The Educator's Notebook

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

Educator’s Notebook #134 (June 5, 2016)

    • St Paul’s School
    • 06/01/16

    The conference will start by considering and reviewing the ideas of cognitive development, the neuroscience of education, backwards planning, and recursive learning. The focus will then shift to learner-centered teaching and measuring the effectiveness of learner-centered teaching practices. Two major emphases of the conference are creating material that teachers can use when they leave, and developing the habits of collaboration between teachers.”

    • Stanford
    • 05/31/16

    The results add to the evidence that well designed psychological interventions could help close persistent achievement gaps occurring in higher education institutions nationwide. Students who are from lower income backgrounds, under-represented minority groups or families with no previous college graduates typically do worse than other students at the same schools… The findings from the study… showed that the interventions narrowed the difference not only in academic achievement in college but also in terms of students’ involvement in campus life and building relationships with classmates, faculty and administrators.”

    • New York Post
    • 05/29/16

    Two weeks earlier, I was almost finished with my sophomore year at the Columbia University School of Engineering and Applied Science when I decided to start my new life. I skipped my final exams, changed bank accounts, got a second phone number and deleted my Facebook page. I needed to break from my old life of high pressure and unreasonable expectations.”

    • New York Times
    • 05/26/16

    “There’s a strain of thought that says an employee represents a company, and thus dress is not about personal expression, but company expression,” Professor Scafidi said. “But there’s a counterargument that believes because we identify so much with our careers, we should be able to be ourselves at work.” And that has led to all sorts of complications. One person’s “appropriate” can easily be another’s “disgraceful,” and words like “professional,” when used to describe dress requirements, can seem so vague as to be almost meaningless.”













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


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