Lessons in nature boost classroom engagement afterward, researchers report

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.

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China’s scholastic success could begin with storybooks, research suggests

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.

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Intervention offered in kindergarten readiness program boosts children’s self-regulation skills

Adding a daily 20 to 30 minute self-regulation intervention to a kindergarten readiness program significantly boosted children’s self-regulation and early academic skills, an Oregon State University researcher has found.

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Tablet computers during math lessons may help increase the quality of teaching

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.

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Brain activity is inherited, may inform treatment for ADHD, autism

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.

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How Dance Can Help Students in STEM Disciplines

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.

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Study Finds Attending a Middle vs. a K-8 School Matters for Student Outcomes

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.

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