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"content": "\u003cp>A \u003ca href=\"http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\">Huffington Post\u003c/a> article, \u003ca href=\"http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\">10 Reasons Why Handheld Devices Should Be Banned,\u003c/a> from a couple of days ago has clearly hit a nerve. The link has spread far and wide, with hundreds of thousands of social media shares.\u003c/p>\n\u003cp>The author links to studies from the American Academy of Pediatrics, the Canadian Society of Pediatrics, Kaiser Foundation, Active Healthy Kids Canada, and Common Sense Media as the primary sources that back up her call to ban the use of all handheld devices for children under the age of 12 years. She cites sleep deprivation, obesity, delayed brain development, mental illness, aggression, addiction, and digital dementia as just a few of the detrimental consequences of allowing kids under 12 to use handheld devices.\u003c/p>\n\u003cp>(Since the post was published, \u003ca href=\"http://www.huffingtonpost.com/david-kleeman/10-reasons-why-we-need-re_b_4940987.html?utm_hp_ref=technology&ir=Technology\">many have written responses\u003c/a> that refute both the factual assertions and the conclusions the author makes.)\u003c/p>\n\u003cp>The article comes at a pivotal moment when schools, teachers, and parents are figuring out how \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/tablets-for-fifth-graders-teachers-try-different-tactics/\">students can use mobile devices\u003c/a> -- specifically \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">smartphones\u003c/a> or \u003ca href=\"http://wp.me/p2io8W-8K5\">tablets\u003c/a> -- for the purposes of learning: to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">create\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/how-tablets-can-enable-meaningful-connections-for-students-and-teachers/\">collaborate\u003c/a>, research, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/tablets-for-learning-emphasis-on-capturing-students-voices/\">share information and opinion\u003c/a>, and possibly as an \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">equalizing force in the digital divide\u003c/a>.\u003c/p>\n\u003cp>How does this call for a ban on handheld devices square with what parents and teachers believe about the value of devices towards the purposes of learning, whether in or out of school? Should mobile devices be kept from students below the sixth grade altogether? Is a child's age a valid determining factor in answering these questions?\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://i.huffpost.com/gen/1663311/thumbs/o-KIDS-ON-CELL-PHONE-facebook.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\" target=\"_blank\">10 Reasons Why Handheld Devices Should Be Banned for Children Under the Age of 12\u003c/a>Posted: Print Article The American Academy of Pediatrics and the Canadian Society of Pediatrics state infants aged 0-2 years should not have any exposure to technology, 3-5 years be restricted to one hour per day, and 6-18 years restricted to 2 hours per day (AAP 2001/13, CPS 2010).\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.huffingtonpost.com%2Fcris-rowan%2F10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.huffingtonpost.com\" target=\"_blank\">Huffingtonpost\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A \u003ca href=\"http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\">Huffington Post\u003c/a> article, \u003ca href=\"http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\">10 Reasons Why Handheld Devices Should Be Banned,\u003c/a> from a couple of days ago has clearly hit a nerve. The link has spread far and wide, with hundreds of thousands of social media shares.\u003c/p>\n\u003cp>The author links to studies from the American Academy of Pediatrics, the Canadian Society of Pediatrics, Kaiser Foundation, Active Healthy Kids Canada, and Common Sense Media as the primary sources that back up her call to ban the use of all handheld devices for children under the age of 12 years. She cites sleep deprivation, obesity, delayed brain development, mental illness, aggression, addiction, and digital dementia as just a few of the detrimental consequences of allowing kids under 12 to use handheld devices.\u003c/p>\n\u003cp>(Since the post was published, \u003ca href=\"http://www.huffingtonpost.com/david-kleeman/10-reasons-why-we-need-re_b_4940987.html?utm_hp_ref=technology&ir=Technology\">many have written responses\u003c/a> that refute both the factual assertions and the conclusions the author makes.)\u003c/p>\n\u003cp>The article comes at a pivotal moment when schools, teachers, and parents are figuring out how \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/tablets-for-fifth-graders-teachers-try-different-tactics/\">students can use mobile devices\u003c/a> -- specifically \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">smartphones\u003c/a> or \u003ca href=\"http://wp.me/p2io8W-8K5\">tablets\u003c/a> -- for the purposes of learning: to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">create\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/how-tablets-can-enable-meaningful-connections-for-students-and-teachers/\">collaborate\u003c/a>, research, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/tablets-for-learning-emphasis-on-capturing-students-voices/\">share information and opinion\u003c/a>, and possibly as an \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">equalizing force in the digital divide\u003c/a>.\u003c/p>\n\u003cp>How does this call for a ban on handheld devices square with what parents and teachers believe about the value of devices towards the purposes of learning, whether in or out of school? Should mobile devices be kept from students below the sixth grade altogether? Is a child's age a valid determining factor in answering these questions?\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://i.huffpost.com/gen/1663311/thumbs/o-KIDS-ON-CELL-PHONE-facebook.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\" target=\"_blank\">10 Reasons Why Handheld Devices Should Be Banned for Children Under the Age of 12\u003c/a>Posted: Print Article The American Academy of Pediatrics and the Canadian Society of Pediatrics state infants aged 0-2 years should not have any exposure to technology, 3-5 years be restricted to one hour per day, and 6-18 years restricted to 2 hours per day (AAP 2001/13, CPS 2010).\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.huffingtonpost.com%2Fcris-rowan%2F10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.huffingtonpost.com\" target=\"_blank\">Huffingtonpost\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "A Look Into Teenagers' Complicated Online Lives",
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"content": "\u003cp>\u003cimg class=\"aligncenter size-full wp-image-34234\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/2722304966_67efa7cf89_z-e1393374399758.jpg\" alt=\"2722304966_67efa7cf89_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/2722304966_67efa7cf89_z-e1393374399758.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/2722304966_67efa7cf89_z-e1393374399758-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/2722304966_67efa7cf89_z-e1393374399758-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cbr>\n\u003cstrong>By Elizabeth Blair\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Researcher danah boyd is obsessed with how teenagers use the Internet. For the legions of adults who are worried about them, that's a good thing.\u003c/p>\n\u003cp>With a Ph.D from the University of California, Berkeley, and a masters from MIT, and as a senior researcher with Microsoft, boyd is something of a star in the world of social media. For her new book \u003cem>It's Complicated\u003c/em>, she spent about eight years studying teenagers and how they interact online. She says she wrote the book in part to help parents, educators and journalists relax. \"The kids are all right,\" she says.\u003c/p>\n\u003cp>Before Facebook, before Myspace, boyd was an early adopter of the Internet. She got hooked when she was a teenager in the mid-1990s living with her family in a small town in Pennsylvania. It was \"inspiring and exciting\" to suddenly have access \"to people who were more interesting than the people I went to school with,\" she says.\u003c/p>\n\u003caside class=\"pullquote alignright\"> \"My phone is my escape from all of the things at school and other things that stress me out.\"\u003c/aside>\n\u003cp>Today boyd is one of those people who seems to have memorized several maps of the World Wide Web. She roams like the rest of us, but she also seems to know exactly where to go and what to do when she gets there. She's got a variety of different Twitter accounts. \"I have both my formal, professional @zephoria account, but then I also have a personal account which is me joking around with friends — and then I have an even sillier account which is me pretending to be my 7-month-old son,\" says boyd. \"Flickr,\" she says, \"has been a home for a long time to share photos with friends,\" and LinkedIn is where she spends professional time.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>On the subject of Facebook, boyd rolls her eyes. Yes, she's there, but she finds it a very hard space to manage.\u003c/p>\n\u003cp>\"I have to simultaneously deal with professional situations, friends from the past, friends from the present all in one environment and I don't share the same thing in those worlds. For me it's a world of context collapse,\" says boyd.\u003c/p>\n\u003cp>\"\u003ca href=\"http://www.zephoria.org/thoughts/archives/2013/12/08/coining-context-collapse.html\">Context collapse\u003c/a>\": boyd isn't sure whether she or a fellow social scientist coined the phrase, but she refers to it a lot. She says, like adults, teenagers are figuring out how to present themselves in different contexts. One of the chapters in her new book is all about why teenagers seem to behave so strangely online. \"They're trying to figure out the boundaries with regard to their peers. So what is cool? What is funny? What will get them a lot of attention good or bad?\" says boyd.\u003c/p>\n\u003cp>As they get older, says boyd, they want to look even cooler. Sometimes that's reflected in the name they use online. \"So you'd see people being like 'carebear3344' and then they'd realize that they're no longer 13 and talking about Care Bears is no longer cute. So they have to write something more sophisticated. So then we pick up a Jack Kerouac reference and all of sudden somebody's Darma Bum,\" says boyd.\u003c/p>\n\u003cp>To write \u003cem>It's Complicated,\u003c/em> boyd spent about eight years studying teenagers and their social media behavior. She traveled to 16 U.S. states. She visited different communities, rich and poor, urban and rural. She interviewed over 160 teenagers, promising them confidentiality.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-34230\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/9780300166316_custom-534fe58ff89d565ff072b630cc335c80792e2e6b-s2-c85.jpg\" alt=\"9780300166316_custom-534fe58ff89d565ff072b630cc335c80792e2e6b-s2-c85\" width=\"228\" height=\"341\">High school students in Washington, DC are all too familiar with some of the issues boyd raises in her book. They don't call it \"context collapse,\" but they've experienced it. Fourteen-year-old Faith Sydnor says she and her friends use social media to talk to each other, which is why they've left Facebook. \" 'Cause older people are getting on there. We want our own social network to ourselves. I guess so we won't get in trouble,\" says Sydnor.\u003c/p>\n\u003cp>Teenagers, boyd writes in her book, are \"desperate to have access to a social world like that which adults take for granted.\" Jamahri Sydnor — also 14 — thinks a lot of adults don't understand that her smartphone is a place to relax and have fun. \"My phone is my escape from all of the things at school and other things that stress me out,\" says Sydnor. \"So I think that being on your phone is a good thing. And like games, social networking, it's a good thing because you can escape.\"\u003c/p>\n\u003cp>For the most part, boyd says, teenagers are doing online what they've always done. The difference now is that — if that teenager isn't careful — the world can see it. For her book she also talked to a lot of adults: Parents, ministers, teachers. Once, an admissions officer from an Ivy League school contacted her about an essay they'd received from an African-American teenager from South Central Los Angeles. \"He wrote really beautifully about wanting to leave behind the gangs that surrounded him growing up,\" says boyd.\u003c/p>\n\u003cp>The school loved the essay. But then they checked out his Myspace profile and found out it was full of references to gang activity. boyd says the admissions officer asked her 'Why would he lie to us?' \"And this question was fascinating to me,\" says boyd, \"Because — I didn't know this particular kid — but, my guess, having spent a lot of time in this region of Los Angeles — is that he was working on survival.\" She believes it's possible he needed to affiliate with a gang for his own safety.\"And so what happened was Myspace became a place of performing those gang affiliations,\" says boyd. \"Those Myspace pages were never designed for the college admissions officer. And so here's this college admissions officer not understanding the context in which this teen is operating.\"\u003c/p>\n\u003cp>Context is everything, says boyd. She believes teenagers' behavior online is often misinterpreted without it. Amanda Lenhart, a senior researcher and director of teens and technology at the Pew Research Center, agrees. Lenhart says boyd digs deeper. \"She goes out and she does the legwork and spends the time to talk with these kids and then takes the time to glean it and digest it and put it out there for the rest of us to use,\" says Lenhart.\u003c/p>\n\u003cp>Author dana boyd says she was going to call her new book \u003cem>Like D'oh!, \u003c/em>because so many of the teenagers she interviewed think all of this is obvious. But instead, perhaps to help adults feel better, it's called\u003cem> It's Complicated: The Social Lives Of Networked Teens.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Online%2C+Researcher+Says%2C+Teens+Do+What+They%27ve+Always+Done&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "In the world of social media research, danah boyd is a star. She says most adults misread and overreact to the online lives of teenagers. But as the title of her new book suggests, \u003cem>It's Complicated\u003c/em>.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-full wp-image-34234\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/2722304966_67efa7cf89_z-e1393374399758.jpg\" alt=\"2722304966_67efa7cf89_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/2722304966_67efa7cf89_z-e1393374399758.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/2722304966_67efa7cf89_z-e1393374399758-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/2722304966_67efa7cf89_z-e1393374399758-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cbr>\n\u003cstrong>By Elizabeth Blair\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Researcher danah boyd is obsessed with how teenagers use the Internet. For the legions of adults who are worried about them, that's a good thing.\u003c/p>\n\u003cp>With a Ph.D from the University of California, Berkeley, and a masters from MIT, and as a senior researcher with Microsoft, boyd is something of a star in the world of social media. For her new book \u003cem>It's Complicated\u003c/em>, she spent about eight years studying teenagers and how they interact online. She says she wrote the book in part to help parents, educators and journalists relax. \"The kids are all right,\" she says.\u003c/p>\n\u003cp>Before Facebook, before Myspace, boyd was an early adopter of the Internet. She got hooked when she was a teenager in the mid-1990s living with her family in a small town in Pennsylvania. It was \"inspiring and exciting\" to suddenly have access \"to people who were more interesting than the people I went to school with,\" she says.\u003c/p>\n\u003caside class=\"pullquote alignright\"> \"My phone is my escape from all of the things at school and other things that stress me out.\"\u003c/aside>\n\u003cp>Today boyd is one of those people who seems to have memorized several maps of the World Wide Web. She roams like the rest of us, but she also seems to know exactly where to go and what to do when she gets there. She's got a variety of different Twitter accounts. \"I have both my formal, professional @zephoria account, but then I also have a personal account which is me joking around with friends — and then I have an even sillier account which is me pretending to be my 7-month-old son,\" says boyd. \"Flickr,\" she says, \"has been a home for a long time to share photos with friends,\" and LinkedIn is where she spends professional time.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>On the subject of Facebook, boyd rolls her eyes. Yes, she's there, but she finds it a very hard space to manage.\u003c/p>\n\u003cp>\"I have to simultaneously deal with professional situations, friends from the past, friends from the present all in one environment and I don't share the same thing in those worlds. For me it's a world of context collapse,\" says boyd.\u003c/p>\n\u003cp>\"\u003ca href=\"http://www.zephoria.org/thoughts/archives/2013/12/08/coining-context-collapse.html\">Context collapse\u003c/a>\": boyd isn't sure whether she or a fellow social scientist coined the phrase, but she refers to it a lot. She says, like adults, teenagers are figuring out how to present themselves in different contexts. One of the chapters in her new book is all about why teenagers seem to behave so strangely online. \"They're trying to figure out the boundaries with regard to their peers. So what is cool? What is funny? What will get them a lot of attention good or bad?\" says boyd.\u003c/p>\n\u003cp>As they get older, says boyd, they want to look even cooler. Sometimes that's reflected in the name they use online. \"So you'd see people being like 'carebear3344' and then they'd realize that they're no longer 13 and talking about Care Bears is no longer cute. So they have to write something more sophisticated. So then we pick up a Jack Kerouac reference and all of sudden somebody's Darma Bum,\" says boyd.\u003c/p>\n\u003cp>To write \u003cem>It's Complicated,\u003c/em> boyd spent about eight years studying teenagers and their social media behavior. She traveled to 16 U.S. states. She visited different communities, rich and poor, urban and rural. She interviewed over 160 teenagers, promising them confidentiality.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-34230\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/9780300166316_custom-534fe58ff89d565ff072b630cc335c80792e2e6b-s2-c85.jpg\" alt=\"9780300166316_custom-534fe58ff89d565ff072b630cc335c80792e2e6b-s2-c85\" width=\"228\" height=\"341\">High school students in Washington, DC are all too familiar with some of the issues boyd raises in her book. They don't call it \"context collapse,\" but they've experienced it. Fourteen-year-old Faith Sydnor says she and her friends use social media to talk to each other, which is why they've left Facebook. \" 'Cause older people are getting on there. We want our own social network to ourselves. I guess so we won't get in trouble,\" says Sydnor.\u003c/p>\n\u003cp>Teenagers, boyd writes in her book, are \"desperate to have access to a social world like that which adults take for granted.\" Jamahri Sydnor — also 14 — thinks a lot of adults don't understand that her smartphone is a place to relax and have fun. \"My phone is my escape from all of the things at school and other things that stress me out,\" says Sydnor. \"So I think that being on your phone is a good thing. And like games, social networking, it's a good thing because you can escape.\"\u003c/p>\n\u003cp>For the most part, boyd says, teenagers are doing online what they've always done. The difference now is that — if that teenager isn't careful — the world can see it. For her book she also talked to a lot of adults: Parents, ministers, teachers. Once, an admissions officer from an Ivy League school contacted her about an essay they'd received from an African-American teenager from South Central Los Angeles. \"He wrote really beautifully about wanting to leave behind the gangs that surrounded him growing up,\" says boyd.\u003c/p>\n\u003cp>The school loved the essay. But then they checked out his Myspace profile and found out it was full of references to gang activity. boyd says the admissions officer asked her 'Why would he lie to us?' \"And this question was fascinating to me,\" says boyd, \"Because — I didn't know this particular kid — but, my guess, having spent a lot of time in this region of Los Angeles — is that he was working on survival.\" She believes it's possible he needed to affiliate with a gang for his own safety.\"And so what happened was Myspace became a place of performing those gang affiliations,\" says boyd. \"Those Myspace pages were never designed for the college admissions officer. And so here's this college admissions officer not understanding the context in which this teen is operating.\"\u003c/p>\n\u003cp>Context is everything, says boyd. She believes teenagers' behavior online is often misinterpreted without it. Amanda Lenhart, a senior researcher and director of teens and technology at the Pew Research Center, agrees. Lenhart says boyd digs deeper. \"She goes out and she does the legwork and spends the time to talk with these kids and then takes the time to glean it and digest it and put it out there for the rest of us to use,\" says Lenhart.\u003c/p>\n\u003cp>Author dana boyd says she was going to call her new book \u003cem>Like D'oh!, \u003c/em>because so many of the teenagers she interviewed think all of this is obvious. But instead, perhaps to help adults feel better, it's called\u003cem> It's Complicated: The Social Lives Of Networked Teens.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Online%2C+Researcher+Says%2C+Teens+Do+What+They%27ve+Always+Done&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cstrong>By Jennifer Ludden\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">In America, total student loan debt tops $1 trillion and a four-year college degree can cost as much as a house — leaving many families wondering if college is really worth the cost.\u003c/p>\n\u003cp>Yes, a new study of young people finds. \u003ca href=\"http://www.pewsocialtrends.org/files/2014/02/SDT-higher-ed-FINAL-02-11-2014.pdf\">The study, released Tuesday\u003c/a> by the Pew Research Center, looks at income and unemployment among young adults. Paul Taylor, executive vice president of special projects at Pew, says it's pretty much case closed when it comes to the benefits of going to college.\u003c/p>\n\u003cp>\"In a modern, knowledge-based economy, the only thing more expensive than going to college is not going to college,\" he says.\u003c/p>\n\u003cp>Here are the numbers: Those with a college degree now make $17,500 more per year than those without — a wage gap that's doubled\u003c/p>\n\u003cfigure id=\"attachment_33995\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-33995\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/gr-pew-millennial-wages-300.png\" alt=\"College-educated young adults make more.\" width=\"300\" height=\"513\">\u003cfigcaption class=\"wp-caption-text\">College-educated young adults make more.\u003c/figcaption>\u003c/figure>\n\u003cp>in recent decades. Those without a degree are four times more likely to be unemployed.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One can imagine a college-educated barista, struggling with loan payments, having second thoughts about her college debt. But Pew surveyed young people, and \"you ask them was it worth it, and boy, even those with debt — 8 out of 10 — say absolutely,\" Taylor says. \"Either it's already worth it or it will be worth it.\"\u003c/p>\n\u003cp>Dakota Goforth, 19, is a freshman at the University of the District of Columbia. At first, he did \u003cem>not\u003c/em> plan on college. After all, neither of his parents went and they make a fine living — his dad in special education, his mom as an accountant. But Goforth says the staff at his high school worked hard to drive home the income disparity that the Pew report chronicles.\u003c/p>\n\u003cp>\"They would show you statistics of people who didn't go to college and people who did. And once I saw the numbers I'm like, yeah I'm going,\" Goforth says. \"In this generation you have to go to college. Like, it isn't even optional.\"\u003c/p>\n\u003cp>But Pew also finds that it's not just going to college that matters — it's what you study while you're there. UDC student Michael Benton, 29, says he already has a master's degree. But like nearly one-third of those whom Pew surveyed, he says he regrets his major.\u003c/p>\n\u003cp>His study of political science, international relations and international development, he says, has offered \"very little\" in the way of job opportunities. So Benton is now working on a second bachelor's degree, taking out loans and dipping into savings to major in computer science.\u003c/p>\n\u003cp>\"I want to be in a field where it's growing and I know what the future looks like, and I think the future's bright,\" he says with a laugh.\u003c/p>\n\u003cp>Compared with those without a degree, grads today are much better off. But how about compared with their parents? About one-third of millennials have college degrees — the most-educated generation ever. But as a group, they're not doing better, income-wise, than their parents' generation.\u003c/p>\n\u003cp>\"There's no great sense of forward progress among this group, vis-a-vis college-educated young adults 10, 15, 20, 30 years ago,\" Pew's Taylor says. Pew finds the wage gap is widening at the lower end of education. Prospects for those with just a high school diploma have been collapsing since the late 1970s.\u003c/p>\n\u003cp>\"The blue collar jobs of yesteryear, which built the American middle class — those jobs have simply disappeared,\" says Arne Kalleberg, a sociologist at the University of North Carolina and author of \u003cem>Good Jobs, Bad Jobs\u003c/em>.\u003c/p>\n\u003cp>\"The kinds of jobs that are being created are relatively low-wage, low-skill jobs, such as fast food and big-box stores,\" he says. \"And so for most of Americans, we've seen a stagnation in wages and a decline in purchasing powers.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>So there's more incentive now than ever to go to college. Still, Kalleberg cautions that college alone does not guarantee a well-paying job. What you major in \u003cem>does \u003c/em>matter, he says. And, of course, you have to be able to pay for it.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR.\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One can imagine a college-educated barista, struggling with loan payments, having second thoughts about her college debt. But Pew surveyed young people, and \"you ask them was it worth it, and boy, even those with debt — 8 out of 10 — say absolutely,\" Taylor says. \"Either it's already worth it or it will be worth it.\"\u003c/p>\n\u003cp>Dakota Goforth, 19, is a freshman at the University of the District of Columbia. At first, he did \u003cem>not\u003c/em> plan on college. After all, neither of his parents went and they make a fine living — his dad in special education, his mom as an accountant. But Goforth says the staff at his high school worked hard to drive home the income disparity that the Pew report chronicles.\u003c/p>\n\u003cp>\"They would show you statistics of people who didn't go to college and people who did. And once I saw the numbers I'm like, yeah I'm going,\" Goforth says. \"In this generation you have to go to college. Like, it isn't even optional.\"\u003c/p>\n\u003cp>But Pew also finds that it's not just going to college that matters — it's what you study while you're there. UDC student Michael Benton, 29, says he already has a master's degree. But like nearly one-third of those whom Pew surveyed, he says he regrets his major.\u003c/p>\n\u003cp>His study of political science, international relations and international development, he says, has offered \"very little\" in the way of job opportunities. So Benton is now working on a second bachelor's degree, taking out loans and dipping into savings to major in computer science.\u003c/p>\n\u003cp>\"I want to be in a field where it's growing and I know what the future looks like, and I think the future's bright,\" he says with a laugh.\u003c/p>\n\u003cp>Compared with those without a degree, grads today are much better off. But how about compared with their parents? About one-third of millennials have college degrees — the most-educated generation ever. But as a group, they're not doing better, income-wise, than their parents' generation.\u003c/p>\n\u003cp>\"There's no great sense of forward progress among this group, vis-a-vis college-educated young adults 10, 15, 20, 30 years ago,\" Pew's Taylor says. Pew finds the wage gap is widening at the lower end of education. Prospects for those with just a high school diploma have been collapsing since the late 1970s.\u003c/p>\n\u003cp>\"The blue collar jobs of yesteryear, which built the American middle class — those jobs have simply disappeared,\" says Arne Kalleberg, a sociologist at the University of North Carolina and author of \u003cem>Good Jobs, Bad Jobs\u003c/em>.\u003c/p>\n\u003cp>\"The kinds of jobs that are being created are relatively low-wage, low-skill jobs, such as fast food and big-box stores,\" he says. \"And so for most of Americans, we've seen a stagnation in wages and a decline in purchasing powers.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>So there's more incentive now than ever to go to college. Still, Kalleberg cautions that college alone does not guarantee a well-paying job. What you major in \u003cem>does \u003c/em>matter, he says. And, of course, you have to be able to pay for it.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR.\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_32866\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-32866\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/tonigreaves_npr-teenstress-6908_wide-5eadae1fa382ccb6ce84d0430540d068dc429c96-s40-c85-640x358.jpg\" alt=\"Colleen Frainey, 16, of Tualatin, Ore., cut back on advanced placement classes in her junior year because the stress was making her physically ill.\" width=\"640\" height=\"358\">\u003cfigcaption class=\"wp-caption-text\">Colleen Frainey, 16, of Tualatin, Ore., cut back on advanced placement classes in her junior year because the stress was making her physically ill.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When high school junior Nora Huynh got her report card, she was devastated to see that she didn't get a perfect 4.0.\u003c/p>\n\u003cp>Nora \"had a total meltdown, cried for hours,\" her mother, Jennie Huynh of Alameda, Calif., says. \"I couldn't believe her reaction.\"\u003c/p>\n\u003cp>Nora is doing college-level work, her mother says, but many of her friends are taking enough advanced classes to boost their grade-point averages above 4.0. \"It breaks my heart to see her upset when she's doing so awesome and going above and beyond.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch3>\u003cspan style=\"color: #888888\">Teens Talk Stress\u003c/span>\u003c/h3>\n\u003cp>\u003cem>\u003cspan style=\"color: #888888\">When NPR asked on Facebook if stress is an issue for teenagers, they spoke loud and clear:\u003c/span>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #888888\">\"Academic stress has been a part of my life ever since I can remember,\" wrote Bretta McCall, 16, of Seattle. \"This year I spend about 12 hours a day on schoolwork. I'm home right now because I was feeling so sick from stress I couldn't be at school. So as you can tell, it's a big part of my life!\"\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #888888\">\"At the time of writing this, my weekend assignments include two papers, a PowerPoint to go with a 10-minute presentation, studying for a test and two quizzes, and an entire chapter (approximately 40 pages) of notes in a college textbook,\" wrote Connor West of New Jersey.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #888888\">\"It's a problem that's basically brushed off by most people,\" wrote Kelly Farrell in Delaware. \"There's this mentality of, 'You're doing well, so why are you complaining?' \" She says she started experiencing symptoms of stress in middle school, and was diagnosed with panic disorder and generalized anxiety disorder in high school.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #888888\">\"Parents are the worst about all of this,\" writes Colin Hughes of Illinois. \"All I hear is, 'Work harder, you're a smart kid, I know you have it in you, and if you want to go to college you need to work harder.' It's a pain.\"\u003c/span>\u003c/li>\n\u003cli>\u003c/ul>\u003c/aside>\n\u003cp>And the pressure is taking a physical toll, too. At age 16, Nora is tired, is increasingly irritated with her siblings and often suffers headaches, her mother says.Parents are right to be worried about stress and their children's health, says \u003ca href=\"http://www.alvordbaker.com/\">Mary Alvord\u003c/a>, a clinical psychologist in Maryland and public education coordinator for the American Psychological Association.\"A little stress is a good thing,\" Alvord says. \"It can motivate students to be organized. But too much stress can backfire.\"\u003c/p>\n\u003cp>Almost 40 percent of parents say their high-schooler is experiencing a lot of stress from school, according to a new NPR poll conducted with the Robert Wood Johnson Foundation and the Harvard School of Public Health. In most cases, that stress is from academics, not social issues or bullying, the poll found.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Homework was a leading cause of stress, with 24 percent of parents saying it's an issue.\u003c/p>\n\u003cp>Teenagers say they're suffering, too. A \u003ca href=\"http://www.apa.org/news/press/releases/stress/2009/stress-exec-summary.pdf\">survey\u003c/a> by the American Psychological Association found that nearly half of all teens — 45 percent — said they were stressed by school pressures.\u003c/p>\n\u003cp>\u003ca href=\"http://www.apa.org/helpcenter/understanding-chronic-stress.aspx\">Chronic stress\u003c/a> can cause a sense of panic and paralysis, Alvord says. The child feels stuck, which only adds to the feeling of stress.\u003c/p>\n\u003cp>Parents can help put the \u003ca href=\"http://www.apa.org/helpcenter/stress-children.aspx\">child's distress \u003c/a>in perspective, particularly when they get into what Alvord calls catastrophic \"what if\" thinking: \"What if I get a bad grade, then what if that means I fail the course, then I'll never get into college.\"\u003c/p>\n\u003cp>Then move beyond talking and do something about it.\u003c/p>\n\u003cp>That's what 16-year-old Colleen Frainey of Tualatin, Ore., did. As a sophomore last year, she was taking all advanced courses. The pressure was making her sick. \"I didn't feel good, and when I didn't feel good I felt like I couldn't do my work, which would stress me out more,\" she says.\u003c/p>\n\u003cp>Mom Abigail Frainey says, \"It was more than we could handle as a family.\"\u003c/p>\n\u003cp>With encouragement from her parents, Colleen dropped one of her advanced courses. The family's decision generated disbelief from other parents. \"Why would I let her take the easy way out?\" Abigail Frainey heard.\u003c/p>\n\u003cp>But she says dialing down on academics was absolutely the right decision for her child. Colleen no longer suffers headaches or stomachaches. She's still in honors courses, but the workload this year is manageable.\u003c/p>\n\u003cp>Even better, Colleen now has time to do things she never would have considered last year, like going out to dinner with the family on a weeknight, or going to the barn to ride her horse, Bishop.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Psychologist Alvord says a balanced life should be the goal for all families. If a child is having trouble getting things done, parents can help plan the week, deciding what's important and what's optional. \"Just basic \u003ca href=\"http://www.apa.org/helpcenter/managing-stress.aspx\">time management\u003c/a>— that will help reduce the stress.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2013 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=School+Stress+Takes+A+Toll+On+Health%2C+Teens+And+Parents&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32866\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-32866\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/tonigreaves_npr-teenstress-6908_wide-5eadae1fa382ccb6ce84d0430540d068dc429c96-s40-c85-640x358.jpg\" alt=\"Colleen Frainey, 16, of Tualatin, Ore., cut back on advanced placement classes in her junior year because the stress was making her physically ill.\" width=\"640\" height=\"358\">\u003cfigcaption class=\"wp-caption-text\">Colleen Frainey, 16, of Tualatin, Ore., cut back on advanced placement classes in her junior year because the stress was making her physically ill.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When high school junior Nora Huynh got her report card, she was devastated to see that she didn't get a perfect 4.0.\u003c/p>\n\u003cp>Nora \"had a total meltdown, cried for hours,\" her mother, Jennie Huynh of Alameda, Calif., says. \"I couldn't believe her reaction.\"\u003c/p>\n\u003cp>Nora is doing college-level work, her mother says, but many of her friends are taking enough advanced classes to boost their grade-point averages above 4.0. \"It breaks my heart to see her upset when she's doing so awesome and going above and beyond.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch3>\u003cspan style=\"color: #888888\">Teens Talk Stress\u003c/span>\u003c/h3>\n\u003cp>\u003cem>\u003cspan style=\"color: #888888\">When NPR asked on Facebook if stress is an issue for teenagers, they spoke loud and clear:\u003c/span>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #888888\">\"Academic stress has been a part of my life ever since I can remember,\" wrote Bretta McCall, 16, of Seattle. \"This year I spend about 12 hours a day on schoolwork. I'm home right now because I was feeling so sick from stress I couldn't be at school. So as you can tell, it's a big part of my life!\"\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #888888\">\"At the time of writing this, my weekend assignments include two papers, a PowerPoint to go with a 10-minute presentation, studying for a test and two quizzes, and an entire chapter (approximately 40 pages) of notes in a college textbook,\" wrote Connor West of New Jersey.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #888888\">\"It's a problem that's basically brushed off by most people,\" wrote Kelly Farrell in Delaware. \"There's this mentality of, 'You're doing well, so why are you complaining?' \" She says she started experiencing symptoms of stress in middle school, and was diagnosed with panic disorder and generalized anxiety disorder in high school.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #888888\">\"Parents are the worst about all of this,\" writes Colin Hughes of Illinois. \"All I hear is, 'Work harder, you're a smart kid, I know you have it in you, and if you want to go to college you need to work harder.' It's a pain.\"\u003c/span>\u003c/li>\n\u003cli>\u003c/ul>\u003c/aside>\n\u003cp>And the pressure is taking a physical toll, too. At age 16, Nora is tired, is increasingly irritated with her siblings and often suffers headaches, her mother says.Parents are right to be worried about stress and their children's health, says \u003ca href=\"http://www.alvordbaker.com/\">Mary Alvord\u003c/a>, a clinical psychologist in Maryland and public education coordinator for the American Psychological Association.\"A little stress is a good thing,\" Alvord says. \"It can motivate students to be organized. But too much stress can backfire.\"\u003c/p>\n\u003cp>Almost 40 percent of parents say their high-schooler is experiencing a lot of stress from school, according to a new NPR poll conducted with the Robert Wood Johnson Foundation and the Harvard School of Public Health. In most cases, that stress is from academics, not social issues or bullying, the poll found.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Homework was a leading cause of stress, with 24 percent of parents saying it's an issue.\u003c/p>\n\u003cp>Teenagers say they're suffering, too. A \u003ca href=\"http://www.apa.org/news/press/releases/stress/2009/stress-exec-summary.pdf\">survey\u003c/a> by the American Psychological Association found that nearly half of all teens — 45 percent — said they were stressed by school pressures.\u003c/p>\n\u003cp>\u003ca href=\"http://www.apa.org/helpcenter/understanding-chronic-stress.aspx\">Chronic stress\u003c/a> can cause a sense of panic and paralysis, Alvord says. The child feels stuck, which only adds to the feeling of stress.\u003c/p>\n\u003cp>Parents can help put the \u003ca href=\"http://www.apa.org/helpcenter/stress-children.aspx\">child's distress \u003c/a>in perspective, particularly when they get into what Alvord calls catastrophic \"what if\" thinking: \"What if I get a bad grade, then what if that means I fail the course, then I'll never get into college.\"\u003c/p>\n\u003cp>Then move beyond talking and do something about it.\u003c/p>\n\u003cp>That's what 16-year-old Colleen Frainey of Tualatin, Ore., did. As a sophomore last year, she was taking all advanced courses. The pressure was making her sick. \"I didn't feel good, and when I didn't feel good I felt like I couldn't do my work, which would stress me out more,\" she says.\u003c/p>\n\u003cp>Mom Abigail Frainey says, \"It was more than we could handle as a family.\"\u003c/p>\n\u003cp>With encouragement from her parents, Colleen dropped one of her advanced courses. The family's decision generated disbelief from other parents. \"Why would I let her take the easy way out?\" Abigail Frainey heard.\u003c/p>\n\u003cp>But she says dialing down on academics was absolutely the right decision for her child. Colleen no longer suffers headaches or stomachaches. She's still in honors courses, but the workload this year is manageable.\u003c/p>\n\u003cp>Even better, Colleen now has time to do things she never would have considered last year, like going out to dinner with the family on a weeknight, or going to the barn to ride her horse, Bishop.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Psychologist Alvord says a balanced life should be the goal for all families. If a child is having trouble getting things done, parents can help plan the week, deciding what's important and what's optional. \"Just basic \u003ca href=\"http://www.apa.org/helpcenter/managing-stress.aspx\">time management\u003c/a>— that will help reduce the stress.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2013 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=School+Stress+Takes+A+Toll+On+Health%2C+Teens+And+Parents&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>In addition to the many reasons listed as to why teachers quit their profession in this article, the author also identifies why they stay:\u003c/p>\n\u003cp>“Those schools that do a far better job of managing and coping with and responding to student behavioral issues have far better teacher retention,” says [educator and researcher Richard Ingersoll]. And, in both public and private schools, “buildings in which teachers have more say—their voice counts—have distinctly better teacher retention.”\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://cdn.theatlantic.com/static/newsroom/img/mt/2013/10/riggs_teachers_post2/lead_large.jpg?muvq72\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.theatlantic.com/education/archive/2013/10/why-do-teachers-quit/280699/\">Why Do Teachers Quit?\u003c/a>Richard Ingersoll taught high-school social studies and algebra in both public and private schools for nearly six years before leaving the profession and getting a Ph.D. in sociology. Now a professor in the University of Pennsylvania's education school, he's spent his career in higher ed searching for answers to one of teaching's most significant problems: teacher turnover.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly?src=anywhere\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.theatlantic.com\" target=\"_blank\">Theatlantic\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In addition to the many reasons listed as to why teachers quit their profession in this article, the author also identifies why they stay:\u003c/p>\n\u003cp>“Those schools that do a far better job of managing and coping with and responding to student behavioral issues have far better teacher retention,” says [educator and researcher Richard Ingersoll]. And, in both public and private schools, “buildings in which teachers have more say—their voice counts—have distinctly better teacher retention.”\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://cdn.theatlantic.com/static/newsroom/img/mt/2013/10/riggs_teachers_post2/lead_large.jpg?muvq72\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.theatlantic.com/education/archive/2013/10/why-do-teachers-quit/280699/\">Why Do Teachers Quit?\u003c/a>Richard Ingersoll taught high-school social studies and algebra in both public and private schools for nearly six years before leaving the profession and getting a Ph.D. in sociology. Now a professor in the University of Pennsylvania's education school, he's spent his career in higher ed searching for answers to one of teaching's most significant problems: teacher turnover.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly?src=anywhere\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.theatlantic.com\" target=\"_blank\">Theatlantic\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Despite Benefits, Recess for Many Students Is Restricted",
"title": "Despite Benefits, Recess for Many Students Is Restricted",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_30220\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/striatic/470233447/sizes/z/in/photolist-Hy52e-5ioiUg-6SDMtD-9vyBEw-6SDNeH-54dkbc-8swHSv-L6ogP-boScEd-3anG7h-7zN4oj-5x9eA-3anFBo-bL8EZZ-bxdYrh-bxdYsY-bL8EZ8-bxdYdW-bL8FfD-bL8F24-bL8F6k-bxdYcL-bxdYiN-bxdY5s-bxdY6E-bL8FaB-bxdY7w-bL8FbV-bL8F2R-bxdYo5-bL8Fi6-bxdYhA-bL8Fk6-vgNJC-68AygU-cbSmhC-68wku8-aq5ppj-aq5pUW-bb1ErM-cD7Vvh-6wej7A-b31zZ4-5zgLp-EwfLV-cp9kU9-6o4zMA-5g7vLG-2zSHsc-2zSHHn-2zX5Ud/\">\u003cimg class=\"size-full wp-image-30220\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/470233447_48a7e123ed_z.jpg\" alt=\"470233447_48a7e123ed_z\" width=\"640\" height=\"359\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/470233447_48a7e123ed_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/470233447_48a7e123ed_z-400x224.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/470233447_48a7e123ed_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Elementary students in the state of New Jersey may soon have cause to rejoice: state legislators are trying to turn \u003ca href=\"http://www.politickernj.com/65963/turner-bill-ensure-new-jersey-children-continue-have-access-recess-approved-senate\">20 minutes of daily recess into law,\u003c/a> making outdoor play a mandatory requirement for all students from kindergarten through fifth grade. And according to the bill, recess can’t be taken away as punishment for breaking minor rules.\u003c/p>\n\u003cp>According to State Senator Shirley K. Turner, who sponsored the bill, “For the health and well-being of future generations, it is important we continue to look at recess and physical education, not as something that takes time away from learning in the classroom, but as part of a curriculum that will teach lasting and important life skills. Like generations before them, children just need to get out and play.”\u003c/p>\n\u003cp dir=\"ltr\">But many states, locked into academic requirements and short on staff to adequately cover recess for hundreds of students at a time, may not be able to offer the same guarantee to their students. For many American students, time for recess is at an all-time low: Kids at low–poverty schools in Seattle \u003ca href=\"http://www2.kuow.org/program.php?id=20572\">average 16 minutes more recess \u003c/a>than kids at the high–poverty schools. And for many urban kids in big cities like New York and Chicago, outdoor play during the school day is nonexistent.\u003c/p>\n\u003cp>Yet a recent landslide of research showing the cognitive, social and emotional benefits of physical outdoor play for children continues to mount. Aside from \u003ca href=\"http://www.rwjf.org/en/research-publications/find-rwjf-research/2012/01/increasing-physical-activity-through-recess.html\">keeping obesity at bay\u003c/a> and providing a way to blow off steam, daily physical exercise has benefits that go beyond getting out the wiggles. Exercise and play \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/20693803\">make kids smarter\u003c/a> and \u003ca href=\"http://www.theatlantic.com/health/archive/2011/10/all-work-and-no-play-why-your-kids-are-more-anxious-depressed/246422/\">less depressed and anxious\u003c/a>. In \u003ca href=\"http://well.blogs.nytimes.com/2010/06/03/vigorous-exercise-linked-with-better-grades/\">one study\u003c/a> presented at the American College Sports Medicine’s annual meeting by Saginaw State University, researchers found students who “exercised vigorously seven days a week” had G.P.A.s 0.4 higher than those who didn’t -- and that was after researchers controlled for gender, sports involvement and study time. Mounting research on the connection between exercise and well-being has the American Academy of Pediatrics \u003ca href=\"http://pediatrics.aappublications.org/content/131/1/183.full.pdf+html\">calling for all schools to have recess\u003c/a>, calling it “crucial” to development and learning.\u003c/p>\n\u003cp>While legislators and school leaders may have become aware of how important recess is to the health and well-being of children, many hurdles stand in the way of students getting more time to play during the school day.\u003c/p>\n\u003ch4>UPS AND DOWNS OF FREE PLAY\u003c/h4>\n\u003cp>Boston University Psychologist Peter Gray, author of \u003cem>\u003ca href=\"http://www.amazon.com/books/dp/0465025994\">Free to Learn\u003c/a>: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life\u003c/em>, has spent his career studying and advocating for children’s free play.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“When I was in elementary school, in the 1950s, we had six-hour school days: two hours of outdoors playing per day, half hour in the morning, half hour during lunch, and a full hour in the afternoon. Including going off-campus! It’s such a different world [now], and so recess has been eroded over time.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>“Because kids are not growing up playing outdoors on their own, they haven’t learned how to solve their own problems.”\u003c/strong>\u003c/p>\n\u003c/aside>\n\u003cp>Gray has studied the link between a sharp rise in mental disorders and the decline of free play over the last 50 years. Even while he finds free play -- in which children make up their own games and rules without input from adults -- the most important for children, he admits that recess isn’t the ideal situation for many children to play freely.\u003c/p>\n\u003cp>The ideal play situation is in the neighborhood, where age-mixed children learn from one another in an environment that Gray calls “nurturing.” Recess, however, is mostly in same-age groups, which can foster cliques, competition, and bullying. And then there’s the time issue: when students don't get much of a break, they don’t have time to settle disputes before they head back to class. “They’ve cut recess in Boston to 15 minutes for elementary students,” Gray said. “What was happening is the kids would get outside, and they didn’t have time to settle any problems. They were still focused on the conflict, and it was a big deal to calm them down.”\u003c/p>\n\u003cp>While Gray originally thought that organized recess coaching organizations like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/teaching-kids-the-rules-of-the-game/\">PlayWorks\u003c/a> were a terrible idea, because they restricted children’s freedom, he now thinks differently. “Because kids are not growing up playing outdoors on their own, they haven’t learned how to solve their own problems,” he said. “So now [with PlayWorks] they have fresh, young adults who are sort of play coaches, get them started in a game, but then back off. With such limited time it isn’t a bad idea, these young people are pretty good at interacting with kids but not taking over.” He sighed. “How terribly sad that we need a program like this.”\u003c/p>\n\u003ch4>OTHER OBSTACLES\u003c/h4>\n\u003cp>School \u003ca href=\"http://www.rwjf.org/en/research-publications/find-rwjf-research/2010/02/the-state-of-play.html\">principals know\u003c/a> that elementary children need more recess, but between state academic requirements and staffing the playground, their hands are tied. Jerry Burkett, Director for College and Career Readiness (and former principal) for Grand Prairie ISD in Grand Prairie, Texas, said that, while he was principal, his students made it outside 150-160 days per year, because they have weather restrictions for both summer and winter. And while he feels that recess is “essential” for learning and wished his students got an hour a day instead of 20 minutes, there were too many obstacles in the way to make it happen.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/teaching-kids-the-rules-of-the-game/\">Teaching Kids the Rules of the Game\u003c/a>]\u003c/p>\n\u003cp>“Staffing is the largest obstacle to recess, as the students must be actively monitored all the time,” he said. Scheduling became difficult because staff was needed at both lunch and recess, and they often came up short-handed. In addition, free play easily turned to problems. “Recess is often the time where discipline problems spike if there is not a structured lesson, defined rules, or active monitoring of the students. Social problems are rampant on the playground, which enhances the need for more adults to monitor the students.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The biggest need in school these days, in my opinion, is to relax the scheduling.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Yet learning to handle social and emotional problems is where lots of learning takes place, says third- and fourth-grade teacher Jaclyn Karabinas of Portsmouth, New Hampshire. Her wish for recess would be that schedules could be more flexible, so there wouldn’t be a rush back to instruction if time was needed to settle a dispute. As kids are building social skills, bumps in the road will occur, and teachers and staff have to be prepared to deal with emotions and feelings as kids argue over rules and fairness.\u003c/p>\n\u003cp>“The biggest need in school these days, in my opinion, is to relax the scheduling,” she said. “It would allow more gentle transitions between work and play, and allows each of those experiences to flourish. Time for communication will always be a struggle in schools, and certainly is hard when students need 15 minutes to debrief what happened at recess, which is really important to improve social skills. Yet you have lost academic instructional time -- again.”\u003c/p>\n\u003ch4>TAKING SCHOOL OUTDOORS\u003c/h4>\n\u003cp>Many American school districts will struggle this fall to get any amount of outdoor playtime, especially under time constraints and heavy budget cuts. Chicago Public School mom Vassiliki Kakavas said that her kids will only get recess this year if enough parents volunteer to supervise. But in Canada, they are taking a different approach to recess: a push to get more kids playing outside has resulted in the \u003ca href=\"http://www.thestar.com/life/parent/2013/07/05/kids_with_autism_benefit_from_outdoor_classroom.html\">creation of nature kindergartens and outdoor schools\u003c/a> in cities and suburbs alike, mixing the idea of academics and play in an outdoor setting.\u003c/p>\n\u003cp>One Toronto school created an outdoor classroom for their kindergarten students, where they spent at least 75 minutes per day playing in sand, mud, snow, water and grass - no matter the weather. Even though no official data is yet available, teachers are reporting that students are more engaged, and their attention spans have increased both outside and inside, where they were eager to talk and write about their experiences outside. Students with autism and special needs have taken to the outdoor classroom the most, showing great improvement in their academic and social skills. The outdoor classroom extends beyond recess, and into learning - a combination that could only be beneficial for the bodies and minds of growing students.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Burkett agrees that free play is ideal, but any time spent outdoors is good for students' bodies and minds, even if they happen to be learning, too. “If teachers could create lessons that allowed them to take advantage of nature light and landscape, I was always a big supporter of those lessons. Kids in the neighborhood where I was a principal often did not get to go outside, due to the safety of their environment. So providing a safe environment to enjoy the outdoors was often refreshing for our students. Moving around, interacting with other students, being in the sun…all great benefits of being outside of the classroom.”\u003c/p>\n\n",
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"excerpt": "Aside from keeping obesity at bay and providing a way to blow off steam, daily physical exercise has benefits that go beyond getting out the wiggles. But despite this, and many other benefits, finding time for recess has been a big hurdle for many schools.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30220\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/striatic/470233447/sizes/z/in/photolist-Hy52e-5ioiUg-6SDMtD-9vyBEw-6SDNeH-54dkbc-8swHSv-L6ogP-boScEd-3anG7h-7zN4oj-5x9eA-3anFBo-bL8EZZ-bxdYrh-bxdYsY-bL8EZ8-bxdYdW-bL8FfD-bL8F24-bL8F6k-bxdYcL-bxdYiN-bxdY5s-bxdY6E-bL8FaB-bxdY7w-bL8FbV-bL8F2R-bxdYo5-bL8Fi6-bxdYhA-bL8Fk6-vgNJC-68AygU-cbSmhC-68wku8-aq5ppj-aq5pUW-bb1ErM-cD7Vvh-6wej7A-b31zZ4-5zgLp-EwfLV-cp9kU9-6o4zMA-5g7vLG-2zSHsc-2zSHHn-2zX5Ud/\">\u003cimg class=\"size-full wp-image-30220\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/470233447_48a7e123ed_z.jpg\" alt=\"470233447_48a7e123ed_z\" width=\"640\" height=\"359\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/470233447_48a7e123ed_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/470233447_48a7e123ed_z-400x224.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/470233447_48a7e123ed_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Elementary students in the state of New Jersey may soon have cause to rejoice: state legislators are trying to turn \u003ca href=\"http://www.politickernj.com/65963/turner-bill-ensure-new-jersey-children-continue-have-access-recess-approved-senate\">20 minutes of daily recess into law,\u003c/a> making outdoor play a mandatory requirement for all students from kindergarten through fifth grade. And according to the bill, recess can’t be taken away as punishment for breaking minor rules.\u003c/p>\n\u003cp>According to State Senator Shirley K. Turner, who sponsored the bill, “For the health and well-being of future generations, it is important we continue to look at recess and physical education, not as something that takes time away from learning in the classroom, but as part of a curriculum that will teach lasting and important life skills. Like generations before them, children just need to get out and play.”\u003c/p>\n\u003cp dir=\"ltr\">But many states, locked into academic requirements and short on staff to adequately cover recess for hundreds of students at a time, may not be able to offer the same guarantee to their students. For many American students, time for recess is at an all-time low: Kids at low–poverty schools in Seattle \u003ca href=\"http://www2.kuow.org/program.php?id=20572\">average 16 minutes more recess \u003c/a>than kids at the high–poverty schools. And for many urban kids in big cities like New York and Chicago, outdoor play during the school day is nonexistent.\u003c/p>\n\u003cp>Yet a recent landslide of research showing the cognitive, social and emotional benefits of physical outdoor play for children continues to mount. Aside from \u003ca href=\"http://www.rwjf.org/en/research-publications/find-rwjf-research/2012/01/increasing-physical-activity-through-recess.html\">keeping obesity at bay\u003c/a> and providing a way to blow off steam, daily physical exercise has benefits that go beyond getting out the wiggles. Exercise and play \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/20693803\">make kids smarter\u003c/a> and \u003ca href=\"http://www.theatlantic.com/health/archive/2011/10/all-work-and-no-play-why-your-kids-are-more-anxious-depressed/246422/\">less depressed and anxious\u003c/a>. In \u003ca href=\"http://well.blogs.nytimes.com/2010/06/03/vigorous-exercise-linked-with-better-grades/\">one study\u003c/a> presented at the American College Sports Medicine’s annual meeting by Saginaw State University, researchers found students who “exercised vigorously seven days a week” had G.P.A.s 0.4 higher than those who didn’t -- and that was after researchers controlled for gender, sports involvement and study time. Mounting research on the connection between exercise and well-being has the American Academy of Pediatrics \u003ca href=\"http://pediatrics.aappublications.org/content/131/1/183.full.pdf+html\">calling for all schools to have recess\u003c/a>, calling it “crucial” to development and learning.\u003c/p>\n\u003cp>While legislators and school leaders may have become aware of how important recess is to the health and well-being of children, many hurdles stand in the way of students getting more time to play during the school day.\u003c/p>\n\u003ch4>UPS AND DOWNS OF FREE PLAY\u003c/h4>\n\u003cp>Boston University Psychologist Peter Gray, author of \u003cem>\u003ca href=\"http://www.amazon.com/books/dp/0465025994\">Free to Learn\u003c/a>: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life\u003c/em>, has spent his career studying and advocating for children’s free play.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“When I was in elementary school, in the 1950s, we had six-hour school days: two hours of outdoors playing per day, half hour in the morning, half hour during lunch, and a full hour in the afternoon. Including going off-campus! It’s such a different world [now], and so recess has been eroded over time.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>“Because kids are not growing up playing outdoors on their own, they haven’t learned how to solve their own problems.”\u003c/strong>\u003c/p>\n\u003c/aside>\n\u003cp>Gray has studied the link between a sharp rise in mental disorders and the decline of free play over the last 50 years. Even while he finds free play -- in which children make up their own games and rules without input from adults -- the most important for children, he admits that recess isn’t the ideal situation for many children to play freely.\u003c/p>\n\u003cp>The ideal play situation is in the neighborhood, where age-mixed children learn from one another in an environment that Gray calls “nurturing.” Recess, however, is mostly in same-age groups, which can foster cliques, competition, and bullying. And then there’s the time issue: when students don't get much of a break, they don’t have time to settle disputes before they head back to class. “They’ve cut recess in Boston to 15 minutes for elementary students,” Gray said. “What was happening is the kids would get outside, and they didn’t have time to settle any problems. They were still focused on the conflict, and it was a big deal to calm them down.”\u003c/p>\n\u003cp>While Gray originally thought that organized recess coaching organizations like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/teaching-kids-the-rules-of-the-game/\">PlayWorks\u003c/a> were a terrible idea, because they restricted children’s freedom, he now thinks differently. “Because kids are not growing up playing outdoors on their own, they haven’t learned how to solve their own problems,” he said. “So now [with PlayWorks] they have fresh, young adults who are sort of play coaches, get them started in a game, but then back off. With such limited time it isn’t a bad idea, these young people are pretty good at interacting with kids but not taking over.” He sighed. “How terribly sad that we need a program like this.”\u003c/p>\n\u003ch4>OTHER OBSTACLES\u003c/h4>\n\u003cp>School \u003ca href=\"http://www.rwjf.org/en/research-publications/find-rwjf-research/2010/02/the-state-of-play.html\">principals know\u003c/a> that elementary children need more recess, but between state academic requirements and staffing the playground, their hands are tied. Jerry Burkett, Director for College and Career Readiness (and former principal) for Grand Prairie ISD in Grand Prairie, Texas, said that, while he was principal, his students made it outside 150-160 days per year, because they have weather restrictions for both summer and winter. And while he feels that recess is “essential” for learning and wished his students got an hour a day instead of 20 minutes, there were too many obstacles in the way to make it happen.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/teaching-kids-the-rules-of-the-game/\">Teaching Kids the Rules of the Game\u003c/a>]\u003c/p>\n\u003cp>“Staffing is the largest obstacle to recess, as the students must be actively monitored all the time,” he said. Scheduling became difficult because staff was needed at both lunch and recess, and they often came up short-handed. In addition, free play easily turned to problems. “Recess is often the time where discipline problems spike if there is not a structured lesson, defined rules, or active monitoring of the students. Social problems are rampant on the playground, which enhances the need for more adults to monitor the students.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The biggest need in school these days, in my opinion, is to relax the scheduling.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Yet learning to handle social and emotional problems is where lots of learning takes place, says third- and fourth-grade teacher Jaclyn Karabinas of Portsmouth, New Hampshire. Her wish for recess would be that schedules could be more flexible, so there wouldn’t be a rush back to instruction if time was needed to settle a dispute. As kids are building social skills, bumps in the road will occur, and teachers and staff have to be prepared to deal with emotions and feelings as kids argue over rules and fairness.\u003c/p>\n\u003cp>“The biggest need in school these days, in my opinion, is to relax the scheduling,” she said. “It would allow more gentle transitions between work and play, and allows each of those experiences to flourish. Time for communication will always be a struggle in schools, and certainly is hard when students need 15 minutes to debrief what happened at recess, which is really important to improve social skills. Yet you have lost academic instructional time -- again.”\u003c/p>\n\u003ch4>TAKING SCHOOL OUTDOORS\u003c/h4>\n\u003cp>Many American school districts will struggle this fall to get any amount of outdoor playtime, especially under time constraints and heavy budget cuts. Chicago Public School mom Vassiliki Kakavas said that her kids will only get recess this year if enough parents volunteer to supervise. But in Canada, they are taking a different approach to recess: a push to get more kids playing outside has resulted in the \u003ca href=\"http://www.thestar.com/life/parent/2013/07/05/kids_with_autism_benefit_from_outdoor_classroom.html\">creation of nature kindergartens and outdoor schools\u003c/a> in cities and suburbs alike, mixing the idea of academics and play in an outdoor setting.\u003c/p>\n\u003cp>One Toronto school created an outdoor classroom for their kindergarten students, where they spent at least 75 minutes per day playing in sand, mud, snow, water and grass - no matter the weather. Even though no official data is yet available, teachers are reporting that students are more engaged, and their attention spans have increased both outside and inside, where they were eager to talk and write about their experiences outside. Students with autism and special needs have taken to the outdoor classroom the most, showing great improvement in their academic and social skills. The outdoor classroom extends beyond recess, and into learning - a combination that could only be beneficial for the bodies and minds of growing students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Burkett agrees that free play is ideal, but any time spent outdoors is good for students' bodies and minds, even if they happen to be learning, too. “If teachers could create lessons that allowed them to take advantage of nature light and landscape, I was always a big supporter of those lessons. Kids in the neighborhood where I was a principal often did not get to go outside, due to the safety of their environment. So providing a safe environment to enjoy the outdoors was often refreshing for our students. Moving around, interacting with other students, being in the sun…all great benefits of being outside of the classroom.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What It Takes to Become an All Project-Based School",
"title": "What It Takes to Become an All Project-Based School",
"headTitle": "PROJECT BASED LEARNING | MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_28477\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28477\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/New-Tech-students-620x368.jpg\" alt=\"New-Tech-students\" width=\"620\" height=\"368\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In many schools, project-based learning happens in isolated cases: in certain teachers' classrooms here and there, or in the contexts of specific subjects. But for students to benefit from project-based learning, ideally it's part of a school's infrastructure -- a way to approach learning holistically.\u003c/p>\n\u003cp>For one quickly growing network of schools, project-based learning is the crux of the entire ecosystem. \u003ca href=\"http://www.newtechnetwork.org/\">New Tech Network,\u003c/a> which was founded 15 years ago, is taking its school-wide project-based model to national scale. The organization, which offers a paid program for schools to use its model, began with a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/napa-new-tech-school-of-the-future-is-here/\">flagship school in Napa\u003c/a> and has grown to 120 schools in 18 states, most of which are public schools.\u003c/p>\n\u003cp>The network has not only grown in size, but also in notoriety. President Obama visited \u003ca href=\"http://www.csmonitor.com/USA/Education/2013/0509/In-Texas-Obama-lauds-New-Tech-high-school.-Model-for-the-future-video\">Manor New Tech High School\u003c/a> in Texas last week, as part of an effort to promote an education agenda focused on producing graduates that can compete in today's global economy.\u003c/p>\n\u003cp>The nod from the president comes at a time when New Tech is attempting to position itself as a successful model to follow. But rather than relying on test scores and such quantifiable numbers to prove its value, New Tech's own \u003ca href=\"http://www.newtechnetwork.org/sites/default/files/news/2013_annual_data_v14-01.pdf\">2013 annual report \u003c/a>frames success by focusing on deeper learning that can't be measured by standardized test scores and their college readiness. Yet it's that lack of emphasis on test scores, an all-consuming worry for many districts, that makes it more difficult for the organization to pin point numbers to tell its story.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“From where we stand, public school districts are as capable of innovative schools as charter schools.”\u003c/strong>\u003c/aside>\n\u003cp>Here are a few of the\u003ca href=\"http://www.newtechnetwork.org/sites/default/files/ntn_overview1.pdf\"> statistics\u003c/a> New Tech has gathered from their schools: students graduate at a rate six percent higher than the national average and enroll in college nine percent more than the average. They also persist in four-year universities at a 17 percent higher rate and 46 percent higher rate when it comes to two year colleges. Perhaps most importantly, they claim that \u003c!--more-->students’ higher order thinking skills between freshmen and senior years grow 75 percent more than a comparison group that did not attend a New Tech high school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>New Tech calls itself a school development organization and is a non-profit subsidiary of \u003ca href=\"http://knowledgeworks.org/\">KnowledgeWorks\u003c/a>, another non-profit that acts as a foundation, education policy advocate and on-the-ground work through mergers with groups like New Tech, \u003ca href=\"http://strivenetwork.org/\">Strive\u003c/a> and \u003ca href=\"http://www.edworkspartners.org/\">EdWorks\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>GRAPPLING WITH THE PUBLIC SCHOOL SYSTEM\u003c/strong>\u003c/p>\n\u003cp>New Tech offers whole-school change to any school interested in contracting with them, including public schools. It has implemented the model in charter and private schools as well, but the majority of its clients are public schools. “From where we stand, public school districts are as capable of innovative schools as charter schools,” said Lydia Dobyns, president of New Tech Network. But as everyone in education knows, every school and every district has different needs, and the organization's offerings are changed accordingly.\u003c/p>\n\u003cp>New Tech schools are entirely\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\"> project-based\u003c/a> and cross-disciplinary. Students take courses like Bio-literacy, which mesh subjects together, emphasizing that disciplines are not stand-alone endeavors. Technology is woven throughout the school day and at home seamlessly. Many New Tech schools have one-to-one programs and all schools in the network use a learning management system called Echo that tracks student progress, is open to teachers and students, and connects New Tech educators around the country.\u003c/p>\n\u003cfigure id=\"attachment_28483\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-28483\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/New-Tech-measuring-300x438.jpg\" alt=\"New-Tech-measuring\" width=\"300\" height=\"438\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Assessments are designed to measure different kinds of learning outcomes. Mike Reed, principal of \u003ca href=\"http://www.bcsc.k12.in.us/Page/8148\">Columbus Signature Academy\u003c/a> in Indiana, said that only 60 percent of assessment is based on content. The other 40 percent is based on what he called “school-wide learning outcomes,” things like written and oral proficiency, work ethic, presentation skills and the ability to give and take feedback. Students can see the project rubric and know where they need to improve their skills.\u003c/p>\n\u003cp>“Looking at school performance is really different from looking at student growth, which is really what we want to focus on,” Dobyns said. That’s why New Tech doesn’t promise to increase school test scores – it sees that as a separate question, and one that they're not necessarily interested in.\u003c/p>\n\u003cp>The schools that have taken on this model don’t seem to mind that test scores aren’t the focus. “A big difference you’d see is student engagement,” Reed said. “Students are working on authentic projects and problems.” He gave an example of a cross curricular physics and environmental science class that studied the physics of power and electricity. “Our students learned those skills and then rewired houses that were destroyed in New Orleans’ 9th Ward. They’re going to remember that far longer than regurgitating a test or a lab.”\u003c/p>\n\u003cp>\u003cstrong>PROFESSIONAL DEVELOPMENT\u003c/strong>\u003c/p>\n\u003cp>New Tech works with schools individually, offering professional development as the school gets started. “One of the things we’ve learned and changed is that every implementation is now a custom designed implementation plan,” Dobyns said.\u003c/p>\n\u003cp>New Tech sticks with a school for five years, spending the first year laying ground work, listening to what schools want and need and garnering teacher buy-in. They offer intensive trainings to help teachers retool skills to teach entirely-project based and cross-curricular classes. Each school is given a coach who visits throughout the school year, checks on lesson plans, suggests changes and helps troubleshoot problems. And New Tech focuses on nurturing the leadership capacity of principals so they can continue to innovate with teachers.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/are-teachers-of-tomorrow-prepared-to-use-innovative-tech/\">Are Teachers of Tomorrow Prepared to Use Innovative Tech?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>At Columbus Signature Academy, Reed and his staff discussed the professional culture they wanted to promote and decided they’d make decisions by consensus. “That changes everything in a school,” Reed said. Those affected by a decision get equal say in making it, and that includes students. For example, teachers are in charge of the master schedule because it affects them most, but students can weigh in about how changes affect them too.\u003c/p>\n\u003cp>If gaining consensus is important in New Tech Schools, so is transparency. Teachers share and vet lessons with colleagues at the beginning and end of every project to learn from successes and mistakes. Teachers aren’t penalized if something they try doesn’t work out. They share their successes, experiments, and failures and everyone learns from the experience. That’s the kind of collaborative learning schools expect from students and Dobyns thinks it’s important that teachers experience and practice it too.\u003c/p>\n\u003cp>\u003cstrong>TRANSITION CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>Opening or converting to a New Tech school can mean some growing pains.\u003c/p>\n\u003cp>“It’s almost a month of de-programming,” said Randy Hollenkamp, director of \u003ca href=\"http://www.bulldogtech.org/\">Bulldog Tech\u003c/a> in San Jose, one of the few middle schools New Tech has begun to pilot. When kids enter his seventh grade they are so used to the traditional school system, they don’t know how to work collaboratively on projects. “At first their grades go down just because it’s projects. It’s actually kind of harder because you have to be a self-learner.” In traditional schools, kids are constantly being directed, so they don’t have to think for themselves as much, Hollenkamp said.\u003c/p>\n\u003cp>“Every year, as you grow into it, it’s difficult for the group of students who aren’t a part of New Tech,” said Jason Witzigreuter, principal of \u003ca href=\"http://www.accs.k12.in.us/jets/\">Adams Central\u003c/a> in Monroe, Indiana. Adams Central is a unique school in the New Tech Network because it is a K-12 school under one roof, but only the high school uses New Tech’s model. Witzigreuter calls his school a hybrid model and a learning experience. The school is three years into the experiment, which means the seniors are the only class without their own laptops and without some of the communication and presentation skills that the freshmen quickly pick up.\u003c/p>\n\u003cp>“Our kids at a lower grade are able to understand how to collaborate better and use those soft skills, or 21st century skills, better because they’ve been taught that through New Tech,” Witzigreuter said. He tries to use the younger students’ success to encourage seniors into demonstrating the same kinds of higher order thinking and maturity.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>From New Tech’s perspective, one of the hardest things about working on a five-year timeline can be school leadership changes. And, like any part of the public school system, funding cuts can affect whether a district is able to continue to pay for the program.\u003c/p>\n\u003cp>\u003cstrong>COSTS\u003c/strong>\u003c/p>\n\u003cp>New Tech’s model is not cheap. It costs about $100,000-$120,000 per year for each school. That hefty fee includes support, training, professional development, and access to the knowledge and experience of all the other schools in the network. Still, to pay for it, districts have done everything from pass school bonds, apply for state innovation grants, apply for private foundation grants and beg districts for the money. In addition to New Tech’s service fees, schools have to pay for the technology that accompanies the program and often facility redesign to foster more collaborative “studio” spaces.\u003c/p>\n\u003cp>Though it's a big price tag, the principals interviewed at three New Tech schools thought the money was well spent. \u003ca href=\"http://www.successforall.org/\">Success For All\u003c/a> is another school development program that uses a “whole school” model at the elementary school level. They estimate that for 500 students, their program costs $120,000 in the first year and decreases to $50,000 in the second year, finally reaching $30,000 in the third year. High schools programs generally cost more than elementary programs, though.\u003c/p>\n\u003cp>\u003cstrong>NEW DIRECTIONS\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>New Tech has proven that its model is scalable, in part with extra cash from its parent company KnowledgeWorks. Now they're trying to see if it can work beyond high school. In the past year New Tech has opened 10 middle schools in various states and is dipping into the elementary school scene as well. They’re also trying to find ways for districts to expand the model to other schools nearby on their own. “The first New Tech School can be an anchor in their district and then the strategies can spread across the schools,” Dobyns said. Leaders and teachers at the anchor school could act as trainers and coaches to others, lowering the cost of transitioning future schools.\u003c/p>\n\n",
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"excerpt": "New Tech Network, which was founded 15 years ago, is taking its school-wide project-based model to national scale. The organization, which offers a paid program for schools to use its model, began with a flagship school in Napa and has grown to 120 schools in 18 states, most of which are public schools.",
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"title": "What It Takes to Become an All Project-Based School | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28477\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28477\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/New-Tech-students-620x368.jpg\" alt=\"New-Tech-students\" width=\"620\" height=\"368\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In many schools, project-based learning happens in isolated cases: in certain teachers' classrooms here and there, or in the contexts of specific subjects. But for students to benefit from project-based learning, ideally it's part of a school's infrastructure -- a way to approach learning holistically.\u003c/p>\n\u003cp>For one quickly growing network of schools, project-based learning is the crux of the entire ecosystem. \u003ca href=\"http://www.newtechnetwork.org/\">New Tech Network,\u003c/a> which was founded 15 years ago, is taking its school-wide project-based model to national scale. The organization, which offers a paid program for schools to use its model, began with a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/napa-new-tech-school-of-the-future-is-here/\">flagship school in Napa\u003c/a> and has grown to 120 schools in 18 states, most of which are public schools.\u003c/p>\n\u003cp>The network has not only grown in size, but also in notoriety. President Obama visited \u003ca href=\"http://www.csmonitor.com/USA/Education/2013/0509/In-Texas-Obama-lauds-New-Tech-high-school.-Model-for-the-future-video\">Manor New Tech High School\u003c/a> in Texas last week, as part of an effort to promote an education agenda focused on producing graduates that can compete in today's global economy.\u003c/p>\n\u003cp>The nod from the president comes at a time when New Tech is attempting to position itself as a successful model to follow. But rather than relying on test scores and such quantifiable numbers to prove its value, New Tech's own \u003ca href=\"http://www.newtechnetwork.org/sites/default/files/news/2013_annual_data_v14-01.pdf\">2013 annual report \u003c/a>frames success by focusing on deeper learning that can't be measured by standardized test scores and their college readiness. Yet it's that lack of emphasis on test scores, an all-consuming worry for many districts, that makes it more difficult for the organization to pin point numbers to tell its story.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“From where we stand, public school districts are as capable of innovative schools as charter schools.”\u003c/strong>\u003c/aside>\n\u003cp>Here are a few of the\u003ca href=\"http://www.newtechnetwork.org/sites/default/files/ntn_overview1.pdf\"> statistics\u003c/a> New Tech has gathered from their schools: students graduate at a rate six percent higher than the national average and enroll in college nine percent more than the average. They also persist in four-year universities at a 17 percent higher rate and 46 percent higher rate when it comes to two year colleges. Perhaps most importantly, they claim that \u003c!--more-->students’ higher order thinking skills between freshmen and senior years grow 75 percent more than a comparison group that did not attend a New Tech high school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>New Tech calls itself a school development organization and is a non-profit subsidiary of \u003ca href=\"http://knowledgeworks.org/\">KnowledgeWorks\u003c/a>, another non-profit that acts as a foundation, education policy advocate and on-the-ground work through mergers with groups like New Tech, \u003ca href=\"http://strivenetwork.org/\">Strive\u003c/a> and \u003ca href=\"http://www.edworkspartners.org/\">EdWorks\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>GRAPPLING WITH THE PUBLIC SCHOOL SYSTEM\u003c/strong>\u003c/p>\n\u003cp>New Tech offers whole-school change to any school interested in contracting with them, including public schools. It has implemented the model in charter and private schools as well, but the majority of its clients are public schools. “From where we stand, public school districts are as capable of innovative schools as charter schools,” said Lydia Dobyns, president of New Tech Network. But as everyone in education knows, every school and every district has different needs, and the organization's offerings are changed accordingly.\u003c/p>\n\u003cp>New Tech schools are entirely\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\"> project-based\u003c/a> and cross-disciplinary. Students take courses like Bio-literacy, which mesh subjects together, emphasizing that disciplines are not stand-alone endeavors. Technology is woven throughout the school day and at home seamlessly. Many New Tech schools have one-to-one programs and all schools in the network use a learning management system called Echo that tracks student progress, is open to teachers and students, and connects New Tech educators around the country.\u003c/p>\n\u003cfigure id=\"attachment_28483\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-28483\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/New-Tech-measuring-300x438.jpg\" alt=\"New-Tech-measuring\" width=\"300\" height=\"438\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Assessments are designed to measure different kinds of learning outcomes. Mike Reed, principal of \u003ca href=\"http://www.bcsc.k12.in.us/Page/8148\">Columbus Signature Academy\u003c/a> in Indiana, said that only 60 percent of assessment is based on content. The other 40 percent is based on what he called “school-wide learning outcomes,” things like written and oral proficiency, work ethic, presentation skills and the ability to give and take feedback. Students can see the project rubric and know where they need to improve their skills.\u003c/p>\n\u003cp>“Looking at school performance is really different from looking at student growth, which is really what we want to focus on,” Dobyns said. That’s why New Tech doesn’t promise to increase school test scores – it sees that as a separate question, and one that they're not necessarily interested in.\u003c/p>\n\u003cp>The schools that have taken on this model don’t seem to mind that test scores aren’t the focus. “A big difference you’d see is student engagement,” Reed said. “Students are working on authentic projects and problems.” He gave an example of a cross curricular physics and environmental science class that studied the physics of power and electricity. “Our students learned those skills and then rewired houses that were destroyed in New Orleans’ 9th Ward. They’re going to remember that far longer than regurgitating a test or a lab.”\u003c/p>\n\u003cp>\u003cstrong>PROFESSIONAL DEVELOPMENT\u003c/strong>\u003c/p>\n\u003cp>New Tech works with schools individually, offering professional development as the school gets started. “One of the things we’ve learned and changed is that every implementation is now a custom designed implementation plan,” Dobyns said.\u003c/p>\n\u003cp>New Tech sticks with a school for five years, spending the first year laying ground work, listening to what schools want and need and garnering teacher buy-in. They offer intensive trainings to help teachers retool skills to teach entirely-project based and cross-curricular classes. Each school is given a coach who visits throughout the school year, checks on lesson plans, suggests changes and helps troubleshoot problems. And New Tech focuses on nurturing the leadership capacity of principals so they can continue to innovate with teachers.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/are-teachers-of-tomorrow-prepared-to-use-innovative-tech/\">Are Teachers of Tomorrow Prepared to Use Innovative Tech?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>At Columbus Signature Academy, Reed and his staff discussed the professional culture they wanted to promote and decided they’d make decisions by consensus. “That changes everything in a school,” Reed said. Those affected by a decision get equal say in making it, and that includes students. For example, teachers are in charge of the master schedule because it affects them most, but students can weigh in about how changes affect them too.\u003c/p>\n\u003cp>If gaining consensus is important in New Tech Schools, so is transparency. Teachers share and vet lessons with colleagues at the beginning and end of every project to learn from successes and mistakes. Teachers aren’t penalized if something they try doesn’t work out. They share their successes, experiments, and failures and everyone learns from the experience. That’s the kind of collaborative learning schools expect from students and Dobyns thinks it’s important that teachers experience and practice it too.\u003c/p>\n\u003cp>\u003cstrong>TRANSITION CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>Opening or converting to a New Tech school can mean some growing pains.\u003c/p>\n\u003cp>“It’s almost a month of de-programming,” said Randy Hollenkamp, director of \u003ca href=\"http://www.bulldogtech.org/\">Bulldog Tech\u003c/a> in San Jose, one of the few middle schools New Tech has begun to pilot. When kids enter his seventh grade they are so used to the traditional school system, they don’t know how to work collaboratively on projects. “At first their grades go down just because it’s projects. It’s actually kind of harder because you have to be a self-learner.” In traditional schools, kids are constantly being directed, so they don’t have to think for themselves as much, Hollenkamp said.\u003c/p>\n\u003cp>“Every year, as you grow into it, it’s difficult for the group of students who aren’t a part of New Tech,” said Jason Witzigreuter, principal of \u003ca href=\"http://www.accs.k12.in.us/jets/\">Adams Central\u003c/a> in Monroe, Indiana. Adams Central is a unique school in the New Tech Network because it is a K-12 school under one roof, but only the high school uses New Tech’s model. Witzigreuter calls his school a hybrid model and a learning experience. The school is three years into the experiment, which means the seniors are the only class without their own laptops and without some of the communication and presentation skills that the freshmen quickly pick up.\u003c/p>\n\u003cp>“Our kids at a lower grade are able to understand how to collaborate better and use those soft skills, or 21st century skills, better because they’ve been taught that through New Tech,” Witzigreuter said. He tries to use the younger students’ success to encourage seniors into demonstrating the same kinds of higher order thinking and maturity.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>From New Tech’s perspective, one of the hardest things about working on a five-year timeline can be school leadership changes. And, like any part of the public school system, funding cuts can affect whether a district is able to continue to pay for the program.\u003c/p>\n\u003cp>\u003cstrong>COSTS\u003c/strong>\u003c/p>\n\u003cp>New Tech’s model is not cheap. It costs about $100,000-$120,000 per year for each school. That hefty fee includes support, training, professional development, and access to the knowledge and experience of all the other schools in the network. Still, to pay for it, districts have done everything from pass school bonds, apply for state innovation grants, apply for private foundation grants and beg districts for the money. In addition to New Tech’s service fees, schools have to pay for the technology that accompanies the program and often facility redesign to foster more collaborative “studio” spaces.\u003c/p>\n\u003cp>Though it's a big price tag, the principals interviewed at three New Tech schools thought the money was well spent. \u003ca href=\"http://www.successforall.org/\">Success For All\u003c/a> is another school development program that uses a “whole school” model at the elementary school level. They estimate that for 500 students, their program costs $120,000 in the first year and decreases to $50,000 in the second year, finally reaching $30,000 in the third year. High schools programs generally cost more than elementary programs, though.\u003c/p>\n\u003cp>\u003cstrong>NEW DIRECTIONS\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>New Tech has proven that its model is scalable, in part with extra cash from its parent company KnowledgeWorks. Now they're trying to see if it can work beyond high school. In the past year New Tech has opened 10 middle schools in various states and is dipping into the elementary school scene as well. They’re also trying to find ways for districts to expand the model to other schools nearby on their own. “The first New Tech School can be an anchor in their district and then the strategies can spread across the schools,” Dobyns said. Leaders and teachers at the anchor school could act as trainers and coaches to others, lowering the cost of transitioning future schools.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Paint or Paint App? Value of Creating Digital Vs. Traditional Art ",
"title": "Paint or Paint App? Value of Creating Digital Vs. Traditional Art ",
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"content": "\u003cfigure id=\"attachment_28711\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/sosodaydreamart/8414244830/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28711\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/8414244830_430e903163_z1-620x405.jpg\" alt=\"8414244830_430e903163_z\" width=\"620\" height=\"405\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">While it may be easy to imagine how\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/14-smart-tips-for-using-ipads-in-class/\"> iPads can support\u003c/a> classroom studies with reading, history, or science, some of the most groundbreaking -- and creative -- work with digital tools may be happening in arts classes. Schools using iPads are incorporating them in art and music classes, too -- and not only as tools for measuring and remembering, but for creating as well. Whether or not students grow up to become the next David Hockney - who has created \u003ca href=\"http://www.newyorker.com/online/blogs/newsdesk/2011/06/cover-story-he-draw-on-ipad.html#slide_ss_0=1\">several New Yorker covers\u003c/a> using the iPad’s drawing tool - teachers say there is value to learning to create using digital tools, especially when blended with more hands-on means of expression.\u003c/p>\n\u003cp>Susan Sonnemaker, a middle school chorus and band teacher at San Francisco Day School, uses school-provided tablets in limited amounts throughout the year. She finds them most useful for managing technical aspects of music class with record speed -- like recording practice sessions, using a tuner app to help kids tune their own instruments, and collecting digital practice sheets. For practical matters, Sonnemaker says, the iPad has been invaluable, because streamlining and managing tuning and practice leaves more time for actually playing or singing music.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"You can create something digitally that would be impossible to create by hand. Conversely, you can create something by hand that you cannot replicate digitally.”\u003c/strong>\u003c/aside>\n\u003cp>But what about using tablets for inspiration and creating new music? When it comes to creating something new, Sonnemaker says that technology helps her students be more creative, not less: “In regards to composition, students are not only more engaged in their own projects (with iPads), but they're using real life technology,\" she said. \"We still do a good deal of composition exercises using old-fashioned pencil and paper. But using Garageband on the iPad is what many professional musicians use, so students are also acquiring skills to compose in the real world if \u003c!--more-->they choose to continue.”\u003c/p>\n\u003cp>Benefield’s colleague, visual art teacher Karen Richards, notes that iPad apps have made the tools that digital artists use much more accessible for young children, but having the digital technology available doesn’t at all diminish hands-on art making. “I must stress that technology is one of many tools our students have to execute their critical and creative thinking. We believe that they must also know how to sew, woodwork, sculpt in clay, paint, draw, make prints, shoot a good photo, animate an image, and know about the artists that they stand on the shoulders of,” Richards said.\u003c/p>\n\u003cp>Richards describes a recent photography-based project she developed in order for children to blend the two: “They're all taking tons of photos (with the iPads), so we worked on photography. We also learned a bit about Photoshop with Photoshop Express, and we had each student (K-8) edit and alter their photo before printing it out on watercolor paper,\" she said. The final outcome was a sewing project inspired by textile artist and San Francisco Day School artist-in-residence \u003ca href=\"http://ehrenreed.com/home.html\">Ehren Reed\u003c/a>, where the students sewed into their photos.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In January of this year, the Indianapolis Museum of Art opened the Star Studio, an interactive exhibit that includes a room filled with iPads featuring a museum-customized drawing app. Tools include digital blending sticks, markers, chalk and paint brushes. Originally intended for children ages five to eight to explore the fundamentals of art alongside their parents, says Jen Mayhill, Senior Coordinator of Play and Learning at the museum, in reality the exhibit’s popularity has extended much further. “We're seeing people of all ages and abilities using the application now.” Mayhill mentioned that, even though she doesn’t have the numbers yet, the exhibit is popular; a feature that allows visitors to email their finished iPad artwork has already yielded over 1,500 emails of art. “Purely from my own observations, I cannot imagine this space without these components, since they appear to be as popular as the tables including more traditional art mediums.”\u003c/p>\n\u003cp>Media and communications scholar/philosopher \u003ca href=\"http://www.nytimes.com/2011/07/26/books/marshall-mcluhan-media-theorist-is-celebrated.html?_r=0\">Marshall McLuhen\u003c/a> wrote in 1964: “We shape our tools, and thereafter they shape us.” McLuhen’s eerily prescient observation of today’s interactive world hints at the idea that some essential aspects of what we think of as traditional art fall away as we increasingly move to more digital forms. Louisville-based artist Douglas Miller confesses to “secretly abhorring” computer-generated art, and some of his ink-and-paint hand-drawn works are actually a response to the speed of creating work via technology. “I have made images that are ‘reverse engineered’ as a commentary on the ease of computer art -- I will painstakingly re-draw a mirror image of a subject when it could be done easily with a simple click in Photoshop.” Miller, 39, has noticed the generation gap when he lectures to college students who have always had computers at home and in classrooms. “I see the overuse and reliance on it in classrooms as possibly detrimental to artmaking.”\u003c/p>\n\u003cp>While work like Miller’s is decidedly un-tech, his painstaking efforts to stay analog highlight the tension between handmade and digital art - about what it means to be creative, and what constitutes art. In this way, can digital art become a catalyst for students, an opportunity for them to ask, what is the best means of creating my message?\u003c/p>\n\u003cp>Plano, Texas, high school art teacher Christine Miller, who was chosen to pilot this year’s \u003ca href=\"http://txartandmedia.org/\">Arts and Digital Literacy Initiative\u003c/a> funded by the Texas Cultural Trust, explains that, while she gives students free reign to create art by both digital and hands-on means, her students are actually more reluctant to use technology than one might assume. “Not all young students are interested in utilizing technology to make their art,\" she said. \"There can be much resistance in my classroom when we work on an art project that is going to be produced using Photoshop. I explain to my students that these are just alternative tools, and like any other tool, you can create something digitally that would be impossible to create by hand. Conversely, you can create something by hand that you cannot replicate digitally.”\u003c/p>\n\u003cp>Miller teaches Art and Media Communications for the pilot program, and while her school doesn’t provide an iPad for each student, the course is designed to bring fine arts and digital literacy together. She describes the curriculum as aiming to be relevant to students' lives through the use of technology, while also helping to foster collaboration and divergent thinking. In order to get students to focus on divergent thinking, she shows them Sir Ken Robinson’s famous \u003ca href=\"http://www.youtube.com/watch?v=zDZFcDGpL4U\">Changing Education Paradigms\u003c/a> video on the first day of school.\u003c/p>\n\u003cp>“It [divergent thinking] is extremely difficult for the majority of my students. Truly, only a small percentage of my students think on a level I would call divergent,\" Miller said. \"In the regard that technology is affecting their perceptions of the world and they regurgitate those perceptions out automatically, then yes, technology is impacting their thinking and artistic creativity in a huge way.”\u003c/p>\n\u003cp>The biggest influence of technology on students, Miller said, is the amount of \"visual culture\" in their artwork. “Because of the prevalence of popular cultural imagery everywhere, those characters (Sponge Bob, Anonymous, Pokemon) are the first images that show up in many of their art pieces. Their brains have been so saturated with this imagery, they are often \u003cem>unable\u003c/em> to come up with a unique image or character of their own,” she said.\u003c/p>\n\u003cp>Finding - or creating - the original idea in a massive sea of ever-present information, images and text might prove difficult when it comes to art created using online and social networks on devices that can fit in a backpack or pocket -- there is, simply, so much input. But Susan Sonnemaker said she doesn’t really see that happening in her music class.\u003c/p>\n\u003cp>“I think that in a world where kids are inundated with technology, I could see the point about less thought and creativity, but I don't think it's what happens,\" she said. \"The kids I see using iPads are able to engage in creativity in ways they couldn't before, and in an instant, rather than waiting to get their thoughts down on paper. My students can write their original music in GarageBand in an instant, or record themselves creating music/poetry in an instant. I think it's a tool for kids to use when they find inspiration.”\u003c/p>\n\u003cp>Christine Miller is reminded that, throughout history, early adopters to a new tool or technology (think photography) weren’t always readily accepted: “There are always those who protest art produced by ‘that technology’ as not being ‘authentic’ or ‘valuable’ or ‘respected’ works of art.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>All the teachers interviewed agreed that art made with the body using sensory, physical materials, is beyond valuable to understanding the artistic process, and should never be replaced (one Broadway dancer who teaches children’s dance emphasized, “Hands-on first, technology later.”). But all the same teachers also saw value in using the digital to enhance and even alter the act of creation. Where will iPad art take us? And what will we leave behind? Only the young artists will know for sure.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28711\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/sosodaydreamart/8414244830/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28711\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/8414244830_430e903163_z1-620x405.jpg\" alt=\"8414244830_430e903163_z\" width=\"620\" height=\"405\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">While it may be easy to imagine how\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/14-smart-tips-for-using-ipads-in-class/\"> iPads can support\u003c/a> classroom studies with reading, history, or science, some of the most groundbreaking -- and creative -- work with digital tools may be happening in arts classes. Schools using iPads are incorporating them in art and music classes, too -- and not only as tools for measuring and remembering, but for creating as well. Whether or not students grow up to become the next David Hockney - who has created \u003ca href=\"http://www.newyorker.com/online/blogs/newsdesk/2011/06/cover-story-he-draw-on-ipad.html#slide_ss_0=1\">several New Yorker covers\u003c/a> using the iPad’s drawing tool - teachers say there is value to learning to create using digital tools, especially when blended with more hands-on means of expression.\u003c/p>\n\u003cp>Susan Sonnemaker, a middle school chorus and band teacher at San Francisco Day School, uses school-provided tablets in limited amounts throughout the year. She finds them most useful for managing technical aspects of music class with record speed -- like recording practice sessions, using a tuner app to help kids tune their own instruments, and collecting digital practice sheets. For practical matters, Sonnemaker says, the iPad has been invaluable, because streamlining and managing tuning and practice leaves more time for actually playing or singing music.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"You can create something digitally that would be impossible to create by hand. Conversely, you can create something by hand that you cannot replicate digitally.”\u003c/strong>\u003c/aside>\n\u003cp>But what about using tablets for inspiration and creating new music? When it comes to creating something new, Sonnemaker says that technology helps her students be more creative, not less: “In regards to composition, students are not only more engaged in their own projects (with iPads), but they're using real life technology,\" she said. \"We still do a good deal of composition exercises using old-fashioned pencil and paper. But using Garageband on the iPad is what many professional musicians use, so students are also acquiring skills to compose in the real world if \u003c!--more-->they choose to continue.”\u003c/p>\n\u003cp>Benefield’s colleague, visual art teacher Karen Richards, notes that iPad apps have made the tools that digital artists use much more accessible for young children, but having the digital technology available doesn’t at all diminish hands-on art making. “I must stress that technology is one of many tools our students have to execute their critical and creative thinking. We believe that they must also know how to sew, woodwork, sculpt in clay, paint, draw, make prints, shoot a good photo, animate an image, and know about the artists that they stand on the shoulders of,” Richards said.\u003c/p>\n\u003cp>Richards describes a recent photography-based project she developed in order for children to blend the two: “They're all taking tons of photos (with the iPads), so we worked on photography. We also learned a bit about Photoshop with Photoshop Express, and we had each student (K-8) edit and alter their photo before printing it out on watercolor paper,\" she said. The final outcome was a sewing project inspired by textile artist and San Francisco Day School artist-in-residence \u003ca href=\"http://ehrenreed.com/home.html\">Ehren Reed\u003c/a>, where the students sewed into their photos.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In January of this year, the Indianapolis Museum of Art opened the Star Studio, an interactive exhibit that includes a room filled with iPads featuring a museum-customized drawing app. Tools include digital blending sticks, markers, chalk and paint brushes. Originally intended for children ages five to eight to explore the fundamentals of art alongside their parents, says Jen Mayhill, Senior Coordinator of Play and Learning at the museum, in reality the exhibit’s popularity has extended much further. “We're seeing people of all ages and abilities using the application now.” Mayhill mentioned that, even though she doesn’t have the numbers yet, the exhibit is popular; a feature that allows visitors to email their finished iPad artwork has already yielded over 1,500 emails of art. “Purely from my own observations, I cannot imagine this space without these components, since they appear to be as popular as the tables including more traditional art mediums.”\u003c/p>\n\u003cp>Media and communications scholar/philosopher \u003ca href=\"http://www.nytimes.com/2011/07/26/books/marshall-mcluhan-media-theorist-is-celebrated.html?_r=0\">Marshall McLuhen\u003c/a> wrote in 1964: “We shape our tools, and thereafter they shape us.” McLuhen’s eerily prescient observation of today’s interactive world hints at the idea that some essential aspects of what we think of as traditional art fall away as we increasingly move to more digital forms. Louisville-based artist Douglas Miller confesses to “secretly abhorring” computer-generated art, and some of his ink-and-paint hand-drawn works are actually a response to the speed of creating work via technology. “I have made images that are ‘reverse engineered’ as a commentary on the ease of computer art -- I will painstakingly re-draw a mirror image of a subject when it could be done easily with a simple click in Photoshop.” Miller, 39, has noticed the generation gap when he lectures to college students who have always had computers at home and in classrooms. “I see the overuse and reliance on it in classrooms as possibly detrimental to artmaking.”\u003c/p>\n\u003cp>While work like Miller’s is decidedly un-tech, his painstaking efforts to stay analog highlight the tension between handmade and digital art - about what it means to be creative, and what constitutes art. In this way, can digital art become a catalyst for students, an opportunity for them to ask, what is the best means of creating my message?\u003c/p>\n\u003cp>Plano, Texas, high school art teacher Christine Miller, who was chosen to pilot this year’s \u003ca href=\"http://txartandmedia.org/\">Arts and Digital Literacy Initiative\u003c/a> funded by the Texas Cultural Trust, explains that, while she gives students free reign to create art by both digital and hands-on means, her students are actually more reluctant to use technology than one might assume. “Not all young students are interested in utilizing technology to make their art,\" she said. \"There can be much resistance in my classroom when we work on an art project that is going to be produced using Photoshop. I explain to my students that these are just alternative tools, and like any other tool, you can create something digitally that would be impossible to create by hand. Conversely, you can create something by hand that you cannot replicate digitally.”\u003c/p>\n\u003cp>Miller teaches Art and Media Communications for the pilot program, and while her school doesn’t provide an iPad for each student, the course is designed to bring fine arts and digital literacy together. She describes the curriculum as aiming to be relevant to students' lives through the use of technology, while also helping to foster collaboration and divergent thinking. In order to get students to focus on divergent thinking, she shows them Sir Ken Robinson’s famous \u003ca href=\"http://www.youtube.com/watch?v=zDZFcDGpL4U\">Changing Education Paradigms\u003c/a> video on the first day of school.\u003c/p>\n\u003cp>“It [divergent thinking] is extremely difficult for the majority of my students. Truly, only a small percentage of my students think on a level I would call divergent,\" Miller said. \"In the regard that technology is affecting their perceptions of the world and they regurgitate those perceptions out automatically, then yes, technology is impacting their thinking and artistic creativity in a huge way.”\u003c/p>\n\u003cp>The biggest influence of technology on students, Miller said, is the amount of \"visual culture\" in their artwork. “Because of the prevalence of popular cultural imagery everywhere, those characters (Sponge Bob, Anonymous, Pokemon) are the first images that show up in many of their art pieces. Their brains have been so saturated with this imagery, they are often \u003cem>unable\u003c/em> to come up with a unique image or character of their own,” she said.\u003c/p>\n\u003cp>Finding - or creating - the original idea in a massive sea of ever-present information, images and text might prove difficult when it comes to art created using online and social networks on devices that can fit in a backpack or pocket -- there is, simply, so much input. But Susan Sonnemaker said she doesn’t really see that happening in her music class.\u003c/p>\n\u003cp>“I think that in a world where kids are inundated with technology, I could see the point about less thought and creativity, but I don't think it's what happens,\" she said. \"The kids I see using iPads are able to engage in creativity in ways they couldn't before, and in an instant, rather than waiting to get their thoughts down on paper. My students can write their original music in GarageBand in an instant, or record themselves creating music/poetry in an instant. I think it's a tool for kids to use when they find inspiration.”\u003c/p>\n\u003cp>Christine Miller is reminded that, throughout history, early adopters to a new tool or technology (think photography) weren’t always readily accepted: “There are always those who protest art produced by ‘that technology’ as not being ‘authentic’ or ‘valuable’ or ‘respected’ works of art.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"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",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"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",
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"order": 9
},
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"id": "freakonomics-radio",
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"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": {
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"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"
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},
"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.",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"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.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"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.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"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": {
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},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"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",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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},
"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",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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}
},
"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/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"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": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"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": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"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": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"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/",
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"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",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
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},
"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": {
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"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/",
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"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": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"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": {
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"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": {
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"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
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"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",
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