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FM","link":"/"}},"mindshift_56979":{"type":"posts","id":"mindshift_56979","meta":{"index":"posts_1591205157","site":"mindshift","id":"56979","score":null,"sort":[1605694624000]},"guestAuthors":[],"slug":"what-the-research-says-about-the-academic-power-of-friendship","title":"What the Research Says About the Academic Power of Friendship","publishDate":1605694624,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">For years, education research focused on time-on-task as a measure of effective instruction, says \u003c/span>\u003ca href=\"https://curry.virginia.edu/scott-gest\">\u003cspan style=\"font-weight: 400\">Scott Gest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor at the University of Virginia. Through that lens, friends in elementary school \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/03004279685200091?journalCode=rett20&\">\u003cspan style=\"font-weight: 400\">appeared to be a negative,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> an impediment to focus and a catalyst for disruption. Even when the value of strong social ties gained recognition, friendships stood to the side conceptually, as developmentally important but not germane to academics. Yet recent research has confirmed two things many teachers have long believed to be true. First, \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/28685826/\">\u003cspan style=\"font-weight: 400\">social-emotional\u003c/span>\u003c/a> \u003ca href=\"https://www.educationdive.com/news/how-peer-reviews-can-build-critical-thinking-sel-skills/574196/\">\u003cspan style=\"font-weight: 400\">benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.casel.org/wp-content/uploads/2016/08/PDF-3-Durlak-Weissberg-Dymnicki-Taylor-_-Schellinger-2011-Meta-analysis.pdf\">\u003cspan style=\"font-weight: 400\">academic ones\u003c/span>\u003c/a> \u003ca href=\"https://www.researchgate.net/publication/302991262_Social_and_emotional_learning_Past_present_and_future\">\u003cspan style=\"font-weight: 400\">don’t operate in isolation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Second, friendships in elementary school can be harnessed to drive academic growth.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students with no friends “receive lower grades and are \u003ca href=\"https://psycnet.apa.org/record/2004-95233-001\">less academically engaged\u003c/a> compared to those with even just one friend,” \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00461520.2019.1655645?journalCode=hedp20\">reported\u003c/a> \u003c/span>\u003ca href=\"https://www.psych.ucla.edu/faculty/page/jjuvonen\">\u003cspan style=\"font-weight: 400\">Jaana Juvonen\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a psychology professor at UCLA, and her colleagues \u003c/span>\u003cspan style=\"font-weight: 400\"> in a 2019 issue of the journal \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Educational Psychologist.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">This is a point that bears repeating, says Florida Atlantic University’s \u003c/span>\u003ca href=\"http://www.psy.fau.edu/people/laursen.php\">\u003cspan style=\"font-weight: 400\">Brett Laursen\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, editor in chief of the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">International Journal of Behavioral Development\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">: “There is a massive gap between being friended and friendless,” he says, and “studies that are as close to causation as you can get” show that becoming friendless produces a meaningful decline in mental health. Research has also tied friendlessness and exclusion to truancy, susceptibility to peer pressure, inability to focus, deficits in working memory, and lack of classroom participation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the flip side, friends can make mundane tasks more fun, reports Lydia Denworth in \u003c/span>\u003ca href=\"https://lydiadenworth.com/books/friendship/\">\u003ci>\u003cspan style=\"font-weight: 400\">Friendship\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. Her 2020 book catalogues research on the many benefits of “life’s fundamental bond.” For example, when they smell familiar fish, zebrafish show reduced levels of fear, a fact that seems cool but irrelevant until you learn that a \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/21895364/\">\u003cspan style=\"font-weight: 400\">2011 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of humans showed that “having a best friend present during an experience significantly buffered any negative feelings, lowering cortisol and boosting a sense of self-worth.” \u003c/span>\u003ca href=\"http://mitch.web.unc.edu/files/2013/10/Calhoun-et-al-DP-2014.pdf\">\u003cspan style=\"font-weight: 400\">Another\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that talking to supportive friends after a stressful incident increases the speed with which cortisol levels revert to normal. This buffering effect appears to insulate kids from both social and academic missteps by shifting their inner narrative in the face of failure from “there’s something wrong with me” to a more resilient response. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/jora.12219\">\u003cspan style=\"font-weight: 400\">In one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, adolescents working together took part in more exploratory behavior, learned faster, and completed tasks better than they did working alone. In \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4681000/\">\u003cspan style=\"font-weight: 400\">another\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Laursen and his colleagues arranged for pairs of students to be taught a new programming language. Kids were asked how they felt about their partner multiple times. “How much I thought that you were my friend,” he says, “predicted how much I learned in that classroom.” Taken together, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4681000/\">\u003cspan style=\"font-weight: 400\">the evidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suggests that with a friend on hand, a child’s tolerance for novelty and intellectual stretching tends to increase, while without one, engagement tends to decrease.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How do educators both promote this type of bond and exploit its academic power? \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gest, who is chair of human services at the Curry School of Education and Human Development, says, “There is a long tradition of informal guidance on how to think about group dynamics in the classroom, but relatively little empirical research to back up particular strategies.” That said, some things are known. There are four big impediments to friendship formation in school: lack of contact, competition, unequal status, and surface-level homophily (a.k.a., “birds of a feather flock together”). Each of these factors can prevent relationships from blossoming, particularly across gender, racial, and other divides. For each of the four roadblocks, teachers wield at least one not-so-secret weapon.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But before getting to solutions, says \u003c/span>\u003ca href=\"https://peabody.vanderbilt.edu/bio/barbara-stengel\">\u003cspan style=\"font-weight: 400\">Barbara Stengel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor emerita at Vanderbilt University, who focuses on the philosophy of education, it’s important to think about what friendship really means in a classroom. Aristotle divided the concept into \u003c/span>\u003ca href=\"https://qz.com/1155649/aristotle-said-there-are-three-types-of-friendship-but-only-one-we-should-strive-for/\">\u003cspan style=\"font-weight: 400\">three categories\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: friendships of utility based on mutual benefit, friendships of pleasure that usually center around a shared interest, and friendships of virtue, the kind with deeper, longer lasting mutual appreciation. When we think of a friend, most of us picture that last sort, the one we can confide in and count on, but the other two types can also make children feel “seen and encouraged,” Stengel says, producing many of the desired academic benefits.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Encouraging contact\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lack of contact obviously inhibits friendship formation. On the flip side, physical proximity \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s11218-016-9353-y\">\u003cspan style=\"font-weight: 400\">can reduce\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> negative perceptions of a peer. Teachers and administrators often don’t have control over \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2018-00748-025\">\u003cspan style=\"font-weight: 400\">the biggest piece of this puzzle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">—the makeup of their student body—but they can manipulate contact between the kids they do have. For starters,\u003c/span>\u003cspan style=\"font-weight: 400\"> Juvonen says, teachers and administrators should consider keeping friends together when assigning classes. Schoolwide \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50960/how-being-part-of-a-house-within-a-school-helps-students-gain-a-sense-of-belonging\">\u003cspan style=\"font-weight: 400\">“house” programs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that produce stable cohorts have also shown potential.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Within classes, \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/j.1467-9604.2008.00375.x\">\u003cspan style=\"font-weight: 400\">seating arrangements\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> most directly impact proximity. When children who did not like each other were seated close together for several weeks in \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007%2Fs10802-011-9567-6\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, their likeability ratings increased. Perhaps they formed Aristotle’s friendships of pleasure, because they were made aware of common interests (comic books!) or maybe the students formed friendships of utility, since whisperings and wisecracks require a set of ears.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students who dislike one another \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4681000/\">\u003cspan style=\"font-weight: 400\">should not\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, however, be paired for peer-assisted learning. Most commonly in pairs, peer-assisted learning has been shown to improve the standing of \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/1540-5826.00046\">\u003cspan style=\"font-weight: 400\">students with learning disabilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and help \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/019874290503000404?journalCode=bhda\">\u003cspan style=\"font-weight: 400\">shy children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> befriend peers. In choosing dyads, professors \u003c/span>\u003ca href=\"https://frg.vkcsites.org/\">\u003cspan style=\"font-weight: 400\">Lynn and Douglas Fuchs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suggest different strategies for \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/247498599_Research_on_Peer-Assisted_Learning_Strategies_The_Promise_and_Limitations_of_Peer-Mediated_Instruction\">\u003cspan style=\"font-weight: 400\">reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/235910655_Enhancing_first-grade_children's_mathematical_development_with_Peer-Assisted_Learning_Strategies\">\u003cspan style=\"font-weight: 400\">math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, both of which involve splitting the class into a top half and a bottom half by current skill level and then choosing one student from each block. But Juvonen says teachers would do well to make these matches with pre-existing friendships and common interests in mind as well, and at least \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4681000/\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> backs her up (there, how much partners liked each other predicted how well they learned). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Peer-assisted learning does not, unfortunately, \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/019874290503000404?journalCode=bhda\">\u003cspan style=\"font-weight: 400\">seem to be\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “sufficient to improve the social integration of children who have behavior issues or whose negative reputation is deeply entrenched,” says \u003c/span>\u003ca href=\"https://professeurs.uqam.ca/professeur/dion.e/\">\u003cspan style=\"font-weight: 400\">Éric Dion\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor at the University of Quebec at Montreal.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Fostering\u003c/span>\u003cspan style=\"font-weight: 400\"> cooperati\u003c/span>\u003cspan style=\"font-weight: 400\">ve\u003c/span>\u003cspan style=\"font-weight: 400\"> learning\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another type of grouping shows promise for that though. By doing away with competition, \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ888657\">\u003cspan style=\"font-weight: 400\">cooperative learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> boosts learning and decreases problematic behaviors, says \u003c/span>\u003ca href=\"http://croseth.educ.msu.edu/\">\u003cspan style=\"font-weight: 400\">Cary Roseth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, chair of the Department of Counseling, Educational Psychology and Special Education at Michigan State University. It requires establishing \u003c/span>\u003ca href=\"https://kappanonline.org/van-ryzin-roseth-power-peer-influence-address-student-behavioral-problems/\">\u003cspan style=\"font-weight: 400\">positive interdependence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, meaning “individuals can attain their goals if (and only if) others in their group also reach their goals,” Roseth has written.\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">Teachers may require a single finished product from a group (goal interdependence) or may offer a reward to the group if everyone achieves above a certain threshold (reward interdependence). Members of the group can be issued different materials that the group must share to complete the lesson (resource interdependence), or each member of the group could be assigned a different role to play (role interdependence). The group may have its own name (identity interdependence), or each group member may have to complete a different step in a task, like on an assembly line (task interdependence).\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers carefully create and scaffold small groups, an expectation that a group member will cooperate arises, and that produces liking. If one group member perceives another as attempting to promote their success, that also promotes liking, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">even if they ultimately fail\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. A positive feedback loop results: “The more students work cooperatively to learn, the more they will tend to like each other, and the more they like each other, the harder they will work to help each other learn,” Roseth and colleagues report. In other words, positive interdependence fosters, at the very least, Aristotelian friendships of utility.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Equalizing status\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Encouraging contact provides the opportunity for friendships to form, but budding connections can easily be nipped by social status asymmetry. Those who don’t conform with school norms on behavior, ability, sexuality, and even body size will be shunned without intervention, Juvonen says. Promoting a cooperative, rather than competitive, learning environment is one step toward redefining “smart” and “good” in children’s minds, but teachers can further decrease status gaps by drawing attention to \u003c/span>\u003ca href=\"https://www.usnews.com/news/best-states/articles/2018-02-02/california-school-district-explores-strength-based-learning\">\u003cspan style=\"font-weight: 400\">hidden strengths\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3522754/\">\u003cspan style=\"font-weight: 400\">2013 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, when camp counselors encouraged peers to interact inclusively with children who exhibit ADHD symptoms and drew attention to those students’ positive characteristics, the reputations of the children with ADHD improved, and they had more reciprocated friendships. The study’s primary author, Amori Yee Mikami, a psychology professor at the University of British Columbia, stresses that these findings may not translate to the classroom but \u003c/span>\u003ca href=\"https://www.erudit.org/en/journals/enfance/1900-v1-n1-enfance01654/1028010ar/abstract/\">\u003cspan style=\"font-weight: 400\">other studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have shown that teachers voicing a favorable opinion of students and interacting with them warmly tends to increase their social integration.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To this end, teachers should think of themselves in social media parlance as “influencers” or “thought leaders.” Teachers’ relationships with kids “have a big influence on how those kids are seen,” Gest confirms: “Kids who perceive their classmates as not getting along with the teacher come to see those classmates less positively.” But “if teachers make public comments about a child’s academic or social strengths, those have an impact on how kids view that classmate” too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a problem though: Teachers’ \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0193397311000219?via%3Dihub\">\u003cspan style=\"font-weight: 400\">take\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on who is high status and who isn’t doesn’t always align with kids’, Gest says. “There are kids whom teachers perceive to be disruptive and a problem yet who are quite popular with their classmates. And then conversely, sometimes kids teachers perceive as super nice and prosocial are not particularly influential.” A first step, then, in realizing children’s potential to elevate and inspire one another, is “developing an accurate understanding of what those relationship patterns are.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Leveraging homophily\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One pattern is called homophily. Plato once wrote “similarity begets friendship,” and modern social science research has proven him right. \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2008-08239-010\">\u003cspan style=\"font-weight: 400\">Like tends to stick with like\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in terms of attitudes and beliefs, but also ethnicity, socio-economic status, and gender even in an integrated classroom. (In \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Friendship\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Denworth reports: “Friendship with opposite-sex peers ‘drops off precipitously after seven years of age.’”) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet friendships that bridge these divides have been associated with higher academic outcomes, and Juvonen says, “students with a greater proportion of cross-ethnic friendships reported lower vulnerability” to peer victimization. On the other hand, discriminatory experiences lead to anger, impulsivity, depression, anxiety, sleep loss, and more, all conditions that drive down academic engagement and performance. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For cross-group friendships to thrive, Juvonen says, teachers and administrators have to “disrupt typical social dynamics and avoid instructional practices that highlight differences.” Going after low-hanging fruit, Juvonen recommends we stop saying, “Good morning, boys and girls.” Using these categories implies that they have functional importance in elementary school (when \u003c/span>\u003ca href=\"https://www.parents.com/toddlers-preschoolers/development/behavioral/what-science-really-says-about-boys-and-girls/\">\u003cspan style=\"font-weight: 400\">research has yet to prove they do\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) and impedes same-gender bonds. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Administrators can also consider explicit anti-bias interventions. Juvonen \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00461520.2019.1655645?scroll=top&needAccess=true&journalCode=hedp20\">\u003cspan style=\"font-weight: 400\">says\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> a puppet program that “teaches about acceptance of various body shapes has been shown effective in reducing negative attitudes and stereotypes about larger body shapes.” Inclusive curricula \u003c/span>\u003ca href=\"https://www.educationdive.com/news/improving-lgbtq-representation-in-curriculum-reduces-stigma-bullying/580239/\">\u003cspan style=\"font-weight: 400\">can also alter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> social dynamics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though initiatives like these take time and institutional support, there’s one thing educators can do right away, Laursen says. While perceived similarities predict who will become friends better than actual similarities, it’s the latter that determines whether friendships will last. Teachers can help kids’ friendship calculus be more accurate by making less obvious similarities salient. Another way of looking at it? By drawing attention to traits and interests that aren’t as readily apparent as gender or skin tone (e.g., “You two and your Minecraft obsession!”), teachers foster Aristotelian friendships of virtue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Juvonen says extracurricular activities like sports and interscholastic robotics competitions provide the ideal context both for highlighting shared interests and promoting positive interdependence, but access is often a problem. Administrators can try to decrease hurdles such as transportation and out-of-pocket expenses, as well as ensuring there’s extra support on hand to facilitate the participation of special needs students. But logistical stumbling blocks aren’t the only type. “Some kids are just reluctant to take the big step to join a club,” Laursen says, and schools would do well to create an emotionally safe environment. That can mean paired activities and inclusion-oriented clubs such as Gay-Straight Alliances.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kids can also be encouraged to find hidden similarities on their own. Julia Smith, who teaches first-grade in San Francisco, reads her students \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Day You Begin\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> by Jacqueline Woodson: \u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">There will be times when you walk into a room and no one there is quite like you until the day you begin to share your stories. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">My name is Angelina and I spent my whole summer with my little sister\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, you tell the class …. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Your name is like my sister’s\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Rigoberto says. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Her name is Angelina, too\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">…. This is the day you begin to find … every new friend has something a little like you.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Elizabeth Self, an assistant professor at Vanderbilt University, says it’s important to keep in mind there simply isn’t enough research on encouraging cross-group friendships for academics like her to provide a 10-tricks book. For the most part, they are instead “going to talk about, you could do this, but you’d need to watch out for that.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Case in point: Just how much to spread kids out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Skill sorting and ability grouping, Juvonen says, “not only reduces contact, but also highlights status differences between demographic groups.” Tracked classes, resource rooms, and second-language learner programs that separate groups of students and highlight their differences are also “likely to hinder peer acceptance and the development of friendships,” she says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And yet, distributing a small group of atypical kids across classrooms can also be the wrong call. In one study, children with disabilities, who can struggle with social integration, were just as likely to have friends and be accepted as their developmentally typical peers when placed in classrooms where one-third of the students had a mild disability. Juvonen’s conclusion: “There is a critical minimum mass required for groups of vulnerable students to be socially integrated.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research on race relations in middle and high schools suggests exactly that. In \u003c/span>\u003ca href=\"https://www.theatlantic.com/education/archive/2017/09/beverly-daniel-tatum-classroom-conversations-race/538758/\">\u003ci>\u003cspan style=\"font-weight: 400\">Why Are All the Black Kids Sitting Together in the Cafeteria?\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> Beverly Daniel Tatum, a psychology professor and former president of Spelman College, explains that around the onset of puberty, Black students start to explore their identity just as “the world begins to reflect their Blackness back to them more clearly.” In racially mixed settings, she writes, voluntary “racial grouping is a developmental process in response to an environmental stressor, racism.” When it comes to racial \u003ca href=\"https://www.nytimes.com/2020/12/04/parenting/remote-learning-microaggressions.html\">microaggressions\u003c/a>, white peers “are unprepared to respond in supportive ways.” That makes joining with other Black students “a positive coping strategy.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A teacher with a class of 25 students that includes 5 Black students and needs to be split into 5 groups may be tempted to create diverse pods by placing one of the underrepresented students in each group, but doing so can actually set intergroup relations back. Once kids are old enough to grapple with race, numerical insignificance and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49230/how-a-stereotype-threat-intervention-can-help-students-in-stem-fields\">\u003cspan style=\"font-weight: 400\">stereotype threat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">—which one of Dr. Tatum’s young sources described as “that constant burden of you always having to strive to do your best and show that you can do just as much as everybody else\"—can silence and alienate Black children, reduce their status, and thwart friendship formation. When small groups involve peer critique, preventing critical mass can also leave Black students emotionally unprepared to receive feedback. As counterintuitive as it may seem, allowing Black students “the psychological safety of their own group” can actually increase the likelihood that they form friendships outside it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elizabeth Self says similar concerns apply to “putting kids from the same linguistic background together in maths small group work.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Making game-time calls\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of the day, teachers will have to make judgment calls when it comes to friendship. Students who are easily distracted may benefit from more individual work, and there’s research showing that friends \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">do \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">interfere with productivity in some circumstances: for example, when they’re not engaged by the subject matter or they put one another’s feelings over giving meaningful feedback. But if a friendless child goofs off with a peer, Laursen says, a little more leeway may be in order, since research shows that kids with at least one friend are both less likely to be bullied and less harmed by bullying. It would make sense then, to seat a child with very low social status near one who is both friendly and popular. A warm relationship with someone like that could increase classwide acceptance considerably. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elizabeth Self likes the idea of reconceptualizing friends as a resource, thinking, “How can we give them permission to draw on that person?” When a student is getting out of sorts, for example: “If they have a good bud who is not in the classroom, say: ‘Let’s go see if we can pull Margarita from Ms. Jon’s class. You all stay in the hall for five minutes. We are going to set a timer to see if spending some time together helps you to be able to come back into class.’” In the context of restorative justice circles, why not have an ally present for each child? “I think there is rich opportunity here,” she says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Gest wants to remind teachers, administrators, and their communities: “You can’t address everything at once, through either a seating arrangement or a group learning assignment.” Yes, friendship can present untapped academic potential, but “there’s limits to how much teachers can do.”\u003c/span>\u003c/p>\n\u003cp>\u003cem>This article is part of the “\u003ca href=\"https://www.kqed.org/mindshift/tag/friendships\">Friendship in Schools\u003c/a>” series, which explores the complexities of friendship at various stages of learning.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/gailcornwall\">Gail Cornwall\u003c/a> works as a mother and writer in San Francisco. Her youngest child is in Julia Smith’s class at Rooftop School.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Friends can often be seen as distractions to school, but research has found the academic benefits of learning with friends. ","status":"publish","parent":0,"modified":1607622854,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":3157},"headData":{"title":"What the Research Says About the Academic Power of Friendship - MindShift","description":"Friends can often be seen as distractions to school, but research has found the academic benefits of learning with friends. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What the Research Says About the Academic Power of Friendship","datePublished":"2020-11-18T10:17:04.000Z","dateModified":"2020-12-10T17:54:14.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"56979 https://ww2.kqed.org/mindshift/?p=56979","disqusUrl":"https://ww2.kqed.org/mindshift/2020/11/18/what-the-research-says-about-the-academic-power-of-friendship/","disqusTitle":"What the Research Says About the Academic Power of Friendship","nprByline":"Gail Cornwall","path":"/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For years, education research focused on time-on-task as a measure of effective instruction, says \u003c/span>\u003ca href=\"https://curry.virginia.edu/scott-gest\">\u003cspan style=\"font-weight: 400\">Scott Gest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor at the University of Virginia. Through that lens, friends in elementary school \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/03004279685200091?journalCode=rett20&\">\u003cspan style=\"font-weight: 400\">appeared to be a negative,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> an impediment to focus and a catalyst for disruption. Even when the value of strong social ties gained recognition, friendships stood to the side conceptually, as developmentally important but not germane to academics. Yet recent research has confirmed two things many teachers have long believed to be true. First, \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/28685826/\">\u003cspan style=\"font-weight: 400\">social-emotional\u003c/span>\u003c/a> \u003ca href=\"https://www.educationdive.com/news/how-peer-reviews-can-build-critical-thinking-sel-skills/574196/\">\u003cspan style=\"font-weight: 400\">benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.casel.org/wp-content/uploads/2016/08/PDF-3-Durlak-Weissberg-Dymnicki-Taylor-_-Schellinger-2011-Meta-analysis.pdf\">\u003cspan style=\"font-weight: 400\">academic ones\u003c/span>\u003c/a> \u003ca href=\"https://www.researchgate.net/publication/302991262_Social_and_emotional_learning_Past_present_and_future\">\u003cspan style=\"font-weight: 400\">don’t operate in isolation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Second, friendships in elementary school can be harnessed to drive academic growth.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students with no friends “receive lower grades and are \u003ca href=\"https://psycnet.apa.org/record/2004-95233-001\">less academically engaged\u003c/a> compared to those with even just one friend,” \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00461520.2019.1655645?journalCode=hedp20\">reported\u003c/a> \u003c/span>\u003ca href=\"https://www.psych.ucla.edu/faculty/page/jjuvonen\">\u003cspan style=\"font-weight: 400\">Jaana Juvonen\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a psychology professor at UCLA, and her colleagues \u003c/span>\u003cspan style=\"font-weight: 400\"> in a 2019 issue of the journal \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Educational Psychologist.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">This is a point that bears repeating, says Florida Atlantic University’s \u003c/span>\u003ca href=\"http://www.psy.fau.edu/people/laursen.php\">\u003cspan style=\"font-weight: 400\">Brett Laursen\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, editor in chief of the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">International Journal of Behavioral Development\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">: “There is a massive gap between being friended and friendless,” he says, and “studies that are as close to causation as you can get” show that becoming friendless produces a meaningful decline in mental health. Research has also tied friendlessness and exclusion to truancy, susceptibility to peer pressure, inability to focus, deficits in working memory, and lack of classroom participation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the flip side, friends can make mundane tasks more fun, reports Lydia Denworth in \u003c/span>\u003ca href=\"https://lydiadenworth.com/books/friendship/\">\u003ci>\u003cspan style=\"font-weight: 400\">Friendship\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. Her 2020 book catalogues research on the many benefits of “life’s fundamental bond.” For example, when they smell familiar fish, zebrafish show reduced levels of fear, a fact that seems cool but irrelevant until you learn that a \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/21895364/\">\u003cspan style=\"font-weight: 400\">2011 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of humans showed that “having a best friend present during an experience significantly buffered any negative feelings, lowering cortisol and boosting a sense of self-worth.” \u003c/span>\u003ca href=\"http://mitch.web.unc.edu/files/2013/10/Calhoun-et-al-DP-2014.pdf\">\u003cspan style=\"font-weight: 400\">Another\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that talking to supportive friends after a stressful incident increases the speed with which cortisol levels revert to normal. This buffering effect appears to insulate kids from both social and academic missteps by shifting their inner narrative in the face of failure from “there’s something wrong with me” to a more resilient response. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/jora.12219\">\u003cspan style=\"font-weight: 400\">In one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, adolescents working together took part in more exploratory behavior, learned faster, and completed tasks better than they did working alone. In \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4681000/\">\u003cspan style=\"font-weight: 400\">another\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Laursen and his colleagues arranged for pairs of students to be taught a new programming language. Kids were asked how they felt about their partner multiple times. “How much I thought that you were my friend,” he says, “predicted how much I learned in that classroom.” Taken together, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4681000/\">\u003cspan style=\"font-weight: 400\">the evidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suggests that with a friend on hand, a child’s tolerance for novelty and intellectual stretching tends to increase, while without one, engagement tends to decrease.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How do educators both promote this type of bond and exploit its academic power? \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gest, who is chair of human services at the Curry School of Education and Human Development, says, “There is a long tradition of informal guidance on how to think about group dynamics in the classroom, but relatively little empirical research to back up particular strategies.” That said, some things are known. There are four big impediments to friendship formation in school: lack of contact, competition, unequal status, and surface-level homophily (a.k.a., “birds of a feather flock together”). Each of these factors can prevent relationships from blossoming, particularly across gender, racial, and other divides. For each of the four roadblocks, teachers wield at least one not-so-secret weapon.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But before getting to solutions, says \u003c/span>\u003ca href=\"https://peabody.vanderbilt.edu/bio/barbara-stengel\">\u003cspan style=\"font-weight: 400\">Barbara Stengel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor emerita at Vanderbilt University, who focuses on the philosophy of education, it’s important to think about what friendship really means in a classroom. Aristotle divided the concept into \u003c/span>\u003ca href=\"https://qz.com/1155649/aristotle-said-there-are-three-types-of-friendship-but-only-one-we-should-strive-for/\">\u003cspan style=\"font-weight: 400\">three categories\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: friendships of utility based on mutual benefit, friendships of pleasure that usually center around a shared interest, and friendships of virtue, the kind with deeper, longer lasting mutual appreciation. When we think of a friend, most of us picture that last sort, the one we can confide in and count on, but the other two types can also make children feel “seen and encouraged,” Stengel says, producing many of the desired academic benefits.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Encouraging contact\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lack of contact obviously inhibits friendship formation. On the flip side, physical proximity \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s11218-016-9353-y\">\u003cspan style=\"font-weight: 400\">can reduce\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> negative perceptions of a peer. Teachers and administrators often don’t have control over \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2018-00748-025\">\u003cspan style=\"font-weight: 400\">the biggest piece of this puzzle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">—the makeup of their student body—but they can manipulate contact between the kids they do have. For starters,\u003c/span>\u003cspan style=\"font-weight: 400\"> Juvonen says, teachers and administrators should consider keeping friends together when assigning classes. Schoolwide \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50960/how-being-part-of-a-house-within-a-school-helps-students-gain-a-sense-of-belonging\">\u003cspan style=\"font-weight: 400\">“house” programs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that produce stable cohorts have also shown potential.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Within classes, \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/j.1467-9604.2008.00375.x\">\u003cspan style=\"font-weight: 400\">seating arrangements\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> most directly impact proximity. When children who did not like each other were seated close together for several weeks in \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007%2Fs10802-011-9567-6\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, their likeability ratings increased. Perhaps they formed Aristotle’s friendships of pleasure, because they were made aware of common interests (comic books!) or maybe the students formed friendships of utility, since whisperings and wisecracks require a set of ears.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students who dislike one another \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4681000/\">\u003cspan style=\"font-weight: 400\">should not\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, however, be paired for peer-assisted learning. Most commonly in pairs, peer-assisted learning has been shown to improve the standing of \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/1540-5826.00046\">\u003cspan style=\"font-weight: 400\">students with learning disabilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and help \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/019874290503000404?journalCode=bhda\">\u003cspan style=\"font-weight: 400\">shy children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> befriend peers. In choosing dyads, professors \u003c/span>\u003ca href=\"https://frg.vkcsites.org/\">\u003cspan style=\"font-weight: 400\">Lynn and Douglas Fuchs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suggest different strategies for \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/247498599_Research_on_Peer-Assisted_Learning_Strategies_The_Promise_and_Limitations_of_Peer-Mediated_Instruction\">\u003cspan style=\"font-weight: 400\">reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/235910655_Enhancing_first-grade_children's_mathematical_development_with_Peer-Assisted_Learning_Strategies\">\u003cspan style=\"font-weight: 400\">math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, both of which involve splitting the class into a top half and a bottom half by current skill level and then choosing one student from each block. But Juvonen says teachers would do well to make these matches with pre-existing friendships and common interests in mind as well, and at least \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4681000/\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> backs her up (there, how much partners liked each other predicted how well they learned). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Peer-assisted learning does not, unfortunately, \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/019874290503000404?journalCode=bhda\">\u003cspan style=\"font-weight: 400\">seem to be\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “sufficient to improve the social integration of children who have behavior issues or whose negative reputation is deeply entrenched,” says \u003c/span>\u003ca href=\"https://professeurs.uqam.ca/professeur/dion.e/\">\u003cspan style=\"font-weight: 400\">Éric Dion\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor at the University of Quebec at Montreal.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Fostering\u003c/span>\u003cspan style=\"font-weight: 400\"> cooperati\u003c/span>\u003cspan style=\"font-weight: 400\">ve\u003c/span>\u003cspan style=\"font-weight: 400\"> learning\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another type of grouping shows promise for that though. By doing away with competition, \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ888657\">\u003cspan style=\"font-weight: 400\">cooperative learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> boosts learning and decreases problematic behaviors, says \u003c/span>\u003ca href=\"http://croseth.educ.msu.edu/\">\u003cspan style=\"font-weight: 400\">Cary Roseth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, chair of the Department of Counseling, Educational Psychology and Special Education at Michigan State University. It requires establishing \u003c/span>\u003ca href=\"https://kappanonline.org/van-ryzin-roseth-power-peer-influence-address-student-behavioral-problems/\">\u003cspan style=\"font-weight: 400\">positive interdependence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, meaning “individuals can attain their goals if (and only if) others in their group also reach their goals,” Roseth has written.\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">Teachers may require a single finished product from a group (goal interdependence) or may offer a reward to the group if everyone achieves above a certain threshold (reward interdependence). Members of the group can be issued different materials that the group must share to complete the lesson (resource interdependence), or each member of the group could be assigned a different role to play (role interdependence). The group may have its own name (identity interdependence), or each group member may have to complete a different step in a task, like on an assembly line (task interdependence).\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers carefully create and scaffold small groups, an expectation that a group member will cooperate arises, and that produces liking. If one group member perceives another as attempting to promote their success, that also promotes liking, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">even if they ultimately fail\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. A positive feedback loop results: “The more students work cooperatively to learn, the more they will tend to like each other, and the more they like each other, the harder they will work to help each other learn,” Roseth and colleagues report. In other words, positive interdependence fosters, at the very least, Aristotelian friendships of utility.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Equalizing status\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Encouraging contact provides the opportunity for friendships to form, but budding connections can easily be nipped by social status asymmetry. Those who don’t conform with school norms on behavior, ability, sexuality, and even body size will be shunned without intervention, Juvonen says. Promoting a cooperative, rather than competitive, learning environment is one step toward redefining “smart” and “good” in children’s minds, but teachers can further decrease status gaps by drawing attention to \u003c/span>\u003ca href=\"https://www.usnews.com/news/best-states/articles/2018-02-02/california-school-district-explores-strength-based-learning\">\u003cspan style=\"font-weight: 400\">hidden strengths\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3522754/\">\u003cspan style=\"font-weight: 400\">2013 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, when camp counselors encouraged peers to interact inclusively with children who exhibit ADHD symptoms and drew attention to those students’ positive characteristics, the reputations of the children with ADHD improved, and they had more reciprocated friendships. The study’s primary author, Amori Yee Mikami, a psychology professor at the University of British Columbia, stresses that these findings may not translate to the classroom but \u003c/span>\u003ca href=\"https://www.erudit.org/en/journals/enfance/1900-v1-n1-enfance01654/1028010ar/abstract/\">\u003cspan style=\"font-weight: 400\">other studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have shown that teachers voicing a favorable opinion of students and interacting with them warmly tends to increase their social integration.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To this end, teachers should think of themselves in social media parlance as “influencers” or “thought leaders.” Teachers’ relationships with kids “have a big influence on how those kids are seen,” Gest confirms: “Kids who perceive their classmates as not getting along with the teacher come to see those classmates less positively.” But “if teachers make public comments about a child’s academic or social strengths, those have an impact on how kids view that classmate” too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a problem though: Teachers’ \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0193397311000219?via%3Dihub\">\u003cspan style=\"font-weight: 400\">take\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on who is high status and who isn’t doesn’t always align with kids’, Gest says. “There are kids whom teachers perceive to be disruptive and a problem yet who are quite popular with their classmates. And then conversely, sometimes kids teachers perceive as super nice and prosocial are not particularly influential.” A first step, then, in realizing children’s potential to elevate and inspire one another, is “developing an accurate understanding of what those relationship patterns are.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Leveraging homophily\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One pattern is called homophily. Plato once wrote “similarity begets friendship,” and modern social science research has proven him right. \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2008-08239-010\">\u003cspan style=\"font-weight: 400\">Like tends to stick with like\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in terms of attitudes and beliefs, but also ethnicity, socio-economic status, and gender even in an integrated classroom. (In \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Friendship\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Denworth reports: “Friendship with opposite-sex peers ‘drops off precipitously after seven years of age.’”) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet friendships that bridge these divides have been associated with higher academic outcomes, and Juvonen says, “students with a greater proportion of cross-ethnic friendships reported lower vulnerability” to peer victimization. On the other hand, discriminatory experiences lead to anger, impulsivity, depression, anxiety, sleep loss, and more, all conditions that drive down academic engagement and performance. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For cross-group friendships to thrive, Juvonen says, teachers and administrators have to “disrupt typical social dynamics and avoid instructional practices that highlight differences.” Going after low-hanging fruit, Juvonen recommends we stop saying, “Good morning, boys and girls.” Using these categories implies that they have functional importance in elementary school (when \u003c/span>\u003ca href=\"https://www.parents.com/toddlers-preschoolers/development/behavioral/what-science-really-says-about-boys-and-girls/\">\u003cspan style=\"font-weight: 400\">research has yet to prove they do\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) and impedes same-gender bonds. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Administrators can also consider explicit anti-bias interventions. Juvonen \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00461520.2019.1655645?scroll=top&needAccess=true&journalCode=hedp20\">\u003cspan style=\"font-weight: 400\">says\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> a puppet program that “teaches about acceptance of various body shapes has been shown effective in reducing negative attitudes and stereotypes about larger body shapes.” Inclusive curricula \u003c/span>\u003ca href=\"https://www.educationdive.com/news/improving-lgbtq-representation-in-curriculum-reduces-stigma-bullying/580239/\">\u003cspan style=\"font-weight: 400\">can also alter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> social dynamics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though initiatives like these take time and institutional support, there’s one thing educators can do right away, Laursen says. While perceived similarities predict who will become friends better than actual similarities, it’s the latter that determines whether friendships will last. Teachers can help kids’ friendship calculus be more accurate by making less obvious similarities salient. Another way of looking at it? By drawing attention to traits and interests that aren’t as readily apparent as gender or skin tone (e.g., “You two and your Minecraft obsession!”), teachers foster Aristotelian friendships of virtue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Juvonen says extracurricular activities like sports and interscholastic robotics competitions provide the ideal context both for highlighting shared interests and promoting positive interdependence, but access is often a problem. Administrators can try to decrease hurdles such as transportation and out-of-pocket expenses, as well as ensuring there’s extra support on hand to facilitate the participation of special needs students. But logistical stumbling blocks aren’t the only type. “Some kids are just reluctant to take the big step to join a club,” Laursen says, and schools would do well to create an emotionally safe environment. That can mean paired activities and inclusion-oriented clubs such as Gay-Straight Alliances.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kids can also be encouraged to find hidden similarities on their own. Julia Smith, who teaches first-grade in San Francisco, reads her students \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Day You Begin\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> by Jacqueline Woodson: \u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">There will be times when you walk into a room and no one there is quite like you until the day you begin to share your stories. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">My name is Angelina and I spent my whole summer with my little sister\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, you tell the class …. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Your name is like my sister’s\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Rigoberto says. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Her name is Angelina, too\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">…. This is the day you begin to find … every new friend has something a little like you.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Elizabeth Self, an assistant professor at Vanderbilt University, says it’s important to keep in mind there simply isn’t enough research on encouraging cross-group friendships for academics like her to provide a 10-tricks book. For the most part, they are instead “going to talk about, you could do this, but you’d need to watch out for that.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Case in point: Just how much to spread kids out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Skill sorting and ability grouping, Juvonen says, “not only reduces contact, but also highlights status differences between demographic groups.” Tracked classes, resource rooms, and second-language learner programs that separate groups of students and highlight their differences are also “likely to hinder peer acceptance and the development of friendships,” she says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And yet, distributing a small group of atypical kids across classrooms can also be the wrong call. In one study, children with disabilities, who can struggle with social integration, were just as likely to have friends and be accepted as their developmentally typical peers when placed in classrooms where one-third of the students had a mild disability. Juvonen’s conclusion: “There is a critical minimum mass required for groups of vulnerable students to be socially integrated.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research on race relations in middle and high schools suggests exactly that. In \u003c/span>\u003ca href=\"https://www.theatlantic.com/education/archive/2017/09/beverly-daniel-tatum-classroom-conversations-race/538758/\">\u003ci>\u003cspan style=\"font-weight: 400\">Why Are All the Black Kids Sitting Together in the Cafeteria?\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> Beverly Daniel Tatum, a psychology professor and former president of Spelman College, explains that around the onset of puberty, Black students start to explore their identity just as “the world begins to reflect their Blackness back to them more clearly.” In racially mixed settings, she writes, voluntary “racial grouping is a developmental process in response to an environmental stressor, racism.” When it comes to racial \u003ca href=\"https://www.nytimes.com/2020/12/04/parenting/remote-learning-microaggressions.html\">microaggressions\u003c/a>, white peers “are unprepared to respond in supportive ways.” That makes joining with other Black students “a positive coping strategy.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A teacher with a class of 25 students that includes 5 Black students and needs to be split into 5 groups may be tempted to create diverse pods by placing one of the underrepresented students in each group, but doing so can actually set intergroup relations back. Once kids are old enough to grapple with race, numerical insignificance and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49230/how-a-stereotype-threat-intervention-can-help-students-in-stem-fields\">\u003cspan style=\"font-weight: 400\">stereotype threat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">—which one of Dr. Tatum’s young sources described as “that constant burden of you always having to strive to do your best and show that you can do just as much as everybody else\"—can silence and alienate Black children, reduce their status, and thwart friendship formation. When small groups involve peer critique, preventing critical mass can also leave Black students emotionally unprepared to receive feedback. As counterintuitive as it may seem, allowing Black students “the psychological safety of their own group” can actually increase the likelihood that they form friendships outside it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elizabeth Self says similar concerns apply to “putting kids from the same linguistic background together in maths small group work.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Making game-time calls\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of the day, teachers will have to make judgment calls when it comes to friendship. Students who are easily distracted may benefit from more individual work, and there’s research showing that friends \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">do \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">interfere with productivity in some circumstances: for example, when they’re not engaged by the subject matter or they put one another’s feelings over giving meaningful feedback. But if a friendless child goofs off with a peer, Laursen says, a little more leeway may be in order, since research shows that kids with at least one friend are both less likely to be bullied and less harmed by bullying. It would make sense then, to seat a child with very low social status near one who is both friendly and popular. A warm relationship with someone like that could increase classwide acceptance considerably. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elizabeth Self likes the idea of reconceptualizing friends as a resource, thinking, “How can we give them permission to draw on that person?” When a student is getting out of sorts, for example: “If they have a good bud who is not in the classroom, say: ‘Let’s go see if we can pull Margarita from Ms. Jon’s class. You all stay in the hall for five minutes. We are going to set a timer to see if spending some time together helps you to be able to come back into class.’” In the context of restorative justice circles, why not have an ally present for each child? “I think there is rich opportunity here,” she says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Gest wants to remind teachers, administrators, and their communities: “You can’t address everything at once, through either a seating arrangement or a group learning assignment.” Yes, friendship can present untapped academic potential, but “there’s limits to how much teachers can do.”\u003c/span>\u003c/p>\n\u003cp>\u003cem>This article is part of the “\u003ca href=\"https://www.kqed.org/mindshift/tag/friendships\">Friendship in Schools\u003c/a>” series, which explores the complexities of friendship at various stages of learning.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/gailcornwall\">Gail Cornwall\u003c/a> works as a mother and writer in San Francisco. Her youngest child is in Julia Smith’s class at Rooftop School.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship","authors":["byline_mindshift_56979"],"categories":["mindshift_20828"],"tags":["mindshift_20650","mindshift_21396","mindshift_21336","mindshift_20865","mindshift_943"],"featImg":"mindshift_56982","label":"mindshift"},"mindshift_38100":{"type":"posts","id":"mindshift_38100","meta":{"index":"posts_1591205157","site":"mindshift","id":"38100","score":null,"sort":[1413290842000]},"guestAuthors":[],"slug":"learning-the-alphabet-through-short-stories","title":"Learning the Alphabet Through Short Stories ","publishDate":1413290842,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Picture book author Oliver Jeffers is telling stories of the alphabet in his latest book, \u003cem>Once Upon an Alphabet: Short Stories for All the Letters\u003c/em>. He's already told the stories of crayons (\u003cem>The Day the Crayons Quit\u003c/em>), moose, and stars. In his latest book, he's taking teaching the alphabet beyond \"C is for Cat.\"\u003c/p>\n\u003cp>From the Montreal Gazette:\u003c/p>\n\u003cblockquote>\u003cp>True, A is for astronaut and Z is for zeppelin, both of which are shown on the cover of Once Upon an Alphabet, but there’s much more to this book than just one word for each letter. Jeffers himself explains his approach on what appears to be a page torn out of a journal: “If words make up stories,” his hand-lettered text reads, “and letters make up words, then stories are made of letters. In this menagerie we have stories, made of words, made FOR all the letters.”\u003c/p>\u003c/blockquote>\n\u003cul class=\"embed-metadata\">\n\u003cli class=\"jiffy-icon\">\u003cimg src=\"http://s2.googleusercontent.com/s2/favicons?domain=www.montrealgazette.com\" alt=\"jiffy-icon\" width=\"16\" height=\"16\">\u003c/li>\n\u003cli class=\"jiffy-source\">Source: \u003ca href=\"http://www.montrealgazette.com/entertainment/books/Kids%20string%20short%20stories%20letter%20time/10255938/story.html\">Montrealgazette\u003c/a>\u003c/li>\n\u003cli>Via: \u003cem>\u003ca href=\"http://www.montrealgazette.com/entertainment/books/Kids+string+short+stories+letter+time/10255938/story.html\">Montreal Gazette\u003c/a>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cdiv class=\"embedded-object\">\u003cem>\u003ca class=\"embedlyThumbnailLink\" href=\"http://www.montrealgazette.com/entertainment/books/Kids%20string%20short%20stories%20letter%20time/10255938/story.html\">\u003cimg class=\"embedlyThumbnail\" src=\"http://www.montrealgazette.com/cms/binary/10255939.jpg\" width=\"100\">\u003c/a>\n\u003cblockquote>\n\u003cp class=\"embedlyDescription\">Alphabet books are a staple of children's literature. We're all familiar with the basic \"A is for apple, B is for bear\" approach but some of us, myself included, revel in alphabet books that set themselves apart from the norm - that assign X to more than the usual xylophone image and Z to something other than zebra.\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"jiffy-sourceurl\">Read more at: \u003ca href=\"http://www.montrealgazette.com/entertainment/books/Kids%20string%20short%20stories%20letter%20time/10255938/story.html\">www.montrealgazette.com\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/em>\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":" “If words make up stories,” his hand-lettered text reads, “and letters make up words, then stories are made of letters. In this menagerie we have stories, made of words, made FOR all the letters.”","status":"publish","parent":0,"modified":1413303945,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":227},"headData":{"title":"Learning the Alphabet Through Short Stories | KQED","description":" “If words make up stories,” his hand-lettered text reads, “and letters make up words, then stories are made of letters. In this menagerie we have stories, made of words, made FOR all the letters.”","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Learning the Alphabet Through Short Stories ","datePublished":"2014-10-14T12:47:22.000Z","dateModified":"2014-10-14T16:25:45.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"38100 http://blogs.kqed.org/mindshift/?post_type=jiffypost&p=38100","disqusUrl":"https://ww2.kqed.org/mindshift/2014/10/14/learning-the-alphabet-through-short-stories/","disqusTitle":"Learning the Alphabet Through Short Stories ","path":"/mindshift/38100/learning-the-alphabet-through-short-stories","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Picture book author Oliver Jeffers is telling stories of the alphabet in his latest book, \u003cem>Once Upon an Alphabet: Short Stories for All the Letters\u003c/em>. He's already told the stories of crayons (\u003cem>The Day the Crayons Quit\u003c/em>), moose, and stars. In his latest book, he's taking teaching the alphabet beyond \"C is for Cat.\"\u003c/p>\n\u003cp>From the Montreal Gazette:\u003c/p>\n\u003cblockquote>\u003cp>True, A is for astronaut and Z is for zeppelin, both of which are shown on the cover of Once Upon an Alphabet, but there’s much more to this book than just one word for each letter. Jeffers himself explains his approach on what appears to be a page torn out of a journal: “If words make up stories,” his hand-lettered text reads, “and letters make up words, then stories are made of letters. In this menagerie we have stories, made of words, made FOR all the letters.”\u003c/p>\u003c/blockquote>\n\u003cul class=\"embed-metadata\">\n\u003cli class=\"jiffy-icon\">\u003cimg src=\"http://s2.googleusercontent.com/s2/favicons?domain=www.montrealgazette.com\" alt=\"jiffy-icon\" width=\"16\" height=\"16\">\u003c/li>\n\u003cli class=\"jiffy-source\">Source: \u003ca href=\"http://www.montrealgazette.com/entertainment/books/Kids%20string%20short%20stories%20letter%20time/10255938/story.html\">Montrealgazette\u003c/a>\u003c/li>\n\u003cli>Via: \u003cem>\u003ca href=\"http://www.montrealgazette.com/entertainment/books/Kids+string+short+stories+letter+time/10255938/story.html\">Montreal Gazette\u003c/a>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cdiv class=\"embedded-object\">\u003cem>\u003ca class=\"embedlyThumbnailLink\" href=\"http://www.montrealgazette.com/entertainment/books/Kids%20string%20short%20stories%20letter%20time/10255938/story.html\">\u003cimg class=\"embedlyThumbnail\" src=\"http://www.montrealgazette.com/cms/binary/10255939.jpg\" width=\"100\">\u003c/a>\n\u003cblockquote>\n\u003cp class=\"embedlyDescription\">Alphabet books are a staple of children's literature. We're all familiar with the basic \"A is for apple, B is for bear\" approach but some of us, myself included, revel in alphabet books that set themselves apart from the norm - that assign X to more than the usual xylophone image and Z to something other than zebra.\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"jiffy-sourceurl\">Read more at: \u003ca href=\"http://www.montrealgazette.com/entertainment/books/Kids%20string%20short%20stories%20letter%20time/10255938/story.html\">www.montrealgazette.com\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/em>\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38100/learning-the-alphabet-through-short-stories","authors":["4354"],"categories":["mindshift_20828"],"featImg":"mindshift_38104","label":"mindshift"},"mindshift_31511":{"type":"posts","id":"mindshift_31511","meta":{"index":"posts_1591205157","site":"mindshift","id":"31511","score":null,"sort":[1379711279000]},"guestAuthors":[],"slug":"good-read-why-college-costs-so-much-and-who-benefits","title":"Good Read: Why College Costs So Much and Who Benefits","publishDate":1379711279,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Panoddaily has a \u003ca href=\"http://pandodaily.com/2013/09/20/who-will-save-higher-education-an-interactive-explainer/\">neat interactive explainer\u003c/a> discussing why higher education costs so much, who benefits and whether there are any positive changes on the horizon. It delves into the history of college, why expenses have risen (including the role of college sports) and goes on to explore the extraordinary debt that many students are taking on so they can attend college. And, so it's not all doom and gloom, the piece takes a look at \"startup saviors,\" like MOOCs, to try and ascertain whether these innovations really can upset the trajectory of higher education.\u003c/p>\n\u003cul class=\"embed-metadata\">\n\u003cli class=\"jiffy-icon\">\u003cimg src=\"http://s2.googleusercontent.com/s2/favicons?domain=pandodaily.com\" alt=\"jiffy-icon\" width=\"16\" height=\"16\">\u003c/li>\n\u003cli class=\"jiffy-source\">Source: \u003ca href=\"http://pandodaily.com/2013/09/20/who-will-save-higher-education-an-interactive-explainer/\">PandoDaily\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cdiv class=\"embedded-object\">\u003ca class=\"embedlyThumbnailLink\" href=\"http://pandodaily.com/2013/09/20/who-will-save-higher-education-an-interactive-explainer/\">\u003cimg class=\"embedlyThumbnail\" src=\"http://i0.wp.com/pandodaily.files.wordpress.com/2013/09/campus.jpg?fit=440%2C330\" width=\"100\">\u003c/a>\n\u003cblockquote>\n\u003cp class=\"embedlyDescription\">Instinctively, everyone knows that colleges spend a lot of money on athletics. A recent study from the American Institutes for Research (AIR) gets at just how out-of-whack spending on athletics and academics really is. The study found that in 2010, the 120 principal football schools (known as the Football Bowl Subdivision or FBS colleges) spent $92,000 per athlete and only $14,000 per non-athlete.\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"jiffy-sourceurl\">Read more at: \u003ca href=\"http://pandodaily.com/2013/09/20/who-will-save-higher-education-an-interactive-explainer/\">pandodaily.com\u003c/a>\u003c/p>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1379711279,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":172},"headData":{"title":"Good Read: Why College Costs So Much and Who Benefits | KQED","description":"Panoddaily has a neat interactive explainer discussing why higher education costs so much, who benefits and whether there are any positive changes on the horizon. It delves into the history of college, why expenses have risen (including the role of college sports) and goes on to explore the extraordinary debt that many students are taking","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Good Read: Why College Costs So Much and Who Benefits","datePublished":"2013-09-20T21:07:59.000Z","dateModified":"2013-09-20T21:07:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"31511 http://blogs.kqed.org/mindshift/?post_type=jiffypost&p=31511","disqusUrl":"https://ww2.kqed.org/mindshift/2013/09/20/good-read-why-college-costs-so-much-and-who-benefits/","disqusTitle":"Good Read: Why College Costs So Much and Who Benefits","path":"/mindshift/31511/good-read-why-college-costs-so-much-and-who-benefits","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Panoddaily has a \u003ca href=\"http://pandodaily.com/2013/09/20/who-will-save-higher-education-an-interactive-explainer/\">neat interactive explainer\u003c/a> discussing why higher education costs so much, who benefits and whether there are any positive changes on the horizon. It delves into the history of college, why expenses have risen (including the role of college sports) and goes on to explore the extraordinary debt that many students are taking on so they can attend college. And, so it's not all doom and gloom, the piece takes a look at \"startup saviors,\" like MOOCs, to try and ascertain whether these innovations really can upset the trajectory of higher education.\u003c/p>\n\u003cul class=\"embed-metadata\">\n\u003cli class=\"jiffy-icon\">\u003cimg src=\"http://s2.googleusercontent.com/s2/favicons?domain=pandodaily.com\" alt=\"jiffy-icon\" width=\"16\" height=\"16\">\u003c/li>\n\u003cli class=\"jiffy-source\">Source: \u003ca href=\"http://pandodaily.com/2013/09/20/who-will-save-higher-education-an-interactive-explainer/\">PandoDaily\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cdiv class=\"embedded-object\">\u003ca class=\"embedlyThumbnailLink\" href=\"http://pandodaily.com/2013/09/20/who-will-save-higher-education-an-interactive-explainer/\">\u003cimg class=\"embedlyThumbnail\" src=\"http://i0.wp.com/pandodaily.files.wordpress.com/2013/09/campus.jpg?fit=440%2C330\" width=\"100\">\u003c/a>\n\u003cblockquote>\n\u003cp class=\"embedlyDescription\">Instinctively, everyone knows that colleges spend a lot of money on athletics. A recent study from the American Institutes for Research (AIR) gets at just how out-of-whack spending on athletics and academics really is. The study found that in 2010, the 120 principal football schools (known as the Football Bowl Subdivision or FBS colleges) spent $92,000 per athlete and only $14,000 per non-athlete.\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"jiffy-sourceurl\">Read more at: \u003ca href=\"http://pandodaily.com/2013/09/20/who-will-save-higher-education-an-interactive-explainer/\">pandodaily.com\u003c/a>\u003c/p>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/31511/good-read-why-college-costs-so-much-and-who-benefits","authors":["234"],"categories":["mindshift_20828"],"label":"mindshift"},"mindshift_31476":{"type":"posts","id":"mindshift_31476","meta":{"index":"posts_1591205157","site":"mindshift","id":"31476","score":null,"sort":[1379625759000]},"guestAuthors":[],"slug":"good-read-is-school-failing-boys","title":"Good Read: Is School Failing Boys?","publishDate":1379625759,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In a recent \u003ca href=\"http://www.theatlantic.com/education/archive/2013/09/how-to-make-school-better-for-boys/279635/\">Atlantic article\u003c/a>, Christina Hoff Sommers makes the case that boys are increasingly detached from school, a fact that handicaps them for the rest of life. She writes that as college becomes increasingly important to success, boys are entering at much lower rates and consequently are falling behind. She's adamant that society must face the problem:\u003c/p>\n\u003cp>\"What can we do to improve the prospects of boys? For one thing, we must acknowledge the fact that boys and girls are different. In many education and government circles, it remains taboo to broach the topic of sex differences. Many gender scholars insist that the sexes are cognitively interchangeable and argue that any talk of difference only encourages sexism and stereotyping. In the current environment, to speak of difference invites opprobrium, and to advocate for male-specific interventions invites passionate and organized opposition. Meanwhile, one gender difference refuses to go away: Boys are languishing academically, while girls are soaring.\"\u003c/p>\n\u003cul class=\"embed-metadata\">\n\u003cli class=\"jiffy-icon\">\u003cimg src=\"http://s2.googleusercontent.com/s2/favicons?domain=www.theatlantic.com\" alt=\"jiffy-icon\" width=\"16\" height=\"16\">\u003c/li>\n\u003cli class=\"jiffy-source\">Source: \u003ca href=\"http://www.theatlantic.com/education/archive/2013/09/how-to-make-school-better-for-boys/279635/\">Theatlantic\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cdiv class=\"embedded-object\">\u003ca class=\"embedlyThumbnailLink\" href=\"http://www.theatlantic.com/education/archive/2013/09/how-to-make-school-better-for-boys/279635/\">\u003cimg class=\"embedlyThumbnail\" src=\"http://cdn.theatlantic.com/static/mt/assets/national/sommers_boygap_post.jpg\" width=\"100\">\u003c/a>\n\u003cblockquote>\n\u003cp class=\"embedlyDescription\">I recently appeared on MSNBC's The Cycle to discuss the new edition of my book The War Against Boys . The four hosts were having none of it. A war on boys? They countered with the wage gap and the prominence of men across the professions.\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"jiffy-sourceurl\">Read more at: \u003ca href=\"http://www.theatlantic.com/education/archive/2013/09/how-to-make-school-better-for-boys/279635/\">www.theatlantic.com\u003c/a>\u003c/p>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1379625759,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":216},"headData":{"title":"Good Read: Is School Failing Boys? | KQED","description":"In a recent Atlantic article, Christina Hoff Sommers makes the case that boys are increasingly detached from school, a fact that handicaps them for the rest of life. She writes that as college becomes increasingly important to success, boys are entering at much lower rates and consequently are falling behind. She's adamant that society must","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Good Read: Is School Failing Boys?","datePublished":"2013-09-19T21:22:39.000Z","dateModified":"2013-09-19T21:22:39.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"31476 http://blogs.kqed.org/mindshift/?post_type=jiffypost&p=31476","disqusUrl":"https://ww2.kqed.org/mindshift/2013/09/19/good-read-is-school-failing-boys/","disqusTitle":"Good Read: Is School Failing Boys?","path":"/mindshift/31476/good-read-is-school-failing-boys","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In a recent \u003ca href=\"http://www.theatlantic.com/education/archive/2013/09/how-to-make-school-better-for-boys/279635/\">Atlantic article\u003c/a>, Christina Hoff Sommers makes the case that boys are increasingly detached from school, a fact that handicaps them for the rest of life. She writes that as college becomes increasingly important to success, boys are entering at much lower rates and consequently are falling behind. She's adamant that society must face the problem:\u003c/p>\n\u003cp>\"What can we do to improve the prospects of boys? For one thing, we must acknowledge the fact that boys and girls are different. In many education and government circles, it remains taboo to broach the topic of sex differences. Many gender scholars insist that the sexes are cognitively interchangeable and argue that any talk of difference only encourages sexism and stereotyping. In the current environment, to speak of difference invites opprobrium, and to advocate for male-specific interventions invites passionate and organized opposition. Meanwhile, one gender difference refuses to go away: Boys are languishing academically, while girls are soaring.\"\u003c/p>\n\u003cul class=\"embed-metadata\">\n\u003cli class=\"jiffy-icon\">\u003cimg src=\"http://s2.googleusercontent.com/s2/favicons?domain=www.theatlantic.com\" alt=\"jiffy-icon\" width=\"16\" height=\"16\">\u003c/li>\n\u003cli class=\"jiffy-source\">Source: \u003ca href=\"http://www.theatlantic.com/education/archive/2013/09/how-to-make-school-better-for-boys/279635/\">Theatlantic\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cdiv class=\"embedded-object\">\u003ca class=\"embedlyThumbnailLink\" href=\"http://www.theatlantic.com/education/archive/2013/09/how-to-make-school-better-for-boys/279635/\">\u003cimg class=\"embedlyThumbnail\" src=\"http://cdn.theatlantic.com/static/mt/assets/national/sommers_boygap_post.jpg\" width=\"100\">\u003c/a>\n\u003cblockquote>\n\u003cp class=\"embedlyDescription\">I recently appeared on MSNBC's The Cycle to discuss the new edition of my book The War Against Boys . The four hosts were having none of it. A war on boys? They countered with the wage gap and the prominence of men across the professions.\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"jiffy-sourceurl\">Read more at: \u003ca href=\"http://www.theatlantic.com/education/archive/2013/09/how-to-make-school-better-for-boys/279635/\">www.theatlantic.com\u003c/a>\u003c/p>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/31476/good-read-is-school-failing-boys","authors":["234"],"categories":["mindshift_20828"],"label":"mindshift"},"mindshift_31338":{"type":"posts","id":"mindshift_31338","meta":{"index":"posts_1591205157","site":"mindshift","id":"31338","score":null,"sort":[1379181627000]},"guestAuthors":[],"slug":"good-read-can-teaching-emotional-intelligence-boost-achievement","title":"Good Read: Can Teaching Emotional Intelligence Boost Achievement?","publishDate":1379181627,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Over the years there's been a gradual recognition that if schools want students to perform well on achievement tests they must also help them deal with their emotions. The two are linked and often children can't pay attention to what they are learning because of the tumult of emotions going on inside them. That's why \u003ca href=\"http://ww2.kqed.org/mindshift/tag/social-emotional-learning/\">social and emotional learning\u003c/a> has gradually become an important part of many school curricula. In her \u003ca href=\"http://www.nytimes.com/2013/09/15/magazine/can-emotional-intelligence-be-taught.html?pagewanted=1&_r=2&smid=fb-share\">New York Times article\u003c/a>, Jennifer Kahn explains the research around social and emotional learning, as well as how it can practically be carried out.\u003c/p>\n\u003cul class=\"embed-metadata\">\n\u003cli class=\"jiffy-icon\">\u003cimg src=\"http://s2.googleusercontent.com/s2/favicons?domain=www.nytimes.com\" alt=\"jiffy-icon\" width=\"16\" height=\"16\">\u003c/li>\n\u003cli class=\"jiffy-source\">Source: \u003ca href=\"http://www.nytimes.com/2013/09/15/magazine/can-emotional-intelligence-be-taught.html?pagewanted=all\">Nytimes\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cdiv class=\"embedded-object\">\u003ca class=\"embedlyThumbnailLink\" href=\"http://www.nytimes.com/2013/09/15/magazine/can-emotional-intelligence-be-taught.html?pagewanted=all\">\u003cimg class=\"embedlyThumbnail\" src=\"http://graphics8.nytimes.com/images/2013/09/15/magazine/15learning1/mag-15Learning-t_CA1-superJumbo.jpg\" width=\"100\">\u003c/a>\n\u003cblockquote>\n\u003cp class=\"embedlyDescription\">One day last spring, James Wade sat cross-legged on the carpet and called his kindergarten class to order. Lanky and soft-spoken, Wade has a gentle charisma well suited to his role as a teacher of small children: steady, rather than exuberant.\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"jiffy-sourceurl\">Read more at: \u003ca href=\"http://www.nytimes.com/2013/09/15/magazine/can-emotional-intelligence-be-taught.html?pagewanted=all\">www.nytimes.com\u003c/a>\u003c/p>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1379181628,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":151},"headData":{"title":"Good Read: Can Teaching Emotional Intelligence Boost Achievement? | KQED","description":"Over the years there's been a gradual recognition that if schools want students to perform well on achievement tests they must also help them deal with their emotions. The two are linked and often children can't pay attention to what they are learning because of the tumult of emotions going on inside them. That's why","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Good Read: Can Teaching Emotional Intelligence Boost Achievement?","datePublished":"2013-09-14T18:00:27.000Z","dateModified":"2013-09-14T18:00:28.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"31338 http://blogs.kqed.org/mindshift/?post_type=jiffypost&p=31338","disqusUrl":"https://ww2.kqed.org/mindshift/2013/09/14/good-read-can-teaching-emotional-intelligence-boost-achievement/","disqusTitle":"Good Read: Can Teaching Emotional Intelligence Boost Achievement?","path":"/mindshift/31338/good-read-can-teaching-emotional-intelligence-boost-achievement","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Over the years there's been a gradual recognition that if schools want students to perform well on achievement tests they must also help them deal with their emotions. The two are linked and often children can't pay attention to what they are learning because of the tumult of emotions going on inside them. That's why \u003ca href=\"http://ww2.kqed.org/mindshift/tag/social-emotional-learning/\">social and emotional learning\u003c/a> has gradually become an important part of many school curricula. In her \u003ca href=\"http://www.nytimes.com/2013/09/15/magazine/can-emotional-intelligence-be-taught.html?pagewanted=1&_r=2&smid=fb-share\">New York Times article\u003c/a>, Jennifer Kahn explains the research around social and emotional learning, as well as how it can practically be carried out.\u003c/p>\n\u003cul class=\"embed-metadata\">\n\u003cli class=\"jiffy-icon\">\u003cimg src=\"http://s2.googleusercontent.com/s2/favicons?domain=www.nytimes.com\" alt=\"jiffy-icon\" width=\"16\" height=\"16\">\u003c/li>\n\u003cli class=\"jiffy-source\">Source: \u003ca href=\"http://www.nytimes.com/2013/09/15/magazine/can-emotional-intelligence-be-taught.html?pagewanted=all\">Nytimes\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cdiv class=\"embedded-object\">\u003ca class=\"embedlyThumbnailLink\" href=\"http://www.nytimes.com/2013/09/15/magazine/can-emotional-intelligence-be-taught.html?pagewanted=all\">\u003cimg class=\"embedlyThumbnail\" src=\"http://graphics8.nytimes.com/images/2013/09/15/magazine/15learning1/mag-15Learning-t_CA1-superJumbo.jpg\" width=\"100\">\u003c/a>\n\u003cblockquote>\n\u003cp class=\"embedlyDescription\">One day last spring, James Wade sat cross-legged on the carpet and called his kindergarten class to order. Lanky and soft-spoken, Wade has a gentle charisma well suited to his role as a teacher of small children: steady, rather than exuberant.\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"jiffy-sourceurl\">Read more at: \u003ca href=\"http://www.nytimes.com/2013/09/15/magazine/can-emotional-intelligence-be-taught.html?pagewanted=all\">www.nytimes.com\u003c/a>\u003c/p>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/31338/good-read-can-teaching-emotional-intelligence-boost-achievement","authors":["234"],"categories":["mindshift_20828"],"label":"mindshift"},"mindshift_31350":{"type":"posts","id":"mindshift_31350","meta":{"index":"posts_1591205157","site":"mindshift","id":"31350","score":null,"sort":[1379106011000]},"guestAuthors":[],"slug":"good-read-searching-for-the-true-value-of-tablets-in-education","title":"Good Read: Searching For the True Value of Tablets in Education","publishDate":1379106011,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://www.nytimes.com/2013/09/15/magazine/no-child-left-untableted.html?pagewanted=1&_r=2&adxnnlx=1379091747-qhKgMmwBfAK/E4afcvZ8rA\">In this lengthy feature\u003c/a> about the use of Amplify tablets in schools, writer Carlo Rotella expresses skepticism about the promised potential of these devices providing a better education. He brings up the usual questions around too much screen time, the deluge of data to already overwhelmed teachers, and the lack of research around learning outcomes from using tablets.\u003c/p>\n\u003cp>Though some of the teachers he interviews can see the promise of true personalized learning for each student, he emphasizes that, in the end, it's up to teachers to make it work. \u003c/p>\n\u003cp>“Individualizing instruction does lead to better outcomes — if teachers can manage the environment to make that happen.”\u003c/p>\n\u003cp>But, he asks, is it worth the massive investments when it all comes down to the teacher's skills, anyway?\u003c/p>\n\u003cp>\"If everyone agrees that good teachers make all the difference, wouldn’t it make more sense to devote our resources to strengthening the teaching profession with better recruitment, training, support and pay? It seems misguided to try to improve the process of learning by putting an expensive tool in the hands of teachers we otherwise treat like the poor relations of the high-tech whiz kids who design the tool.\"\u003c/p>\n\u003cul class=\"embed-metadata\">\n\u003cli class=\"jiffy-icon\">\u003cimg src=\"http://s2.googleusercontent.com/s2/favicons?domain=www.nytimes.com\" alt=\"jiffy-icon\" height=\"16\" width=\"16\">\u003c/li>\n\u003cli class=\"jiffy-source\">Source: \u003ca href=\"http://www.nytimes.com/2013/09/15/magazine/no-child-left-untableted.html?pagewanted=all\">Nytimes\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cdiv class=\"embedded-object\">\u003ca class=\"embedlyThumbnailLink\" href=\"http://www.nytimes.com/2013/09/15/magazine/no-child-left-untableted.html?pagewanted=all\">\u003cimg class=\"embedlyThumbnail\" src=\"http://graphics8.nytimes.com/images/2013/09/15/magazine/15klein1/mag-15klein-t_CA0-superJumbo.jpg\" width=\"100\">\u003c/a>\n\u003cblockquote>\n\u003cp class=\"embedlyDescription\">Sally Hurd Smith, a veteran teacher, held up her brand-new tablet computer and shook it as she said, \"I don't want this thing to take over my classroom.\" It was late June, a month before the first day of school.\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"jiffy-sourceurl\">Read more at: \u003ca href=\"http://www.nytimes.com/2013/09/15/magazine/no-child-left-untableted.html?pagewanted=all\">www.nytimes.com\u003c/a>\u003c/p>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"In this lengthy feature about the use of Amplify tablets in schools, writer Carlo Rotella expresses skepticism about the promised potential of these devices providing a better education. He brings up the usual questions around too much screen time, the deluge of data to already overwhelmed teachers, and the lack of research around learning outcomes from using tablets.","status":"publish","parent":0,"modified":1379106013,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":254},"headData":{"title":"Good Read: Searching For the True Value of Tablets in Education | KQED","description":"In this lengthy feature about the use of Amplify tablets in schools, writer Carlo Rotella expresses skepticism about the promised potential of these devices providing a better education. He brings up the usual questions around too much screen time, the deluge of data to already overwhelmed teachers, and the lack of research around learning outcomes from using tablets.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Good Read: Searching For the True Value of Tablets in Education","datePublished":"2013-09-13T21:00:11.000Z","dateModified":"2013-09-13T21:00:13.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"31350 http://blogs.kqed.org/mindshift/?post_type=jiffypost&p=31350","disqusUrl":"https://ww2.kqed.org/mindshift/2013/09/13/good-read-searching-for-the-true-value-of-tablets-in-education/","disqusTitle":"Good Read: Searching For the True Value of Tablets in Education","path":"/mindshift/31350/good-read-searching-for-the-true-value-of-tablets-in-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.nytimes.com/2013/09/15/magazine/no-child-left-untableted.html?pagewanted=1&_r=2&adxnnlx=1379091747-qhKgMmwBfAK/E4afcvZ8rA\">In this lengthy feature\u003c/a> about the use of Amplify tablets in schools, writer Carlo Rotella expresses skepticism about the promised potential of these devices providing a better education. He brings up the usual questions around too much screen time, the deluge of data to already overwhelmed teachers, and the lack of research around learning outcomes from using tablets.\u003c/p>\n\u003cp>Though some of the teachers he interviews can see the promise of true personalized learning for each student, he emphasizes that, in the end, it's up to teachers to make it work. \u003c/p>\n\u003cp>“Individualizing instruction does lead to better outcomes — if teachers can manage the environment to make that happen.”\u003c/p>\n\u003cp>But, he asks, is it worth the massive investments when it all comes down to the teacher's skills, anyway?\u003c/p>\n\u003cp>\"If everyone agrees that good teachers make all the difference, wouldn’t it make more sense to devote our resources to strengthening the teaching profession with better recruitment, training, support and pay? It seems misguided to try to improve the process of learning by putting an expensive tool in the hands of teachers we otherwise treat like the poor relations of the high-tech whiz kids who design the tool.\"\u003c/p>\n\u003cul class=\"embed-metadata\">\n\u003cli class=\"jiffy-icon\">\u003cimg src=\"http://s2.googleusercontent.com/s2/favicons?domain=www.nytimes.com\" alt=\"jiffy-icon\" height=\"16\" width=\"16\">\u003c/li>\n\u003cli class=\"jiffy-source\">Source: \u003ca href=\"http://www.nytimes.com/2013/09/15/magazine/no-child-left-untableted.html?pagewanted=all\">Nytimes\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cdiv class=\"embedded-object\">\u003ca class=\"embedlyThumbnailLink\" href=\"http://www.nytimes.com/2013/09/15/magazine/no-child-left-untableted.html?pagewanted=all\">\u003cimg class=\"embedlyThumbnail\" src=\"http://graphics8.nytimes.com/images/2013/09/15/magazine/15klein1/mag-15klein-t_CA0-superJumbo.jpg\" width=\"100\">\u003c/a>\n\u003cblockquote>\n\u003cp class=\"embedlyDescription\">Sally Hurd Smith, a veteran teacher, held up her brand-new tablet computer and shook it as she said, \"I don't want this thing to take over my classroom.\" It was late June, a month before the first day of school.\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"jiffy-sourceurl\">Read more at: \u003ca href=\"http://www.nytimes.com/2013/09/15/magazine/no-child-left-untableted.html?pagewanted=all\">www.nytimes.com\u003c/a>\u003c/p>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/31350/good-read-searching-for-the-true-value-of-tablets-in-education","authors":["180"],"categories":["mindshift_20828"],"label":"mindshift"},"mindshift_31333":{"type":"posts","id":"mindshift_31333","meta":{"index":"posts_1591205157","site":"mindshift","id":"31333","score":null,"sort":[1379023220000]},"guestAuthors":[],"slug":"quick-look-ed-tech-panel-at-stanford-tackles-common-core-and-more","title":"Quick Look: Ed Tech Panel At Stanford Tackles Common Core and More","publishDate":1379023220,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Next Tuesday, September 17, I'll be moderating a panel organized by MIT-Stanford Venture Lab (VLAB), the San Francisco Bay Area chapter of the MIT Enterprise Forum. Among the many topics covered, we'll be discussing how ed-tech entrepreneurs and businesses can best serve educators as Common Core State Standards are rolled out.\u003c/p>\n\u003cp>On the panel, will be representatives from \u003ca href=\"http://www.masteryconnect.com/\">MasteryConnect\u003c/a>, \u003ca href=\"https://www.illuminateed.com/\">Illuminate Education\u003c/a>, \u003ca href=\"http://www.pearson.com/about-us/education/north-america.html\">Pearson North America, and \u003c/a>\u003ca href=\"http://www.imaginek12.com/%E2%80%8E\">Imagine K-12.\u003c/a>\u003c/p>\n\u003cp>For those in the Bay Area interested in the topics -- especially teachers -- we would love to see you there!\u003c/p>\n\u003cp> \u003c/p>\n\u003cul class=\"embed-metadata\">\n\u003cli class=\"jiffy-icon\">\u003cimg src=\"http://s2.googleusercontent.com/s2/favicons?domain=www.vlab.org\" alt=\"jiffy-icon\" height=\"16\" width=\"16\">\u003c/li>\n\u003cli class=\"jiffy-source\">Source: \u003ca href=\"http://www.vlab.org/article.html?aid=477\">Vlab\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cdiv class=\"embedded-object\">\u003ca class=\"embedlyThumbnailLink\" href=\"http://www.vlab.org/article.html?aid=477\">\u003cimg class=\"embedlyThumbnail\" src=\"http://www.vlab.org/images/article_images/280.jpg\" width=\"100\">\u003c/a>\n\u003cblockquote>\n\u003cp class=\"embedlyDescription\">Based on research by GSV Asset Management and Candlestick Research, the 2013 US education industry at large is nearly $1.5 trillion, representing 10% of America's GDP, the largest category after healthcare. Education technology spending alone is predicted to hit $60 billion by 2018.\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"jiffy-sourceurl\">Read more at: \u003ca href=\"http://www.vlab.org/article.html?aid=477\">www.vlab.org\u003c/a>\u003c/p>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Next Tuesday, September 17, I'll be moderating a panel organized by MIT-Stanford Venture Lab (VLAB), the San Francisco Bay Area chapter of the MIT Enterprise Forum. Among the many topics covered, we'll be discussing how ed-tech entrepreneurs and businesses can best serve educators as Common Core State Standards are rolled out.","status":"publish","parent":0,"modified":1379090197,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":147},"headData":{"title":"Quick Look: Ed Tech Panel At Stanford Tackles Common Core and More | KQED","description":"Next Tuesday, September 17, I'll be moderating a panel organized by MIT-Stanford Venture Lab (VLAB), the San Francisco Bay Area chapter of the MIT Enterprise Forum. Among the many topics covered, we'll be discussing how ed-tech entrepreneurs and businesses can best serve educators as Common Core State Standards are rolled out.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Quick Look: Ed Tech Panel At Stanford Tackles Common Core and More","datePublished":"2013-09-12T22:00:20.000Z","dateModified":"2013-09-13T16:36:37.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"31333 http://blogs.kqed.org/mindshift/?post_type=jiffypost&p=31333","disqusUrl":"https://ww2.kqed.org/mindshift/2013/09/12/quick-look-ed-tech-panel-at-stanford-tackles-common-core-and-more/","disqusTitle":"Quick Look: Ed Tech Panel At Stanford Tackles Common Core and More","path":"/mindshift/31333/quick-look-ed-tech-panel-at-stanford-tackles-common-core-and-more","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Next Tuesday, September 17, I'll be moderating a panel organized by MIT-Stanford Venture Lab (VLAB), the San Francisco Bay Area chapter of the MIT Enterprise Forum. Among the many topics covered, we'll be discussing how ed-tech entrepreneurs and businesses can best serve educators as Common Core State Standards are rolled out.\u003c/p>\n\u003cp>On the panel, will be representatives from \u003ca href=\"http://www.masteryconnect.com/\">MasteryConnect\u003c/a>, \u003ca href=\"https://www.illuminateed.com/\">Illuminate Education\u003c/a>, \u003ca href=\"http://www.pearson.com/about-us/education/north-america.html\">Pearson North America, and \u003c/a>\u003ca href=\"http://www.imaginek12.com/%E2%80%8E\">Imagine K-12.\u003c/a>\u003c/p>\n\u003cp>For those in the Bay Area interested in the topics -- especially teachers -- we would love to see you there!\u003c/p>\n\u003cp> \u003c/p>\n\u003cul class=\"embed-metadata\">\n\u003cli class=\"jiffy-icon\">\u003cimg src=\"http://s2.googleusercontent.com/s2/favicons?domain=www.vlab.org\" alt=\"jiffy-icon\" height=\"16\" width=\"16\">\u003c/li>\n\u003cli class=\"jiffy-source\">Source: \u003ca href=\"http://www.vlab.org/article.html?aid=477\">Vlab\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cdiv class=\"embedded-object\">\u003ca class=\"embedlyThumbnailLink\" href=\"http://www.vlab.org/article.html?aid=477\">\u003cimg class=\"embedlyThumbnail\" src=\"http://www.vlab.org/images/article_images/280.jpg\" width=\"100\">\u003c/a>\n\u003cblockquote>\n\u003cp class=\"embedlyDescription\">Based on research by GSV Asset Management and Candlestick Research, the 2013 US education industry at large is nearly $1.5 trillion, representing 10% of America's GDP, the largest category after healthcare. Education technology spending alone is predicted to hit $60 billion by 2018.\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"jiffy-sourceurl\">Read more at: \u003ca href=\"http://www.vlab.org/article.html?aid=477\">www.vlab.org\u003c/a>\u003c/p>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/31333/quick-look-ed-tech-panel-at-stanford-tackles-common-core-and-more","authors":["180"],"categories":["mindshift_20828"],"label":"mindshift"},"mindshift_31262":{"type":"posts","id":"mindshift_31262","meta":{"index":"posts_1591205157","site":"mindshift","id":"31262","score":null,"sort":[1378846740000]},"guestAuthors":[],"slug":"good-read-how-will-robot-tutors-change-what-happens-in-classrooms","title":"Good Read: How Will Robot Tutors Change What Happens in Classrooms?","publishDate":1378846740,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\"At what point does the teacher step in to give tailored instruction to the student?\" \u003ca title=\"Posts by Carmel DeAmicis\" href=\"http://pandodaily.com/author/carmeldee/\" rel=\"author\">Carmel DeAmicis\u003c/a> asks in this article \u003cem>When Your Teacher Is A Robot\u003c/em>.\u003c/p>\n\u003cp>\"In theory, it would help every student progress at their own pace, teaching different aspects of the concepts they struggle with and moving quickly through the ones they don’t. In theory.\u003c/p>\n\u003cp>In reality I wonder how this would actually play out. Perhaps the students that struggle the most would wind up with really long homework sessions because the program would make them go through a bunch of different lessons till they understood it. Said students may or may not bother sitting through the LMS lessons.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003cul class=\"embed-metadata\">\n\u003cli class=\"jiffy-icon\">\u003cimg src=\"http://s2.googleusercontent.com/s2/favicons?domain=pandodaily.com\" alt=\"jiffy-icon\" height=\"16\" width=\"16\">\u003c/li>\n\u003cli class=\"jiffy-source\">Source: \u003ca href=\"http://pandodaily.com/2013/09/09/when-your-teacher-is-a-robot/\">PandoDaily\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cdiv class=\"embedded-object\">\u003ca class=\"embedlyThumbnailLink\" href=\"http://pandodaily.com/2013/09/09/when-your-teacher-is-a-robot/\">\u003cimg class=\"embedlyThumbnail\" src=\"http://i2.wp.com/pandodaily.files.wordpress.com/2013/09/screen-shot-2013-09-08-at-11-39-13-pm.png?fit=440%2C330\" width=\"100\">\u003c/a>\n\u003cblockquote>\n\u003cp class=\"embedlyDescription\">In the 1960s TV show \"The Jetsons,\" youngest son Elroy heads off to school with a robot teacher. While other parts of the futuristic Jetson world have come to bear - like video conferencing - robot teachers still seem like something out of a sci-fi novel.\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"jiffy-sourceurl\">Read more at: \u003ca href=\"http://pandodaily.com/2013/09/09/when-your-teacher-is-a-robot/\">pandodaily.com\u003c/a>\u003c/p>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1378846740,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":170},"headData":{"title":"Good Read: How Will Robot Tutors Change What Happens in Classrooms? | KQED","description":""At what point does the teacher step in to give tailored instruction to the student?" Carmel DeAmicis asks in this article When Your Teacher Is A Robot. "In theory, it would help every student progress at their own pace, teaching different aspects of the concepts they struggle with and moving quickly through the ones they don’t.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Good Read: How Will Robot Tutors Change What Happens in Classrooms?","datePublished":"2013-09-10T20:59:00.000Z","dateModified":"2013-09-10T20:59:00.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"31262 http://blogs.kqed.org/mindshift/?post_type=jiffypost&p=31262","disqusUrl":"https://ww2.kqed.org/mindshift/2013/09/10/good-read-how-will-robot-tutors-change-what-happens-in-classrooms/","disqusTitle":"Good Read: How Will Robot Tutors Change What Happens in Classrooms?","path":"/mindshift/31262/good-read-how-will-robot-tutors-change-what-happens-in-classrooms","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"At what point does the teacher step in to give tailored instruction to the student?\" \u003ca title=\"Posts by Carmel DeAmicis\" href=\"http://pandodaily.com/author/carmeldee/\" rel=\"author\">Carmel DeAmicis\u003c/a> asks in this article \u003cem>When Your Teacher Is A Robot\u003c/em>.\u003c/p>\n\u003cp>\"In theory, it would help every student progress at their own pace, teaching different aspects of the concepts they struggle with and moving quickly through the ones they don’t. In theory.\u003c/p>\n\u003cp>In reality I wonder how this would actually play out. Perhaps the students that struggle the most would wind up with really long homework sessions because the program would make them go through a bunch of different lessons till they understood it. Said students may or may not bother sitting through the LMS lessons.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003cul class=\"embed-metadata\">\n\u003cli class=\"jiffy-icon\">\u003cimg src=\"http://s2.googleusercontent.com/s2/favicons?domain=pandodaily.com\" alt=\"jiffy-icon\" height=\"16\" width=\"16\">\u003c/li>\n\u003cli class=\"jiffy-source\">Source: \u003ca href=\"http://pandodaily.com/2013/09/09/when-your-teacher-is-a-robot/\">PandoDaily\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cdiv class=\"embedded-object\">\u003ca class=\"embedlyThumbnailLink\" href=\"http://pandodaily.com/2013/09/09/when-your-teacher-is-a-robot/\">\u003cimg class=\"embedlyThumbnail\" src=\"http://i2.wp.com/pandodaily.files.wordpress.com/2013/09/screen-shot-2013-09-08-at-11-39-13-pm.png?fit=440%2C330\" width=\"100\">\u003c/a>\n\u003cblockquote>\n\u003cp class=\"embedlyDescription\">In the 1960s TV show \"The Jetsons,\" youngest son Elroy heads off to school with a robot teacher. While other parts of the futuristic Jetson world have come to bear - like video conferencing - robot teachers still seem like something out of a sci-fi novel.\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"jiffy-sourceurl\">Read more at: \u003ca href=\"http://pandodaily.com/2013/09/09/when-your-teacher-is-a-robot/\">pandodaily.com\u003c/a>\u003c/p>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/31262/good-read-how-will-robot-tutors-change-what-happens-in-classrooms","authors":["180"],"categories":["mindshift_20828"],"label":"mindshift"},"mindshift_31237":{"type":"posts","id":"mindshift_31237","meta":{"index":"posts_1591205157","site":"mindshift","id":"31237","score":null,"sort":[1378762884000]},"guestAuthors":[],"slug":"good-read-how-closely-should-parents-track-their-kids-grades","title":"Good Read: How Closely Should Parents Track Their Kids' Grades?","publishDate":1378762884,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Writer Jessica Lahey, a former teacher, talks about why she chooses not to use the student information system that her child's school offers. And she shares a range of responses from students, teachers, and parents about the benefits and drawbacks of checking on their students' grades.\u003c/p>\n\u003cp>One teacher's reaction:\u003c/p>\n\u003cp>\"I like that parents can check grades and I encouraged them to do so. I feel that open communication between home and school is essential in educating children, and only sending midterm and final grades home makes grades seem like a big secret. With parent access on PowerSchool, there are no secrets. I am bothered, however, by parents who CONSTANTLY check…sometimes 5 or 6 times a day. These parents tend to be the ones who push their children the hardest and are the first to complain when grades aren't entered on the DAY an assignment is due.\"\u003c/p>\n\u003cp>Another teacher's point:\u003c/p>\n\u003cp>“Bane. Stresses my students out to no end. Freaks parents out b/c they see grades not as a communication but as judgment.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cul class=\"embed-metadata\">\n\u003cli class=\"jiffy-icon\">\u003cimg src=\"http://s2.googleusercontent.com/s2/favicons?domain=www.theatlantic.com\" alt=\"jiffy-icon\" height=\"16\" width=\"16\">\u003c/li>\n\u003cli class=\"jiffy-source\">Source: \u003ca href=\"http://www.theatlantic.com/national/archive/2013/09/i-will-not-check-my-sons-grades-online-five-times-a-day/279385/\">Theatlantic\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cdiv class=\"embedded-object\">\u003ca class=\"embedlyThumbnailLink\" href=\"http://www.theatlantic.com/national/archive/2013/09/i-will-not-check-my-sons-grades-online-five-times-a-day/279385/\">\u003cimg class=\"embedlyThumbnail\" src=\"http://cdn.theatlantic.com/static/mt/assets/national/186512550_26b204bd3f_b.jpg\" width=\"100\">\u003c/a>\n\u003cblockquote>\n\u003cp class=\"embedlyDescription\">Last week I received a letter from my son's high school that started like this: Dear Parent/Guardian, PowerSchool, our student information system, allows you to create your own account and use a single password to access information for all of your children who attend school in our district.\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"jiffy-sourceurl\">Read more at: \u003ca href=\"http://www.theatlantic.com/national/archive/2013/09/i-will-not-check-my-sons-grades-online-five-times-a-day/279385/\">www.theatlantic.com\u003c/a>\u003c/p>\n\u003c/div>\n\n","blocks":[],"excerpt":"Writer Jessica Lahey, a former teacher, talks about why she chooses not to use the student information system that her child's school offers. And she shares a range of responses from students, teachers, and parents about the benefits and drawbacks of checking on their students' grades.","status":"publish","parent":0,"modified":1378763006,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":251},"headData":{"title":"Good Read: How Closely Should Parents Track Their Kids' Grades? | KQED","description":"Writer Jessica Lahey, a former teacher, talks about why she chooses not to use the student information system that her child's school offers. And she shares a range of responses from students, teachers, and parents about the benefits and drawbacks of checking on their students' grades.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Good Read: How Closely Should Parents Track Their Kids' Grades?","datePublished":"2013-09-09T21:41:24.000Z","dateModified":"2013-09-09T21:43:26.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"31237 http://blogs.kqed.org/mindshift/?post_type=jiffypost&p=31237","disqusUrl":"https://ww2.kqed.org/mindshift/2013/09/09/good-read-how-closely-should-parents-track-their-kids-grades/","disqusTitle":"Good Read: How Closely Should Parents Track Their Kids' Grades?","path":"/mindshift/31237/good-read-how-closely-should-parents-track-their-kids-grades","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Writer Jessica Lahey, a former teacher, talks about why she chooses not to use the student information system that her child's school offers. And she shares a range of responses from students, teachers, and parents about the benefits and drawbacks of checking on their students' grades.\u003c/p>\n\u003cp>One teacher's reaction:\u003c/p>\n\u003cp>\"I like that parents can check grades and I encouraged them to do so. I feel that open communication between home and school is essential in educating children, and only sending midterm and final grades home makes grades seem like a big secret. With parent access on PowerSchool, there are no secrets. I am bothered, however, by parents who CONSTANTLY check…sometimes 5 or 6 times a day. These parents tend to be the ones who push their children the hardest and are the first to complain when grades aren't entered on the DAY an assignment is due.\"\u003c/p>\n\u003cp>Another teacher's point:\u003c/p>\n\u003cp>“Bane. Stresses my students out to no end. Freaks parents out b/c they see grades not as a communication but as judgment.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cul class=\"embed-metadata\">\n\u003cli class=\"jiffy-icon\">\u003cimg src=\"http://s2.googleusercontent.com/s2/favicons?domain=www.theatlantic.com\" alt=\"jiffy-icon\" height=\"16\" width=\"16\">\u003c/li>\n\u003cli class=\"jiffy-source\">Source: \u003ca href=\"http://www.theatlantic.com/national/archive/2013/09/i-will-not-check-my-sons-grades-online-five-times-a-day/279385/\">Theatlantic\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cdiv class=\"embedded-object\">\u003ca class=\"embedlyThumbnailLink\" href=\"http://www.theatlantic.com/national/archive/2013/09/i-will-not-check-my-sons-grades-online-five-times-a-day/279385/\">\u003cimg class=\"embedlyThumbnail\" src=\"http://cdn.theatlantic.com/static/mt/assets/national/186512550_26b204bd3f_b.jpg\" width=\"100\">\u003c/a>\n\u003cblockquote>\n\u003cp class=\"embedlyDescription\">Last week I received a letter from my son's high school that started like this: Dear Parent/Guardian, PowerSchool, our student information system, allows you to create your own account and use a single password to access information for all of your children who attend school in our district.\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"jiffy-sourceurl\">Read more at: \u003ca href=\"http://www.theatlantic.com/national/archive/2013/09/i-will-not-check-my-sons-grades-online-five-times-a-day/279385/\">www.theatlantic.com\u003c/a>\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/31237/good-read-how-closely-should-parents-track-their-kids-grades","authors":["180"],"categories":["mindshift_20828"],"label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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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. 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