How Cognitive Psychologists Can Help Educators…and more in this week’s news roundup!

How Can Cognitive Psychologists Help Educators?
(The Learning Scientists)

When I get asked “what do you do?” by well-meaning strangers, my answer often flummoxes them: “I apply cognitive psychology to education.” The blank expression I’m often faced with is my cue to break it down into something that actually makes sense.

1 in 4 U.S. teachers are chronically absent, missing more than 10 days of school
(Washington Post)
More than 1 in 4 of the nation’s full-time teachers are considered chronically absent from school, according to federal data, missing the equivalent of more than two weeks of classes each academic year in what some districts say has become an educational crisis.

Early-career researchers need fewer burdens and more support
(Nature.com)
Academia is more difficult than ever for young scientists. That’s bad for them, and bad for science.

Learning styles: The myth that won’t die
(macmillan community)
You just had another one of those conversations. You know, the one where a colleague casually drops “learning styles” into the conversation assuming that we’re all on board with this commonly known fact of learning.

What Are The Main Reasons Teachers Call It Quits?
(NPR Ed)
The teaching force is “a leaky bucket, losing hundreds of thousands of teachers each year — the majority of them before retirement age,” says a recent report from the Learning Policy Institute.

White House Hosts the First-Ever Meeting of Kid Science Advisors
(Whitehouse.gov)
Assistant to the President for Science and Technology Dr. John Holdren is meeting with 11 students who will share their ideas for science and STEM education.

Depression is at an all-time high for college students
(USA Today)
Today college students across the U.S. are battling depression at a record rate. In fact, the American College Counseling Association has noticed a steady increase of students reporting struggling with their mental health.

For Many Schools The Recession Never Ended
(NPR Ed)
The Great Recession technically ended in June of 2009, but many of America’s schools are still feeling the pinch.

From Pot To Guns To School Funding: Here’s What’s On The Ballot In Your State
(NPR Ed)

It’s time to talk about ballot measures. Or rather, those other things voters are deciding on Nov. 8.

Why are academic papers rejected by journals?
(Times Higher Education)

Academic journal editor-turned-lecturer Hilary Hamnett explains the most common reasons why papers are rejected.

Black Students Feel Less Welcome at Schools With Excessive Suspensions
(APA)

Discipline gap between black and white students is common and damaging, study finds

Why Engaging More First Gen Students in Higher Education Matters
(Huffington Post)

In this special time of demagoguery and democratic politics, much is made of the need to sustain the nation’s competitiveness in an ever increasing global economy. But as most states know quite well, the competitiveness of any community rests primarily on the education and training of their workforce. And so goes the competitiveness, and eventually the continued success, of the United States.

Why Don’t Teachers Get Training On Mental Health Disorders?
(KQED)

Teaching may be one of the most difficult jobs in the world, with expectations and demands coming from all sides. Teachers juggle content standards, the social and emotional needs of students, behavior, and often trauma, but they also are the first line of defense when students have mental health problems.

5 Strategies For Teaching Students To Use Metacognition
(Teach Thought)

As educational researchers, we have seen that by empowering all students with the metacognitive and cognitive skills they need to achieve in school. With their application, schools can more consistently achieve the goals of the Every Student Succeeds Act (ESSA) to improve both excellence and equity. Over the past two decades, we have been inspired by the positive results that have been achieved by educators who have put our frameworks for teaching students metacognitive skills into practice in their classrooms and schools.

About the Author

Amanda Macchi, MPH
Amanda comes to APA as a recent graduate of the George Washington University’s Milken Institute School of Public Health. During her time at GW, Amanda studied global health, focusing on the challenges facing mental health in low-and middle-income countries. She received her undergraduate degree in marketing from Emerson College in Boston, Mass. In her free time, Amanda loves pyrography and collecting/learning about mid-century modern furniture.