River Cleanup
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This document discusses the benefits of outdoor learning compared to traditional classroom learning. Some benefits found in studies include improved behavior, motivation to learn, and academic performance in core subjects. Outdoor learning has also been shown to help reduce ADHD symptoms and increase standardized test scores. Additionally, graphs from one study show that more boys wanted to spend class time outdoors after an outdoor summer school program, and some girls changed their views positively about outdoor learning. The document cites two sources on the topic.
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To Study or to Sleep The Academic Costs of Extra Studying at
To Study or to Sleep? The Academic Costs of Extra Studying at the
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Cari Gillen-O’Neel
University of California, Los Angeles
Virginia W. Huynh
California State University, Northridge
Andrew J. Fuligni
University of California, Los Angeles
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with academic problems on the following day. Participants (N = 535, 9th grade Mage = 14.88) completed daily
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dent generally studies each day, if that student sacrifices sleep time to study more than usual, he or she will
have more trouble understanding material taught in class and be more likely to struggle on an assignment or
test the following day. Because students are increasingly likely to sacrifice sleep time for studying in the latter
years of high school, this negative dynamic becomes increasingly prevalent over time.
Students generally learn best when they keep a con-
sistent study schedule and distribute their study
time evenly across a number of days (e.g., Bahrick
& Phelps, 1987; Dempster & Farris, 1990). Although
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that high school students face may make such a
consistent schedule infeasible. Socializing with
peers and working for pay, for example, both
increase across the course of high school (Shanahan
& Flaherty, 2001; Wight, Price, Bianchi, & Hunt,
2009). As they advance through high school, adoles-
cents’ academic obligations also intensify and often
require more time and effort (Eccles et al., 1993). As
a result, many high school students end up with
irregular study schedules, often facing nights in
which they need to spend substantially more time
than usual studying or completing school work.
Although these nights of extra studying may
seem necessary, they can come at a cost. When allo-
cating their limited number of hours across a num-
ber of activities, adolescents often make trade-offs,
sacrificing certain activities to make time for others.
Among adolescents, sleep is one activity that is
commonly sacrificed for additional study time
(Adam, Snell, & Pendry, 2007). Indeed, study time
is one of the most significant determinants of high
school students’ sleep time, more so than time spent
with friends or family or time spent using media
(e.g., computers or television; Fuligni & Hardway,
2006). Even adolescents themselves report that too
much homework is a common barrier that prevents
them from getting enough sleep (Noland, Price,
Dake, & Telljohann, 2009). Studying is obviously a
contributor to academic achievement, yet adequate
sleep is also important for academics (Curcio, Ferr-
ara, & De Gennaro, 2006). Thus, it is possible that
nights of extra studying are not as effective as stu-
dents think. In fact, these nights of extra studying
may even be counterproductive because they are
likely to also be ...
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NSF-backed study is the first to examine use by middle-school teachers and students of science curriculum aligned with the new Framework for K-12 Science Education and Next Generation Science Standards. The study used an NGSS-aligned curriculum called Project-Based Inquiry Science™ published by IT’S ABOUT TIME®.
The most profound finding to come out of the study indicates that students taught using project-based inquiry curriculum aligned with Next Generation Science Standards (NGSS) substantially outperformed students taught using a traditional science curriculum. The results of the research have broad-reaching implications for the entire education spectrum — from classroom and student engagement, to teacher Professional Development, to education policies at the state and national level.
The independent, randomized controlled study conducted by SRI International*, compared the impact of the research-based, NGSS-aligned curriculum called Project-based Inquiry Science™ (“PBIS”), published by IT’S ABOUT TIME® (“IAT”), to traditional science curriculum materials for middle-school students in a large and diverse urban school district. The study focused on two areas of science: earth science (processes that shape the Earth’s surface) and physical science (energy).
3 Big Takeaways
1. Success: Students taught using the Project-based Inquiry Science curriculum materials outperformed students who were taught using standard science curriculum materials.
2. The Great Equalizer: Project-based Inquiry Science curriculum can help close the learning gaps among students of underrepresented demographics in STEM fields and level the field between girls and boys.
3. Teacher/Student Engagement Increases: The study shows that PBIS teachers in the study (who were all new to the curriculum) were more likely to engage their students.
Classroom Social Environment and School Performance in The Selected Secondary...
ABSTRACT: This research investigated teachers' perceptions of the social environment in the classroom and
student performance in a sample of secondary schools in the Philippines' Municipality of Iba and Botolan,
Zambales, including Amungan National High School, San Agustin Integrated School, Jesus F. Magsaysay High
School, President Ramon Magsaysay State University-laboratory High School, Botolan National High School,
and Bancal Integrated School. One hundred fifty-five respondents were chosen at random, and the researcher
used the descriptive research design and questionnaire as the primary instruments to collect data. The school
received a "Very High" rating for promotion, retention, and cohort or survival rates but a "Very Low" rating for
failure and drop-out rates.There was a significant difference in the perception of the classroom social
environment as to classroom mastery goals, classroom performance goals, classroom social interaction,
classroom mutual respect, and classroom academic self-efficacy. There was a significant difference in the level
of school performance on student progress and development as to failure rate, drop-out rate, promotion rate,
retention rate, and cohort survival rate. There is a negligible relationship between the classroom social
environment and the school student progress and development level.Regarding classroom mastery goals,
classroom performance goals, classroom social interaction, classroom mutual respect, and classroom academic
self-efficacy, there was a significant difference in perception. Concerning the failure rate, drop-out rate,
promotion rate, retention rate, and cohort survival rate, there was a considerable variation in the level of school
performance. The social climate in the classroom has very little bearing on how well students are progressing
academically.
KEYWORDS: Social Environment, Failure Rate, Drop-Out Rate, Survival Rate, Classroom Mastery Goals,
Classroom Performance Goals, Classroom Social Interaction, Classroom Academic Self-Efficacy
School Effects on Psychological Outcomes During Adolescence.docx
School Effects on Psychological Outcomes During Adolescence
Eric M. Anderman
University of Kentucky
Data from the National Longitudinal Study of Adolescent Health were used to examine school-level
differences in the relations between school belonging and various outcomes. In Study 1, predictors of
belonging were examined. Results indicated that belonging was lower in urban schools than in suburban
schools, and lower in schools that used busing practices than those that did not. In Study 2, the relations
between belonging and psychological outcomes were examined. The relations varied depending on the
unit of analysis (individual vs. aggregated measures of belonging). Whereas individual students’
perceptions of belonging were inversely related to depression, social rejection, and school problems,
aggregated belonging was related to greater reports of social rejection and school problems and to higher
grade point average.
Research on school-level differences during adolescence often
has focused on nonpsychological outcomes, such as academic
achievement and behavioral issues, instead of on psychological
outcomes (Roeser, 1998). Indeed, research on school-level differ-
ences in nonacademic variables is quite rare. The purpose of the
present research was to examine school-level differences in a
variety of psychological outcomes, using a large nationally repre-
sentative sample of adolescents.
School Effects on Student Outcomes
Although there is an abundant literature on effective schools,
most of the research in this literature has focused on academic
variables, such as achievement, dropping out, and grade point
average (GPA; e.g., Edmonds, 1979; Miller, 1985; Murphy, Weil,
Hallinger, & Mitman, 1985). This literature generally indicates
that schools that are academically effective have certain recogniz-
able characteristics.
Some of these studies have examined differences between pub-
lic schools and other types of schools. For example, some research
indicates that students who attend public schools achieve more
academically than do students who attend other types of schools
(e.g., Coleman & Hoffer, 1987). Other research suggests that there
may be a benefit in terms of academic achievement for students
who attend Catholic schools compared with non-Catholic schools
(Bryk, Lee, & Holland, 1993). Lee and her colleagues (Lee,
Chow-Hoy, Burkam, Geverdt, & Smerdon, 1998) found that stu-
dents who attended private schools took more advanced math
courses than did students who attended public schools. However,
they also found specific benefits for Catholic schools: Specifically,
in Catholic schools, there was greater school influence on the
courses that students took, and the social distribution of course
enrollment was found to be particularly equitable.
In recent years, psychologists have started to become interested
in the effects of schooling on mental health outcomes (e.g., Boe-
kaerts, 1993; Cowen, 1991; Roeser, Eccles, & Strobel, 1998;
Rutter,.
Collect (Hinkley RD)
This study examined differences in collectivist and individualist learning styles between middle school students in China and the United States. 200 students aged 12-13 from China and the US participated. Students took a math test either individually or collectively. The Chinese students outperformed American students on both tests, suggesting that China's more collectivist upbringing has positive effects on academics. Limitations included the populations studied not being fully representative and sample size being small. Future studies could address these issues and compare learning styles across different Asian cultures. The findings indicate culture influences learning and collective learning may benefit students in the US.
Exploring classroom teachers' awareness of pupils with learning disabilities ...
This document summarizes a study that explored classroom teachers' awareness of students with learning disabilities in public primary schools in Tanzania. The study found that 15% of students have learning disabilities, higher than estimated rates. However, few teachers were aware of students with disabilities or how to provide appropriate instruction. Teachers identified students with difficulties based on poor academic performance but lacked understanding of learning disabilities. While teachers had some knowledge of inclusive education, their awareness of students' specific learning needs was limited. The study aimed to strengthen teacher skills to improve education for students with disabilities.
Green spaces may improve children's memory, studies show
Recent studies are providing evidence that exposure to green spaceshelps improve children’s memory. A recent study in the British Journal of Educational Psychology observed 4,758 11-year-olds in the U.K. Researchers found that children living in neighborhoods with plenty of green spaces have better spatial working memory.
Lucia Martin & Ervin Patrick - Tracking & Ability Multimedia Presentation
The document discusses the practice of tracking and ability grouping in schools. It defines tracking as assigning students to different classes based on test scores, while ability grouping involves temporarily placing students in classes based on skill level. Research has found mixed results on the benefits, with high-achieving students showing higher achievement but lower-tracked students falling further behind over time. Critics argue tracking leads to inequitable resources and outcomes between groups and reinforces social stratification.
NC & JS Working Draft 2
This document summarizes a study of how some Vermont public school teachers successfully integrate environmental education into their curriculum. The researchers interviewed 9 teachers and observed their outdoor classrooms. They identified 4 emerging themes: 1) building holistic curriculum that connects various subjects to nature, 2) embracing place-based education that explores the local environment, 3) allowing student choice in outdoor activities, and 4) regularly taking classes on adventures outside. The goal was to provide models for engaging students and reconnecting them to nature.
Nature Deficit Disorder
This document discusses Nature Deficit Disorder (N.D.D.), which refers to the lack of connection young people have with the natural world due to increased time spent indoors using technology. N.D.D. can cause issues like obesity, depression, and lack of creativity. Spending time in nature provides benefits such as improved mental and physical health, learning, and imagination. The document suggests ways to address N.D.D., like nature-based education programs and using local green spaces, in order to provide opportunities for outdoor experiences and reap the advantages of interacting with the natural world.
Why garden
School gardens provide numerous benefits to students such as increased self-esteem, sense of responsibility, relationships with family, and parental involvement. Gardening also promotes higher quality learning as students learn better through active involvement. It enhances learning for all students, including those with learning disabilities. Gardening fosters parental involvement and can help meet New York state learning standards in areas like mathematics, science, health, and social studies by increasing knowledge in these areas.
EBD and First Graders' Achievements
The document discusses a study on the relationship between emotional and behavioral disorders (EBD) and academic achievements of Grade 1 pupils in the Philippines. The study found that the majority (67%) of pupils had moderate EBD, while 19% had severe EBD levels, most notably for oppositional defiant disorder (20%), conduct disorder (9%), and attention deficit hyperactivity disorder (29%). While pupils' overall academic and extracurricular achievements were rated as very good, regression analysis showed that higher attention deficit hyperactivity disorder levels correlated with lower academic and extracurricular performance. The study provides insight into the prevalence and impact of EBD among young pupils in the Philippines.
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SRI Research Study on Project-Based Inquiry Science Curriculum (June 2014)
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School Effects on Psychological Outcomes During Adolescence.docx
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Exploring classroom teachers' awareness of pupils with learning disabilities ...
Exploring classroom teachers' awareness of pupils with learning disabilities ...
Green spaces may improve children's memory, studies show
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River Cleanup
- 3. improved classroom behavior, increased student motivation and enthusiasm to learn, better performance in math, science, reading and social studies, reduced Attention Deficit Hyperactivity Disorder (ADHD), higher scores on standardized tests (including college entrance exams), help under-resourced, low- income students perform measurably better in school.
- 4. By looking at graph 5, overall after taking summer school and learning in the outdoors, a higher percentage of the boys wanted to have their class time spent in the outdoors. The graph shows that a number of girls seemed to change their minds about learning in the outdoors from the first to last day.
- 7. Coyle, K. (n.d.). Back to School: Back Outside - National Wildlife Federation. Home - National Wildlife Federation. Retrieved October 23, 2012, from http://www.nwf.org/News-and-Magazines/Media- Center/News-by-Topic/Get-Outside/2010/09-01-10-Back- to-School.aspx Jeffery, P. (2006). Master of Arts in Education: Natural Science and Environmental Education. OUTDOOR LEARNING AS AN ALTERNATIVE TO THE CLASSROOM FOR STRUGGLING STUDENTS: DOES IT INCREASE MOTIVATION AND ENTHUSIASM?, 1(1), 1-99.