The Educator's Notebook

A weekly collection of education-related news from around the web.

Educator’s Notebook #125 (April 3, 2016)

    • Chronicle of Higher Education
    • 04/01/16

    How ironic it was then to discover that at one of the greatest institutions of learning in the world, coaches built a tacit but impenetrable wall between athletics and the life of the mind… coaches made no attempt to get to know me as a person beyond basketball, except when I decided to leave the team. There were no conversations regarding my academic life, no conversations about my personal background and no discussions about the cultural and social responsibilities that come with being a student-athlete.”

    • New York Times
    • 03/30/16

    With no one admitted to the class of 2020, Stanford is assured that no other school can match its desirability in the near future. “We had exceptional applicants, yes, but not a single student we couldn’t live without,” said a Stanford administrator who requested anonymity. “In the stack of applications that I reviewed, I didn’t see any gold medalists from the last Olympics — Summer or Winter Games — and while there was a 17-year-old who’d performed surgery, it wasn’t open-heart or a transplant or anything like that. She’ll thrive at Yale.”

    • Quartz
    • 03/21/16

    Researchers have a raft of explanations for why kids are so stressed out, from a breakdown in family and community relationships, to the rise of technology and increased academic stakes and competition. Inequality is rising and poverty is debilitating. Twenge has observed a notable shift away from internal, or intrinsic goals, which one can control, toward extrinsic ones, which are set by the world, and which are increasingly unforgiving. Gray has another theory: kids aren’t learning critical life-coping skills because they never get to play anymore.”
















Every week I send out articles I encounter from around the web. Subject matter ranges from hard knowledge about teaching to research about creativity and cognitive science to stories from other industries that, by analogy, inform what we do as educators. This breadth helps us see our work in new ways.

Readers include teachers, school leaders, university overseers, conference organizers, think tank workers, startup founders, nonprofit leaders, and people who are simply interested in what’s happening in education. They say it helps them keep tabs on what matters most in the conversation surrounding schools, teaching, learning, and more.

Peter Nilsson


* indicates required