Study confirms gender differences in how teachers perceive playfulness — and provides insights into the potentially damaging effects of discouraging playful behavior in the classroom. Continue reading “Class clowns: Playful boys viewed more negatively than playful girls, study finds”
While the national high school dropout rate has declined, many school systems still struggle with a high number of students who do not finish high school. Continue reading “Two behaviors linked to high school dropout rates”
Third-graders who spend a class session in a natural outdoor setting are more engaged and less distracted in their regular classroom afterward than when they remain indoors, scientists found in a new study.
Younger primary school children are more likely to be diagnosed with attention deficit hyperactivity disorder (ADHD) than their older peers within the same school year, new research has shown.
Students who attend a middle school compared to a K-8 school are likely to have a lower perception of their reading skills, finds a new NYU Steinhardt study.
An international team of researchers reports that when children are praised for being smart not only are they quicker to give up in the face of obstacles they are also more likely to be dishonest and cheat. Kids as young as age 3 appear to behave differently when told “You are so smart” vs “You did very well this time.”
Researchers studied children with and without attention deficit hyperactivity disorder (ADHD), and found that inattentiveness was linked to worse academic performance up to 10 years later, regardless of ADHD, even when they accounted for the children’s intellectual ability.
Children whose parents provide them with learning materials like books and toys and engage them in learning activities and meaningful conversations in infancy and toddlerhood are likely to develop early cognitive skills that can cascade into later academic success, finds a new study by NYU’s Steinhardt School of Culture, Education, and Human Development.
A recent study found that personality is more important than intelligence when it comes to children’s success in the classroom.
Guided play, or discovery learning, is an inquiry-based teaching method where teachers are coaches who create interest-driven experiences. In this study, guided play improved preschoolers ability to learn geometric shapes — an essential component to school readiness– over other types of instruction.