Midcareer Professors Need Love, Too… and more in this week’s news roundup

Research on midcareer professors makes case for support after tenure
(Inside Higher Ed)
Midcareer, tenured faculty members power their institutions, but many also suffer from something like middle-child syndrome.

Draft executive order would call for banning entry of individuals from some countries
(Inside Higher Ed)
A draft of an executive order President Trump is reportedly considering would immediately impose a 30-day ban on entry of individuals from certain Muslim-majority countries, reform the visa process and suspend refugee admissions. 

Scientists planning their own march in Washington
As more than a million women and their allies were making final plans for marches in Washington and around the world to protest Donald Trump, a commenter posted on a Reddit thread, “There needs to be a Scientists’ March on Washington.”

Freeze on Federal Activities Gives Scientists a Chill
(Chronicle of Higher Education)
Researchers raised alarms over reports of a clampdown on grants and communications by the EPA and other agencies. Some of those orders apparently are now being walked back, but long-term questions remain.

Are Kids Missing Out By Not Skipping A Grade?
(KQED – MindShift)
Skipping grades used to be a common strategy to keep gifted or very bright children engaged in learning; it was a simple intervention that worked well when schools were smaller, more flexible and lacking enrichment programs. But today, according to a recent report by researchers at Johns Hopkins University, just 1 percent of students jumps a grade level.

Multimedia Learning — Back to the Drawing Board?
(Learning Scientists)
How do you present visuals such as diagrams, charts, or graphs to your students?

A 10-Minute Intervention to Get More Kids Into College
(Science of Us – New York Magazine)
This miserly tendency can have profound consequences for the life course. Like, as Karen Weese notes at Pacific Standard, in the case of college admissions.

Study finds quality of research and teaching are not related
(Inside Higher Ed)
Two Northwestern University researchers found that skilled scholars do not come at the expense of quality instructors, or vice versa.

Does Your School Arrest Students?
A new investigation from Education Week finds that, in most states, black students are arrested in school at disproportionately high rates.

The Most Predictive Factors of Post-Graduation Wages
(The Atlantic)
How much do internships, majors, and institutions really matter for lifetime earnings?

Is the Bar Too Low for Special Education?
(The Atlantic)
The Supreme Court is poised to decide the quality of instruction public schools must provide students with disabilities—a question that could get even thornier under the Trump administration.

Professor Smith Goes to Washington
(The Atlantic)
In response to the new president’s stances on a range of issues, more scientists are preparing to run for political office.

4 Strategies for Success for the Low-Income Grad Student
(GradPsych Blog)

If you come from a less privileged background, graduate school can present unique social and cultural challenges. Perhaps the biggest hurdle for low-income grad students after financial worry is belonging.

Highly gifted children benefit from explanation as much as their peers

We often assume that highly gifted children always perform at maximum capacity. Psychologist Bart Vogelaar discovered that this group too benefits from training and explanation.

The Road to Pseudoscientific Thinking
(Scientific American)
How to prevent the most salient feature from being the least informative

Why the ‘learning pyramid’ is wrong
(Washington Post)
A lot of people believe that the “learning pyramid” that lists learning scenarios and average student retention rates is reliable. Here’s cognitive scientist Daniel Willingham to explain why it isn’t.

Teachers Get Effective Ratings Even When Student Gains Are Low, Study Says
(Education Week)
Since 2009, the number of states requiring school districts to include evidence of student learning on teacher evaluations—”evidence” meaning for the most part test scores—has grown from 15 to 40. Yet, according to a new report, in 28 of these states, teachers can be rated effective even if their student learning scores are low.

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.