The Educator's Notebook

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

Educator’s Notebook #253 (September 16, 2018)

    • New York Times
    • 09/12/18

    “Food and Drug Administration on Wednesday gave Juul Labs and four other makers of popular vaping devices 60 days to prove they can keep them away from minors. If they fail, the agency said, it may take the flavored products off the market… According to the agency, more than two million middle and high school students were regular users of e-cigarettes last year… E-cigarette users inhale far fewer toxic chemicals than do smokers of traditional cigarettes. But they can take in higher levels of nicotine than in cigarettes. It is nicotine which is addictive and poses a serious health threat to teenagers.”

    • YouTube/NPR
    • 09/11/18

    “The expectations that the experimenters had in their head actually translated into a whole set of tiny behavior changes… You may be standing farther away from someone you have lower expectations for. You may not be making as much eye contact, and it's not something you can put your finger on.”

    • Cult of Pedagogy
    • 09/09/18

    So I’ve combed through about three decades’ worth of research, and I’m going to tell you what it says about best practices in note-taking. Although this is not an exhaustive summary, it hits on some of the most frequently debated questions on the subject.”


    • The Conversation
    • 09/05/18

    My findings revealed that white admissions counselors were, on average, 26 percent less likely to respond to the emails of black students whose interests and involvements focused on anti-racism and racial justice… I focus my solutions on what institutions can do, not how black students should comport themselves to fit into a white environment.”














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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