Dr. Riegel’s Reading List
September 2016
Teacher Resources
· The first days of school represent an opportune time to help students lock in a positive mindset and get kids in the right headspace for school. This article offers several tips for teachers and administrators to help kick school off on a positive mental note. August 16, 2016. https://blog.k12insight.com/2016/08/16/why-a-positive-mindset-is-vital-to-student-success/
· Researchers talked to two classrooms of students from Massachusetts and Texas to gain insights into why students cheat and how schools might better foster ethical collaboration. These students shared their perspective on what constitutes cheating, why people cheat, how people cheat, and when cheating might be ethically acceptable. July 19, 2016. http://www.gse.harvard.edu/uk/blog/youth-perspective
· Redesigning classroom space to students’ needs, rather than convenience or habit, can be daunting. This article offers six design tips for a student-centered classroom. August 15, 2016. http://inservice.ascd.org/six-design-tips-for-a-student-centered-classroom/
· Homework has long been viewed as a frustrating but necessary part of the school experience. Now, that thinking may be changing even as the debate continues as to whether homework improves student performance. August 30, 2016. https://blog.k12insight.com/2016/08/30/is-this-the-end-of-homework-as-we-know-it/
· Grade deflation, whenever teachers use a forced grading curve, suffers from two serious flaws. ONE: it arbitrarily limits the number of students who can excel, and TWO: it is a disincentive to study. More importantly, grade curves create an atmosphere that’s toxic by pitting students against one another. This author set out to change that attitude among his students by experimenting with grading schemes that would encourage community and collaboration while still maintaining standards and assessing students individually. September 10, 2016. http://mobile.nytimes.com/2016/09/11/opinion/sunday/why-we-should-stop-grading-students-on-a-curve.html?referer=http://lnkd.in
· Why is there a common belief in society that some people are naturally good at math and others are not? It seems that people in the U.S. believe this about mathematics, but not other subjects. It is difficult to know where this started, but this author believes it is linked to the faulty ways in which math is taught. This article offers suggestions for how teachers can make math more interesting to students and encourage them to believe they can succeed, and how parents can help their children to be successful in math. January 24, 2016. https://edsource.org/2016/stanford-professor-urges-teachers-to-rethink-math-instruction/93376
School Leader Resources
· In a recent paper, researchers review some of the peculiarities of modern assessment systems and discuss the implications of these design features for those who wish to use student test scores for research purposes. They focus on two fundamental aspects of test scores - measurement and scaling, for those who may not have a technical background but nevertheless have reasons to be concerned with how student test scores are used and interpreted. August 11, 2016. https://www.brookings.edu/research/student-test-scores-how-the-sausage-is-made-and-why-you-should-care/
· Happy people get more work done. Dopamine, serotonin, oxytocin and endorphins are the quartet responsible for your motivation, productivity and happiness. Many situations can trigger these neurotransmitters. This article discusses ways you can intentionally cause them to flow. http://businessguruclub.info/how-to-hack-your-brain-chemicals-to-be-more-productive/
· For many American students, standardized-test preparation and narrowly defined academic success have been the unstated, but de facto, purpose of their schooling experience. Gone are the meaningful discussions and instruction relating to character, morality and ethics in many schools. And while school mission statements often reveal a goal of preparing students for a mix of lifelong success, citizenship, college and careers, the reality is that addressing content standards and test preparation continues to dominate countless schools’ operations and focus. Schools need to be transformed into places where character education is elevated within traditional curricula to develop well-rounded students. July 25, 2016. http://www.theatlantic.com/education/archive/2016/07/students-broken-moral-compasses/492866/
· Black male students are often struggling with the adverse effects of poverty, the inequitable distribution of resources across communities and the criminalization of black men inside and outside of schools. Black male teachers can serve as powerful role models, but they cannot fix the problems minority students face simply by being black and male. Instead, we need to examine how all teachers, black and white, are trained, their beliefs about young minority men, and how they engage their students. August 27, 2016. http://mobile.nytimes.com/2016/08/28/opinion/sunday/why-black-men-quit-teaching.html?_r=0&referer=http://lnkd.in
· One thing school reformers think schools should be doing these days is teaching kids to have “grit,” to make them more persistent. The idea has been received largely with uncritical acclaim. This article, however, lists 10 specific concerns. April 8, 2014. https://www.washingtonpost.com/news/answer-sheet/wp/2014/04/08/ten-concerns-about-the-lets-teach-them-grit-fad/
· The old-school model of teacher evaluation focuses on teaching as opposed to learning. It does not encourage goal setting, reflection, or stretching oneself to attempt that which is new and challenging. Teacher-led evaluation, in contrast, exists to support teachers as learners, motivate risk taking, and recognize the necessity for personalization. This article outlines how one school changed their model for teacher evaluation. March 31, 2016. http://www.edutopia.org/blog/student-led-conferences-teacher-led-evaluations-andrea-hernandez
To learn more about how EPI can help your school district define and align its values, goals and actions, visit our website at www.epinstitute.net or call Dr. Lisa Riegel at 614-313-1359.