Teachers on Twitter: why you should join and how to get started in this week’s news roundup!

Teachers on Twitter: why you should join and how to get started
(The Guardian)
I’ve been using Twitter for six months and it’s already one of the best career decisions I’ve made. For a while, it seemed that my relationship with teaching was going to be short lived (the first rush of excitement and energy was gone and in need of resuscitation). But thanks to some of the inspiring educators on Twitter, I have fallen back in love with teaching.

Can Grade-Skipping Close the STEM Gender Gap?
(The Atlantic)
If girls were allowed to accelerate through school, then perhaps their peak career- and family-building years would not overlap.

Can Requiring a Post-Graduation Plan Motivate Students? Chicago Thinks So
(Education Week – subscription required; three free articles on signup)
Chicago Mayor Rahm Emanuel has proposed requiring students to report more formally on their post-graduation plans in order to get their diplomas.

Arkansas High School Sophomore Wins National Brain Bee
(Neurology Now)
After three days of intense competition among 51 budding neuroscientists at the 18th annual National Brain Bee last month in Baltimore, Sojas Wagle, a 15-year-old sophomore from Little Rock, AK, emerged victorious. In August, Sojas will represent the US at the 2017 International Brain Bee in Washington, DC.

A Collection of Neuroscience and Cognition Articles Booklet
(APA PsychIQ)
This booklet, A Collection of Neuroscience & Cognition Articles, features some of the most influential scholars and cutting-edge scientific researchers on topics that range from increasing cognitive reserves to an analysis of learning and recall.

Ready or Not (For Kindergarten), Some Research Says, Enroll Anyway
(NPR Ed)
Sophia Alvarez Boyd discusses her experience with entering Kindergarten early, and new studies that suggest waiting and “redshirting” to send your child to Kindergarten isn’t in their best interest.

8 Things to Remember about Child Development
(Center on the Developing Child, Harvard University)
Building on a well-established knowledge base more than half a century in the making, recent advances in the science of early childhood development and its underlying biology provide a deeper understanding that can inform and improve existing policy and practice, as well as help generate new ways of thinking about solutions.

Spare the Rod, Spoil the Child? The unexpected Way Religious Beliefs Influence Parents’ views of Discipline
(APA Public Interest Blog: Psychology Benefits Society)
This is the seventh in a series of weekly blog posts addressing discipline and parenting practices. In this series, we will explore reasons that parents choose among discipline approaches, the science behind those techniques, and alternative approaches to discipline.

Social Emotional Learning in Elementary School
(Robert Wood Johnson Foundation)
Social emotional learning (SEL) programs can promote academic achievement and positive social behavior, and reduce conduct problems, substance abuse, and emotional distress.

Educational Resilience
(McGraw-Hill)

Some people are wine connoisseurs. Others collect comics. Me? I appreciate educator stories of educational resilience.

How Kids Learn Better By Taking Frequent Breaks Throughout The Day
(KQED – MindShift)

Not satisfied with anecdotal evidence alone, Pellegrini and his colleagues ran a series of experiments at a U.S. public elementary school to explore the relationship between recess timing and attentiveness in the classroom. In every one of the experiments, students were more attentive after a break than before a break.

March for Science events happening Saturday around the world
(Inside Higher Ed)

Events advocating for science and research are scheduled around the world Saturday.

Why Differentiation Misses the Mark for Gifted Students
(Education Week – subscription required; three free articles on signup)
“It seems to me that the only educators who assert that differentiation is doable are those who have never tried to implement it themselves: university professors, curriculum coordinators, and school principals.”

Down With 8 A.M. Classes: Undergrads Learn Better Later In The Day, Study Finds
(NPR ED)
A recent study shows that college classes start too early for students’ brains to be functioning at their best. Does that mean that high schools and middle schools also start too early?

What Are Your Teaching Essentials? Teachers Share What They Can’t Teach Without
(Education Week – subscription required; three free articles on signup)
It takes coffee—and some other essentials—to run a classroom. On social media and through email, teachers told Education Week Teacher their five must-haves when it comes to classroom organization and enhancing their instruction.

Redefining Failure
(Edutopia)
Why encouraging students to get everything right is the wrong direction.

Phonics works: Sounding out words is best way to teach reading, study suggests
(Science Daily)
New research has shown that learning to read by sounding out words (a teaching method known as phonics) has a dramatic impact on the accuracy of reading aloud and comprehension. There has been intense debate concerning how children should be taught to read. Researchers tested whether learning to read by sounding out words is more effective than focusing on whole-word meanings.

The long shadow of adverse childhood experiences
(Psychological Science Agenda)
Adverse environments early in life have lasting consequences for children’s health and development.

Working with undergraduates
(Psychological Science Agenda)
Making the most of mentorship.

An Instructor Saw Digital Distraction in Class. So She Showed Students What She’d Seen on Their Screens.
(The Chronicle of Higher Education)
Students get distracted in class, and all the shiny baubles that grab their attention are well chronicled. But what happens when students are presented with the greatest hits from their browsing history for an entire semester?

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 specialized in 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. Over her professional career, Amanda has executed multiple print and digital communication campaigns and facilitated community engagement for a variety of health organizations. In her free time, Amanda loves pyrography, collecting and learning about midcentury modern furniture and her Chihuahua/Pug mix, Pickles.
Hunter Clary
Hunter is a communications professional who came of age in the digital revolution, and has witnessed big changes in how we communicate. In his eclectic 20 year career he’s seen vast changes across multiple industries from advertising, B2C, professional services, publishing, and now non-profit. During his time at APA Hunter has watched the growth of in the organization’s web presence; a shift from print to digital media; and the pickup of social channels like the PsychLearningCurve. A tech geek at heart, Hunter is naturally drawn to all things shiny and new especially when it comes to communicating – particularly social media and apps. Hunter seeks to understand the world around him -- add in a penchant for creative design and a reporter’s curiosity and you’ve got Hunter. Through this blog he hopes to help translate quality psychological science into practical uses for educators, students, and parents.
Nick Bornstein
Nick is an education and communications intern with the APA. Originally from the San Francisco Bay area, Nick is a current undergraduate student pursuing a Psychology degree and a minor in Business Administration at the George Washington University. Nick's interests include travel, studying German, history, politics, and economics.