Over the last quarter century, as public education has made a hard shift towards “accountability” and increased standardized testing, the trend towards the use of research-based instruction in classrooms has become nearly as ubiquitous as the Scantron sheets students are asked to bubble in multiple times each semester.
We all like having someone to blame. Whether it is the state of the economy, security, sanctions (or lack thereof), it just seems to feel better if we can point a finger. Learning is no exception. Educators point fingers all the time. Americans bemoan the state of public education. States experiment with different ways to resurrect dropping exam scores and poor testing results. College faculty often blame high school teachers who often blame middle and elementary school teachers. Teachers also blame parents for not fostering good study habits or disciplining their kids, and blame students for not studying enough.
My recent blog titled Why Your Freshman Year in College Will NOT Be 13th Grade must have struck a particularly sensitive nerve in a very large group of people because it has received over 7,000 views.
Professional development opportunities for high school psychology teachers have traditionally been hard to come by. In the past, the only significant opportunities to see presentations on best practices in the teaching of high school psychology were limited to the National Council for the Social Studies (NCSS) annual meeting or the Advanced Placement Annual Conference. Both are outstanding opportunities for professional growth but typically require significant travel and expensive conference fees.