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.
The lessons from childhood storybooks are decidedly different in China and the United States, and align with the lessons the respective countries impart in the classroom, UC Riverside research finds.
The nation’s 31 million children growing up in homes with low socioeconomic status have, on average, significantly smaller vocabularies compared with their peers. Continue reading “Study Reads Between the Lines in Children’s Vocabulary Differences”
KFU’s invited professor Andreja Istenic Starcic is a widely known expert focusing on questions of teaching, development, implementation of teaching technologies, and innovative concepts for various groups of people with learning difficulties.
Every person has a distinct pattern of functional brain connectivity known as a connectotype, or brain fingerprint. A new study conducted at OHSU in Portland, Oregon, concludes that while individually unique, each connectotype demonstrates both familial and heritable relationships.
A proof-of-concept study at North Carolina State University finds that participation in dance programs helps students – including those in science, technology, engineering and mathematics (STEM) disciplines – develop skills such as creativity and persistence that benefited them in the classroom and beyond.
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.
Farsighted preschoolers and kindergartners have a harder time paying attention and that could put them at risk of slipping behind in school, a new study suggests.
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.