There is broad acknowledgment that schools are playing catch-up as we head into the 21st century. Technology and resulting innovation are rapidly changing our culture, making it imperative that schools change as well. We don't know what many of the jobs of the future will look like, but we do know which skills and dispositions will be critical in order for people to navigate this new world. As our learning institutions adapt, the emphasis placed on teaching content will be supplanted by a focus on teaching process.
Programs that teach students how to recognize their emotions, solve problems, and form healthy relationships may continue to show positive benefits for students months, or even years, after they complete them, a new meta-analysis finds. Students who completed social-emotional learning interventions fared better than their peers who didn't participate on a variety of indicators—including academic performance, social skills, and avoiding negative behaviors like drug use, finds the analysis, which examined follow-up data from dozens of published studies on specific interventions.
It's 9:30 a.m. the first week of September; the doors of our school opened for the eighth year just an hour ago. Walking the hallways, you hear the murmur of students talking and laughing in small groups. Climbing to the third floor, I find Mr. Fitzgibbon with his 12th grade Crew in the hallway doing an activity called "minefield," which requires collaboration, risk taking, and leadership. His Crew is recommitting to our motto "Crew, not passengers."
Preschool teachers don't feel comfortable teaching science—and it shows in their classroom practice, according to a new study. But science education for young children doesn't need to be a slog or a bore, said Hope K. Gerde, an associate professor at Michigan State University who was the lead author on the study. It just means capitalizing on children's natural curiosity about the world around them.
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Data and Resources
PovertyUSA is the domestic anti-poverty program of the U.S. Catholic Bishops. An initiative of the Catholic Campaign for Human Development (CCHD), PovertyUSA seeks to educate and promote understanding about poverty and its root causes.
National Network of Partnership Schools (NNPS) Established at Johns Hopkins University in 1996, NNPS invites schools, districts, states, and organizations to join together and use research-based approaches to organize and sustain excellent programs of family and community involvement that will increase student success in school.
Census Small Area Income and Poverty Estimates (SAIPE) The U.S. Census Bureau's Small Area Income and Poverty Estimates program produces single-year estimates of income and poverty for all U.S. states and counties as well as estimates of school-age children in poverty for all 13,000+ school districts.