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"content": "\u003cp>Recent \u003ca href=\"http://aer.sagepub.com/content/early/2013/11/25/0002831213513634.abstract\" target=\"_blank\">studies\u003c/a> have shown that kindergarteners who are exposed to complicated math concepts actually do better in math when they get to elementary school, regardless of initial skill level. Researchers report that many students already know how to count or recognize shapes before they even get to kindergarten, but teachers still spend a lot of math time on those concepts, effectively offering nothing to students.\u003c/p>\n\u003cp>In \u003ca href=\"http://parenting.blogs.nytimes.com/2014/04/03/research-on-children-and-math-underestimated-and-unchallenged/?_php=true&_type=blogs&_r=0\" target=\"_blank\">an article\u003c/a> for the \u003cem>New York Times\u003c/em> Motherlode blog, MindShift contributor and author \u003ca href=\"http://anniemurphypaul.com/\" target=\"_blank\">Annie Murphy Paul\u003c/a> explains why the perception that U.S. students are bad at math might indicate schools aren't challenging students enough.\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://graphics8.nytimes.com/images/2011/04/01/us/motherlode-K-math/motherlode-K-math-videoSixteenByNine600.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://parenting.blogs.nytimes.com/2014/04/03/research-on-children-and-math-underestimated-and-unchallenged/?_php=true&_type=blogs&_r=0\" target=\"_blank\">Research on Children and Math: Underestimated and Unchallenged\u003c/a>John Konstantaras/Chicago News Cooperative We hear a lot about how American students lag behind their international peers academically, especially in subjects like math. In the most recent Program for International Student Assessment, commonly known as PISA, students in the United States ranked 26th out of 34 countries in mathematics.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fparenting.blogs.nytimes.com%2F2014%2F04%2F03%2Fresearch-on-children-and-math-underestimated-and-unchallenged%2F%3F_php%3Dtrue%26_type%3Dblogs%26_r%3D0\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://parenting.blogs.nytimes.com\" target=\"_blank\">Nytimes\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Recent \u003ca href=\"http://aer.sagepub.com/content/early/2013/11/25/0002831213513634.abstract\" target=\"_blank\">studies\u003c/a> have shown that kindergarteners who are exposed to complicated math concepts actually do better in math when they get to elementary school, regardless of initial skill level. Researchers report that many students already know how to count or recognize shapes before they even get to kindergarten, but teachers still spend a lot of math time on those concepts, effectively offering nothing to students.\u003c/p>\n\u003cp>In \u003ca href=\"http://parenting.blogs.nytimes.com/2014/04/03/research-on-children-and-math-underestimated-and-unchallenged/?_php=true&_type=blogs&_r=0\" target=\"_blank\">an article\u003c/a> for the \u003cem>New York Times\u003c/em> Motherlode blog, MindShift contributor and author \u003ca href=\"http://anniemurphypaul.com/\" target=\"_blank\">Annie Murphy Paul\u003c/a> explains why the perception that U.S. students are bad at math might indicate schools aren't challenging students enough.\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://graphics8.nytimes.com/images/2011/04/01/us/motherlode-K-math/motherlode-K-math-videoSixteenByNine600.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://parenting.blogs.nytimes.com/2014/04/03/research-on-children-and-math-underestimated-and-unchallenged/?_php=true&_type=blogs&_r=0\" target=\"_blank\">Research on Children and Math: Underestimated and Unchallenged\u003c/a>John Konstantaras/Chicago News Cooperative We hear a lot about how American students lag behind their international peers academically, especially in subjects like math. In the most recent Program for International Student Assessment, commonly known as PISA, students in the United States ranked 26th out of 34 countries in mathematics.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fparenting.blogs.nytimes.com%2F2014%2F04%2F03%2Fresearch-on-children-and-math-underestimated-and-unchallenged%2F%3F_php%3Dtrue%26_type%3Dblogs%26_r%3D0\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://parenting.blogs.nytimes.com\" target=\"_blank\">Nytimes\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>In her provocative article \"\u003ca href=\"http://www.theatlantic.com/features/archive/2014/03/hey-parents-leave-those-kids-alone/358631/\" target=\"_blank\">Hey! Parents, Leave Those Kids Alone,\" \u003c/a>writer Hanna Rosin documents the arc of child-rearing from the 1970s to today, making the case that parents are far too overprotective of their kids, unintentionally robbing them of importance of things like risk taking. She asks: \"How did these fears come to have such a hold over us? And what have our children lost—and gained—as we’ve succumbed to them?\u003c/p>\n\u003cp>\"Children are born with the instinct to take risks in play, because historically, learning to negotiate risk has been crucial to survival; in another era, they would have had to learn to run from some danger, defend themselves from others, be independent. Even today, growing up is a process of managing fears and learning to arrive at sound decisions. By engaging in risky play, children are effectively subjecting themselves to a form of exposure therapy, in which they force themselves to do the thing they’re afraid of in order to overcome their fear. But if they never go through that process, the fear can turn into a phobia. Paradoxically, Sandseter writes, “our fear of children being harmed,” mostly in minor ways, “may result in more fearful children and increased levels of psychopathology.” She cites a study showing that children who injured themselves falling from heights when they were between 5 and 9 years old are less likely to be afraid of heights at age 18. “Risky play with great heights will provide a desensitizing or habituating experience,” she writes.\"\u003c/p>\n\u003cp>Click on the Atlantic link to read the full article.\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://cdn.theatlantic.com/assets/media/img/2014/03/0414_WEL_Rosin_BrokenGlasses_v1/lead_large.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.theatlantic.com/features/archive/2014/03/hey-parents-leave-those-kids-alone/358631/\" target=\"_blank\">The Atlantic\u003c/a>A preoccupation with safety has stripped childhood of independence, risk taking, and discovery-without making it safer. A new kind of playground points to a better solution. related story related story related story related story A trio of boys tramps alongthe length of a wooden fence, back and forth, shouting like carnival barkers.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.theatlantic.com%2Ffeatures%2Farchive%2F2014%2F03%2Fhey-parents-leave-those-kids-alone%2F358631%2F\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.theatlantic.com\" target=\"_blank\">Theatlantic\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>In an attempt to improve academic achievement, schools and districts are considering a variety of reforms including lengthening the school day, shortening vacation time and any and all interventions to improve test scores. But what is lost when a child's life becomes increasingly scheduled? Writing for \u003ca href=\"http://www.independent.co.uk/voices/comment/give-childhood-back-to-children-if-we-want-our-offspring-to-have-happy-productive-and-moral-lives-we-must-allow-more-time-for-play-not-less-are-you-listening-gove-9054433.html\" target=\"_blank\">The Independent\u003c/a>, Dr. Peter Gray makes the case for free play, arguing that in those moments of fun and freedom kids, are learning how to be creative, deal with fear, and form emotional bonds. They're also solving real world problems. Gray writes:\u003c/p>\n\u003cp>\"We can't teach creativity, but we can drive it out of people through schooling that centers not on children’s own questions but on questions dictated by an imposed curriculum that operates as if all questions have one right answer and everyone must learn the same things.\"\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://www.independent.co.uk/incoming/article9054575.ece/BINARY/original/33-Children-Playing-Gettyv1.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.independent.co.uk/voices/comment/give-childhood-back-to-children-if-we-want-our-offspring-to-have-happy-productive-and-moral-lives-we-must-allow-more-time-for-play-not-less-are-you-listening-gove-9054433.html\" target=\"_blank\">Give childhood back to children: if we want our offspring to have happy, productive and moral lives, we must allow more time for play, not less\u003c/a>I'm a research bio-psychologist with a PhD, so I've done lots of school. I'm a pretty good problem-solver, in my work and in the rest of my life, but that has little to do with the schooling I've had.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.independent.co.uk%2Fvoices%2Fcomment%2Fgive-childhood-back-to-children-if-we-want-our-offspring-to-have-happy-productive-and-moral-lives-we-must-allow-more-time-for-play-not-less-are-you-listening-gove-9054433.html\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.independent.co.uk\" target=\"_blank\">Independent\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In an attempt to improve academic achievement, schools and districts are considering a variety of reforms including lengthening the school day, shortening vacation time and any and all interventions to improve test scores. But what is lost when a child's life becomes increasingly scheduled? Writing for \u003ca href=\"http://www.independent.co.uk/voices/comment/give-childhood-back-to-children-if-we-want-our-offspring-to-have-happy-productive-and-moral-lives-we-must-allow-more-time-for-play-not-less-are-you-listening-gove-9054433.html\" target=\"_blank\">The Independent\u003c/a>, Dr. Peter Gray makes the case for free play, arguing that in those moments of fun and freedom kids, are learning how to be creative, deal with fear, and form emotional bonds. They're also solving real world problems. Gray writes:\u003c/p>\n\u003cp>\"We can't teach creativity, but we can drive it out of people through schooling that centers not on children’s own questions but on questions dictated by an imposed curriculum that operates as if all questions have one right answer and everyone must learn the same things.\"\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://www.independent.co.uk/incoming/article9054575.ece/BINARY/original/33-Children-Playing-Gettyv1.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.independent.co.uk/voices/comment/give-childhood-back-to-children-if-we-want-our-offspring-to-have-happy-productive-and-moral-lives-we-must-allow-more-time-for-play-not-less-are-you-listening-gove-9054433.html\" target=\"_blank\">Give childhood back to children: if we want our offspring to have happy, productive and moral lives, we must allow more time for play, not less\u003c/a>I'm a research bio-psychologist with a PhD, so I've done lots of school. I'm a pretty good problem-solver, in my work and in the rest of my life, but that has little to do with the schooling I've had.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.independent.co.uk%2Fvoices%2Fcomment%2Fgive-childhood-back-to-children-if-we-want-our-offspring-to-have-happy-productive-and-moral-lives-we-must-allow-more-time-for-play-not-less-are-you-listening-gove-9054433.html\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.independent.co.uk\" target=\"_blank\">Independent\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Educators often try to motivate students to work hard in school by emphasizing that college is the best path towards economic and social mobility. In \u003ca href=\"http://www.theatlantic.com/education/archive/2014/01/the-danger-of-telling-poor-kids-that-college-is-the-key-to-social-mobility/283120/\" target=\"_blank\">his Atlantic article,\u003c/a> Andrew Simmons questions whether that should be the motivating factor for students from less-privileged backgrounds. Getting a college education isn't just about earning money in the future, it's also about intellectual passion.\u003c/p>\n\u003cp>\"College should be 'sold' to all students as an opportunity to experience an intellectual awakening. All students should learn that privilege is connected to the pursuit of passions. People are privileged to follow their hearts in life, to spend their time crafting an identity instead of simply surviving. Access to higher education means that your values and interests can govern your choices.\"\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\n\u003cp>\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://cdn.theatlantic.com/static/newsroom/img/mt/2014/01/AP070917043021/lead_large.jpg?mzi0cu\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.theatlantic.com/education/archive/2014/01/the-danger-of-telling-poor-kids-that-college-is-the-key-to-social-mobility/283120/\" target=\"_blank\">The Danger of Telling Poor Kids That College Is the Key to Social Mobility\u003c/a>A 12th-grader wrote a college admissions essay about wanting to pursue a career in oceanography. Let's call her Isabella. A few months ago, we edited it in my classroom during lunch. The writing was good, but plenty of 17-year-olds fantasize about swimming with whales.\u003c/p>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.theatlantic.com%2Feducation%2Farchive%2F2014%2F01%2Fthe-danger-of-telling-poor-kids-that-college-is-the-key-to-social-mobility%2F283120%2F\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.theatlantic.com\" target=\"_blank\">Theatlantic\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Educators often try to motivate students to work hard in school by emphasizing that college is the best path towards economic and social mobility. In \u003ca href=\"http://www.theatlantic.com/education/archive/2014/01/the-danger-of-telling-poor-kids-that-college-is-the-key-to-social-mobility/283120/\" target=\"_blank\">his Atlantic article,\u003c/a> Andrew Simmons questions whether that should be the motivating factor for students from less-privileged backgrounds. Getting a college education isn't just about earning money in the future, it's also about intellectual passion.\u003c/p>\n\u003cp>\"College should be 'sold' to all students as an opportunity to experience an intellectual awakening. All students should learn that privilege is connected to the pursuit of passions. People are privileged to follow their hearts in life, to spend their time crafting an identity instead of simply surviving. Access to higher education means that your values and interests can govern your choices.\"\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\n\u003cp>\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://cdn.theatlantic.com/static/newsroom/img/mt/2014/01/AP070917043021/lead_large.jpg?mzi0cu\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.theatlantic.com/education/archive/2014/01/the-danger-of-telling-poor-kids-that-college-is-the-key-to-social-mobility/283120/\" target=\"_blank\">The Danger of Telling Poor Kids That College Is the Key to Social Mobility\u003c/a>A 12th-grader wrote a college admissions essay about wanting to pursue a career in oceanography. Let's call her Isabella. A few months ago, we edited it in my classroom during lunch. The writing was good, but plenty of 17-year-olds fantasize about swimming with whales.\u003c/p>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.theatlantic.com%2Feducation%2Farchive%2F2014%2F01%2Fthe-danger-of-telling-poor-kids-that-college-is-the-key-to-social-mobility%2F283120%2F\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.theatlantic.com\" target=\"_blank\">Theatlantic\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>From a recent New York Times article: \"Surveys conducted by the \u003ca href=\"http://www.sleepfoundation.org/sites/default/files/sleep_and_teens_report1.pdf\">National Sleep Foundation\u003c/a> reveal that teenagers are getting nowhere near nine hours of sleep a night. The average weeknight sleep duration for 13-year-olds hovers around 7 hours 42 minutes and decreases to 7 hours 4 minutes in 19-year-olds. And if you think your teenagers are getting enough sleep, think again. Ninety percent of parents \u003ca href=\"http://www.sleepfoundation.org/alert/how-improve-your-teens-sleep-habits\">say they believe\u003c/a> their children are getting sufficient sleep, and yet when asked,\u003ca href=\"http://www.sleepfoundation.org/alert/how-improve-your-teens-sleep-habits\"> 60 percent of teenagers\u003c/a> report extreme daytime sleepiness.\"\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://graphics8.nytimes.com/images/2014/01/15/style/motherlode-sleepy-action-figures/motherlode-sleepy-action-figures-videoSixteenByNine600.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://parenting.blogs.nytimes.com/2014/01/15/what-do-students-need-most-more-sleep/?_php=true&_type=blogs&_php=true&_type=blogs&_r=1&\" target=\"_blank\">What Do Students Need Most? More Sleep\u003c/a>Jessica Lahey When I travel around to schools to speak to students, I deliver one line in my talk that kills, each and every time. The students do not simply laugh, they whoop and holler, throw their heads back in open-mouthed guffaws and shake their heads in disbelief.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fparenting.blogs.nytimes.com%2F2014%2F01%2F15%2Fwhat-do-students-need-most-more-sleep%2F%3F_php%3Dtrue%26_type%3Dblogs%26_php%3Dtrue%26_type%3Dblogs%26_r%3D1%26\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://parenting.blogs.nytimes.com\" target=\"_blank\">Nytimes\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>From a recent New York Times article: \"Surveys conducted by the \u003ca href=\"http://www.sleepfoundation.org/sites/default/files/sleep_and_teens_report1.pdf\">National Sleep Foundation\u003c/a> reveal that teenagers are getting nowhere near nine hours of sleep a night. The average weeknight sleep duration for 13-year-olds hovers around 7 hours 42 minutes and decreases to 7 hours 4 minutes in 19-year-olds. And if you think your teenagers are getting enough sleep, think again. Ninety percent of parents \u003ca href=\"http://www.sleepfoundation.org/alert/how-improve-your-teens-sleep-habits\">say they believe\u003c/a> their children are getting sufficient sleep, and yet when asked,\u003ca href=\"http://www.sleepfoundation.org/alert/how-improve-your-teens-sleep-habits\"> 60 percent of teenagers\u003c/a> report extreme daytime sleepiness.\"\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://graphics8.nytimes.com/images/2014/01/15/style/motherlode-sleepy-action-figures/motherlode-sleepy-action-figures-videoSixteenByNine600.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://parenting.blogs.nytimes.com/2014/01/15/what-do-students-need-most-more-sleep/?_php=true&_type=blogs&_php=true&_type=blogs&_r=1&\" target=\"_blank\">What Do Students Need Most? More Sleep\u003c/a>Jessica Lahey When I travel around to schools to speak to students, I deliver one line in my talk that kills, each and every time. The students do not simply laugh, they whoop and holler, throw their heads back in open-mouthed guffaws and shake their heads in disbelief.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fparenting.blogs.nytimes.com%2F2014%2F01%2F15%2Fwhat-do-students-need-most-more-sleep%2F%3F_php%3Dtrue%26_type%3Dblogs%26_php%3Dtrue%26_type%3Dblogs%26_r%3D1%26\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://parenting.blogs.nytimes.com\" target=\"_blank\">Nytimes\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>The writer of this recent \u003cem>New York Times\u003c/em> article questions the many conclusions drawn from the famous Marshmallow Study.\u003c/p>\n\u003cp>\"I applaud the work of any social scientist searching for ways to improve the lives of underprivileged children. Still, their efforts give me pause, not because I doubt the sincerity of the social scientists or even because I think their science is flawed, but because I doubt the ability of the rest of us to fully absorb the complexity of their conclusions.\"\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://static01.nyt.com/images/2014/01/12/magazine/12riff/mag-12Riff-t_CA0-videoSixteenByNine600.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.nytimes.com/2014/01/12/magazine/we-didnt-eat-the-marshmallow-the-marshmallow-ate-us.html?partner=rss&emc=rss&_r=1\" target=\"_blank\">We Didn't Eat the Marshmallow. The Marshmallow Ate Us.\u003c/a>In a series of famous experiments in the 1960s and '70s conducted by the Stanford psychologist Walter Mischel, preschoolers were invited to sit alone in a room furnished only with a small desk. On the desk sat two marshmallows (or equivalently tempting treats) and a bell.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.nytimes.com%2F2014%2F01%2F12%2Fmagazine%2Fwe-didnt-eat-the-marshmallow-the-marshmallow-ate-us.html%3Fpartner%3Drss%26emc%3Drss%26_r%3D1\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.nytimes.com\" target=\"_blank\">Nytimes\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The writer of this recent \u003cem>New York Times\u003c/em> article questions the many conclusions drawn from the famous Marshmallow Study.\u003c/p>\n\u003cp>\"I applaud the work of any social scientist searching for ways to improve the lives of underprivileged children. Still, their efforts give me pause, not because I doubt the sincerity of the social scientists or even because I think their science is flawed, but because I doubt the ability of the rest of us to fully absorb the complexity of their conclusions.\"\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://static01.nyt.com/images/2014/01/12/magazine/12riff/mag-12Riff-t_CA0-videoSixteenByNine600.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.nytimes.com/2014/01/12/magazine/we-didnt-eat-the-marshmallow-the-marshmallow-ate-us.html?partner=rss&emc=rss&_r=1\" target=\"_blank\">We Didn't Eat the Marshmallow. The Marshmallow Ate Us.\u003c/a>In a series of famous experiments in the 1960s and '70s conducted by the Stanford psychologist Walter Mischel, preschoolers were invited to sit alone in a room furnished only with a small desk. On the desk sat two marshmallows (or equivalently tempting treats) and a bell.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.nytimes.com%2F2014%2F01%2F12%2Fmagazine%2Fwe-didnt-eat-the-marshmallow-the-marshmallow-ate-us.html%3Fpartner%3Drss%26emc%3Drss%26_r%3D1\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.nytimes.com\" target=\"_blank\">Nytimes\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Boredom is a pretty common complaint from students, especially when they are in high school. Amanda Ripley dissects the research on student boredom in her \u003ca href=\"http://www.newrepublic.com/article/115928/twitter-shows-epidemic-school-boredom\" target=\"_blank\">New Republic article\u003c/a> and offers some solutions for re-engaging students with class. She writes:\u003c/p>\n\u003cp>\"The good news is that kids seem to have more control over boredom than they might think. In the 2010 Nett study, most of 976 German teenagers surveyed fell into one of two main groups: the 'evaders' were the kids who tended to avoid feeling bored by distracting themselves or talking to someone else, the kind who might be quick to Tweet or text at the first sign of monotony. Then there were the 'reappraisers' — the kids who coped with boredom by basically talking themselves out of it. They tried to remind themselves of the value of what they were doing and reframe the situation in their heads.\"\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://www.newrepublic.com/sites/default/files/facebooktweet.png\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.newrepublic.com/article/115928/twitter-shows-epidemic-school-boredom\" target=\"_blank\">Thanks to Twitter, We Know Exactly How Bored Students Are\u003c/a>I was 34 when I went back to high school. I returned as a reporter, visiting schools all over the country, and eventually the world, as I wrote about education. On my new beat, almost everything felt familiar: The cafeteria still smelled odd, not bad, not good.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.newrepublic.com%2Farticle%2F115928%2Ftwitter-shows-epidemic-school-boredom\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.newrepublic.com\" target=\"_blank\">Newrepublic\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Boredom is a pretty common complaint from students, especially when they are in high school. Amanda Ripley dissects the research on student boredom in her \u003ca href=\"http://www.newrepublic.com/article/115928/twitter-shows-epidemic-school-boredom\" target=\"_blank\">New Republic article\u003c/a> and offers some solutions for re-engaging students with class. She writes:\u003c/p>\n\u003cp>\"The good news is that kids seem to have more control over boredom than they might think. In the 2010 Nett study, most of 976 German teenagers surveyed fell into one of two main groups: the 'evaders' were the kids who tended to avoid feeling bored by distracting themselves or talking to someone else, the kind who might be quick to Tweet or text at the first sign of monotony. Then there were the 'reappraisers' — the kids who coped with boredom by basically talking themselves out of it. They tried to remind themselves of the value of what they were doing and reframe the situation in their heads.\"\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://www.newrepublic.com/sites/default/files/facebooktweet.png\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.newrepublic.com/article/115928/twitter-shows-epidemic-school-boredom\" target=\"_blank\">Thanks to Twitter, We Know Exactly How Bored Students Are\u003c/a>I was 34 when I went back to high school. I returned as a reporter, visiting schools all over the country, and eventually the world, as I wrote about education. On my new beat, almost everything felt familiar: The cafeteria still smelled odd, not bad, not good.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.newrepublic.com%2Farticle%2F115928%2Ftwitter-shows-epidemic-school-boredom\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.newrepublic.com\" target=\"_blank\">Newrepublic\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Cheating is a pernicious problem that most teachers deal with at some point. In her research, Stanford senior lecturer Denise Pope found that out of thousands of juniors and seniors surveyed only five percent did not cheat. It's hard for teachers to catch cheating, but when they do trust is broken, students are penalized and no one ends up happy. In her \u003ca href=\"http://www.theatlantic.com/education/archive/2013/12/a-classroom-where-no-one-cheats/282254/\">Atlantic article\u003c/a>, Jessica Lahey explains how she has begun to shoulder some of the blame when her students cheat and describes how creating a culture of learning based on mastery instead of test scores helps solve the problem.\u003c/p>\n\u003cp>\"My teaching methods and classroom habits are often as much to blame as their response to them,\" writes Lahey. \"If my teaching practices create an atmosphere in which students resort to cheating rather than rely on their own hard work and discovery, I'm doing something wrong.\"\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://cdn.theatlantic.com/static/newsroom/img/mt/2013/12/shutterstock_92769076/lead_large.jpg?mxwjz9\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.theatlantic.com/education/archive/2013/12/a-classroom-where-no-one-cheats/282254/\" target=\"_blank\">A Classroom Where No One Cheats\u003c/a>When I catalog my personal top ten list of teaching failures, the first spot always goes to the same offense: cheating. The times I've caught the eye of a student whose glance has wandered on to a classmate's test. When I've compared two identical, oddly misspelled answers two different quizzes.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.theatlantic.com%2Feducation%2Farchive%2F2013%2F12%2Fa-classroom-where-no-one-cheats%2F282254%2F\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.theatlantic.com\" target=\"_blank\">Theatlantic\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Cheating is a pernicious problem that most teachers deal with at some point. In her research, Stanford senior lecturer Denise Pope found that out of thousands of juniors and seniors surveyed only five percent did not cheat. It's hard for teachers to catch cheating, but when they do trust is broken, students are penalized and no one ends up happy. In her \u003ca href=\"http://www.theatlantic.com/education/archive/2013/12/a-classroom-where-no-one-cheats/282254/\">Atlantic article\u003c/a>, Jessica Lahey explains how she has begun to shoulder some of the blame when her students cheat and describes how creating a culture of learning based on mastery instead of test scores helps solve the problem.\u003c/p>\n\u003cp>\"My teaching methods and classroom habits are often as much to blame as their response to them,\" writes Lahey. \"If my teaching practices create an atmosphere in which students resort to cheating rather than rely on their own hard work and discovery, I'm doing something wrong.\"\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://cdn.theatlantic.com/static/newsroom/img/mt/2013/12/shutterstock_92769076/lead_large.jpg?mxwjz9\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.theatlantic.com/education/archive/2013/12/a-classroom-where-no-one-cheats/282254/\" target=\"_blank\">A Classroom Where No One Cheats\u003c/a>When I catalog my personal top ten list of teaching failures, the first spot always goes to the same offense: cheating. The times I've caught the eye of a student whose glance has wandered on to a classmate's test. When I've compared two identical, oddly misspelled answers two different quizzes.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.theatlantic.com%2Feducation%2Farchive%2F2013%2F12%2Fa-classroom-where-no-one-cheats%2F282254%2F\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.theatlantic.com\" target=\"_blank\">Theatlantic\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"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.",
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"soldout": {
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"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
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