Students with executive-function deficits in kindergarten may experience academic difficulties during elementary school, according to a study by researchers at Pennsylvania State University and the University of California at Irvine. Researchers considered data for over 11,000 students.
About 93% of teachers who participated in a study published in the Journal of Positive Behavior Interventions reported high levels of stress. Data link those reporting the highest levels of stress and coping difficulties to poorer student outcomes.
Student-led discussions can present some challenges, such as unequal engagement, asserts Mark Wise, supervisor for curriculum and instruction. In this blog post, he shares common problems and potential solutions to help improve such discussions.
English-language learners benefit from public prekindergarten programs, especially if given access to bilingual instruction, some research shows. However, such access may be limited, according to a report from the National Institute for Early Education Research.
Methods for teaching science, technology, engineering, art and math can change significantly from elementary to middle school, writes Kamalisha Green, an after-school programs director. In this blog post, Green offers tips to help preserve excitement about STEAM in middle school.
Teresa Donnellan is an editorial assistant at SmartBrief.
This “most read” feature reflects the most read items in ASCD SmartBrief from the previous week. Sign up for ASCD SmartBrief to get news like this in your inbox, or check out all of SmartBrief’s education newsletters, covering career and technical education, educational leadership, math education and more.