The Educator's Notebook

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

Educator’s Notebook #411 (March 19, 2023)

    • HealthDay
    • 03/15/23

    “The researchers found that high school athletic trainers reported 15,531 injuries over 6,778,209 athletic exposures (AEs; practice or competition), yielding an estimated 5.2 million injuries nationally. Football (3.96 per AE), girls' soccer (2.65), and boys' wrestling (2.36) had the highest injury rates, with injury rates overall higher in boys' sports (2.52) versus girls' sports (1.56). Furthermore, the injury rate was higher in competition versus practice (rate ratio, 3.39). The head and face (24.2 percent), ankle (17.6 percent), and knee (14.1 percent) were the most commonly injured body sites, while sprains/strains (36.8 percent) and concussions (21.6 percent) were the most common diagnoses.”

    • Harvard
    • 11/01/22

    “I was expecting children in the question training to ask a lot more questions in the follow-up task and was hoping they might show some improvement of knowledge and some improvement of generalized curiosity/interest in science content as measured by the “willingness-to-pay” task. We did not see strong evidence that the question asking training taught children to simply ask more questions: Children in the question-asking condition did not ask more questions about a novel animal than children in the listening condition. However, we found a whopping effect on “willingness-to-pay.” Children in the question-asking training were willing to pay many more stickers for new science content than children in the careful listening condition. We also found that children in the question-asking condition gained marginally more science knowledge than the careful listeners. Furthermore, practice with question-asking was more beneficial for children with lower baseline knowledge, suggesting that question-asking shows promise for enhancing children’s motivation to learn and equalizing academic disparities.”





    • Austin Kleon
    • 03/14/23

    “Not only will you have to persevere for many years, if your wildest dreams come true and your project is a huge hit, you have to be ready to talk for years — if not decades! — about it. So at the very least, it better be something you were passionate about at the time of its making.”



    • Larry Cuban
    • 03/17/23

    “The century of revolution in the United States after the Civil War was economic, not political, freeing households from an unremitting daily grind of painful manual labor, household drudgery, darkness, isolation, and early death. Only one hundred years later, daily life had changed beyond recognition… … economic growth since 1970 has been simultaneously dazzling and disappointing. This paradox is resolved when we recognize that advances since 1970 have tended to be channeled into a narrow sphere of human activity having to do with entertainment, communications, and the collection and processing of information.”

    • The Conversation
    • 03/09/23


    • Behavioral Scientist
    • 03/13/23

    “While concrete language is great for increasing understanding, or for making complex topics easier to comprehend, when it comes to things like such as describing a company’s growth potential, abstract language is better, because while concrete language focuses on the tangible here and now, abstract language gets into the bigger picture.”




    • Exeter
    • 03/18/23
    • Ethan Mollick
    • 03/17/23

    “One thing that is not changing is the best way for people to learn. We have made large advances in recent years in understanding pedagogy – the science of learning. We know some of the most effective techniques for making sure material sticks and that it can be retrieved and used when needed most. Unfortunately, many of these advanced pedagogical techniques are time-consuming to prepare, and many instructors are often overworked and do not have the resources and time to add them to their teaching repertoire. But AI can help.”

    • Inside Higher Ed
    • 03/14/23

    “Students in the passive group reported enjoying the lecture more and felt that the instructor was more effective at teaching. Yet in the test of learning, those in the active group did better.”






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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