isLoading": false,
"isLoadingMore": true,
"total": {
"value": 550,
"relation": "eq"
},
"items": [
"mindshift_44603",
"mindshift_44405",
"mindshift_44417",
"mindshift_44318",
"mindshift_44078",
"mindshift_44038",
"mindshift_43596",
"mindshift_43141",
"mindshift_43495",
"mindshift_43408",
"mindshift_43344",
"mindshift_43274"
],
"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_culture": {
"isLoading": true
},
"mindshift_194": {
"type": "terms",
"id": "mindshift_194",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "194",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Culture",
"description": "How trends in technology – social networks, Internet privacy, cyberbullying – influence education.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "How trends in technology – social networks, Internet privacy, cyberbullying – influence education.",
"title": "Culture Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 194,
"slug": "culture",
"isLoading": false,
"link": "/mindshift/category/culture"
},
"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_20865": {
"type": "terms",
"id": "mindshift_20865",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20865",
"found": true
},
"relationships": {},
"featImg": null,
"name": "mental health",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "mental health Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 20143,
"slug": "mental-health",
"isLoading": false,
"link": "/mindshift/tag/mental-health"
},
"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_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_841": {
"type": "terms",
"id": "mindshift_841",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "841",
"found": true
},
"relationships": {},
"featImg": null,
"name": "mindfulness",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "mindfulness Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 844,
"slug": "mindfulness",
"isLoading": false,
"link": "/mindshift/tag/mindfulness"
},
"mindshift_943": {
"type": "terms",
"id": "mindshift_943",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "943",
"found": true
},
"relationships": {},
"featImg": null,
"name": "social emotional learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "social emotional learning Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 948,
"slug": "social-emotional-learning",
"isLoading": false,
"link": "/mindshift/tag/social-emotional-learning"
},
"mindshift_21089": {
"type": "terms",
"id": "mindshift_21089",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21089",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Bay Area Teachers",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Bay Area Teachers Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20361,
"slug": "bay-area-teachers",
"isLoading": false,
"link": "/mindshift/tag/bay-area-teachers"
},
"mindshift_20699": {
"type": "terms",
"id": "mindshift_20699",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20699",
"found": true
},
"relationships": {},
"featImg": null,
"name": "empathy",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "empathy Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19976,
"slug": "empathy",
"isLoading": false,
"link": "/mindshift/tag/empathy"
},
"mindshift_20898": {
"type": "terms",
"id": "mindshift_20898",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20898",
"found": true
},
"relationships": {},
"featImg": null,
"name": "student data",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "student data Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20176,
"slug": "student-data",
"isLoading": false,
"link": "/mindshift/tag/student-data"
},
"mindshift_20862": {
"type": "terms",
"id": "mindshift_20862",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20862",
"found": true
},
"relationships": {},
"featImg": null,
"name": "ADHD",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "ADHD Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20140,
"slug": "adhd",
"isLoading": false,
"link": "/mindshift/tag/adhd"
},
"mindshift_20720": {
"type": "terms",
"id": "mindshift_20720",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20720",
"found": true
},
"relationships": {},
"featImg": null,
"name": "early childhood education",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "early childhood education Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19997,
"slug": "early-childhood-education",
"isLoading": false,
"link": "/mindshift/tag/early-childhood-education"
},
"mindshift_20952": {
"type": "terms",
"id": "mindshift_20952",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20952",
"found": true
},
"relationships": {},
"featImg": null,
"name": "mental health. behavior",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "mental health. behavior Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20224,
"slug": "mental-health-behavior",
"isLoading": false,
"link": "/mindshift/tag/mental-health-behavior"
},
"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_20610": {
"type": "terms",
"id": "mindshift_20610",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20610",
"found": true
},
"relationships": {},
"featImg": null,
"name": "diversity",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "diversity Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19887,
"slug": "diversity",
"isLoading": false,
"link": "/mindshift/tag/diversity"
},
"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_20973": {
"type": "terms",
"id": "mindshift_20973",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20973",
"found": true
},
"relationships": {},
"featImg": null,
"name": "integration",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "integration Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20245,
"slug": "integration",
"isLoading": false,
"link": "/mindshift/tag/integration"
},
"mindshift_381": {
"type": "terms",
"id": "mindshift_381",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "381",
"found": true
},
"relationships": {},
"featImg": null,
"name": "research",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "research Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 382,
"slug": "research-2",
"isLoading": false,
"link": "/mindshift/tag/research-2"
},
"mindshift_20565": {
"type": "terms",
"id": "mindshift_20565",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20565",
"found": true
},
"relationships": {},
"featImg": null,
"name": "children and media",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "children and media Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19842,
"slug": "children-and-media",
"isLoading": false,
"link": "/mindshift/tag/children-and-media"
},
"mindshift_20564": {
"type": "terms",
"id": "mindshift_20564",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20564",
"found": true
},
"relationships": {},
"featImg": null,
"name": "literature",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "literature Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19841,
"slug": "literature",
"isLoading": false,
"link": "/mindshift/tag/literature"
},
"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_167": {
"type": "terms",
"id": "mindshift_167",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "167",
"found": true
},
"relationships": {},
"featImg": null,
"name": "design thinking",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "design thinking Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 167,
"slug": "design-thinking",
"isLoading": false,
"link": "/mindshift/tag/design-thinking"
},
"mindshift_797": {
"type": "terms",
"id": "mindshift_797",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "797",
"found": true
},
"relationships": {},
"featImg": null,
"name": "inquiry learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "inquiry learning Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 800,
"slug": "inquiry-learning",
"isLoading": false,
"link": "/mindshift/tag/inquiry-learning"
},
"mindshift_20601": {
"type": "terms",
"id": "mindshift_20601",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20601",
"found": true
},
"relationships": {},
"featImg": null,
"name": "questions",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "questions Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19878,
"slug": "questions",
"isLoading": false,
"link": "/mindshift/tag/questions"
},
"mindshift_165": {
"type": "terms",
"id": "mindshift_165",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "165",
"found": true
},
"relationships": {},
"featImg": null,
"name": "early-education",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "early-education Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 165,
"slug": "early-education",
"isLoading": false,
"link": "/mindshift/tag/early-education"
},
"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_20568": {
"type": "terms",
"id": "mindshift_20568",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20568",
"found": true
},
"relationships": {},
"featImg": null,
"name": "parenting",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "parenting Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 19845,
"slug": "parenting",
"isLoading": false,
"link": "/mindshift/tag/parenting"
},
"mindshift_1037": {
"type": "terms",
"id": "mindshift_1037",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "1037",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Reading aloud",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Reading aloud Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 1042,
"slug": "reading-aloud",
"isLoading": false,
"link": "/mindshift/tag/reading-aloud"
},
"mindshift_20761": {
"type": "terms",
"id": "mindshift_20761",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20761",
"found": true
},
"relationships": {},
"featImg": null,
"name": "peer pressure",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "peer pressure Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20038,
"slug": "peer-pressure",
"isLoading": false,
"link": "/mindshift/tag/peer-pressure"
},
"mindshift_486": {
"type": "terms",
"id": "mindshift_486",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "486",
"found": true
},
"relationships": {},
"featImg": null,
"name": "school culture",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "school culture Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 489,
"slug": "school-culture",
"isLoading": false,
"link": "/mindshift/tag/school-culture"
},
"mindshift_790": {
"type": "terms",
"id": "mindshift_790",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "790",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Kindergarten",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Kindergarten Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 793,
"slug": "kindergarten",
"isLoading": false,
"link": "/mindshift/tag/kindergarten"
},
"mindshift_20870": {
"type": "terms",
"id": "mindshift_20870",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20870",
"found": true
},
"relationships": {},
"featImg": null,
"name": "overparenting",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "overparenting Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20148,
"slug": "overparenting",
"isLoading": false,
"link": "/mindshift/tag/overparenting"
}
},
"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
}
}
