Grit, resilience, persistence, stick-to-it-iveness, or character. It does not matter what you call it, but it matters. Kids with resilience are the ones who can calm themselves down when they are upset. They don’t need immediate gratification; instead they have learned to wait. Kids with resilience are
More than twenty years after Dr. Carol Dweck initiated her groundbreaking research on the power of mindsets, her findings have influenced a growing conversation about resilience, perseverance, and grit as determinants of student success. Her derivatives of attribution theory, growth mindset versus fixed mindset, have
How could a book about Nazi Germany and a sport I know very little about have implications for my job as an editor? I have to admit that as I began reading The Boys in the Boat by Daniel James Brown, I never thought it
Contributed by William H. Robertson, Ph.D. aka “Dr. Skateboard” How can you get young people interested in science and mathematics? What efforts are there to integrate the experiences of middle school students into the things they need to do and learn in school? How can action sports,
An expert’s experience of working with the OECD Every three years, the journalists of national media across the world sit with pens poised to pass judgment on how the schools of their nations have performed on the Program for International Student Assessment – otherwise known as
Empathy is the ability to understand how someone feels because you can imagine what it is like to be them. It is part of a strong positive emotional state in which we can treat others with respect while still setting appropriate limits on how others
With so much discussion about defining high quality professional development, we talk about strategies for engaging adult learners, giving educators usable take-away strategies, and coaching implementation in real-world instructional settings—all while maintaining a focus on improving student learning. Two main themes coming out of Dr. John
Contributed by Monica Neagoy Teaching Operations in a Technological World—An Enigma? Do you ever wonder why we spend so much time on teaching computational algorithms, memorizing number facts, and checking for correct answers, in a world full of technological tools that compute faster, more efficiently, and more accurately
If you read Part 1 and Part 2, you’ve seen evidence of the dramatic instructional shift that has taken place in our school toward STEM-infusing our elementary classrooms. I won’t pretend that we’ve arrived at some extraordinary final goal, that we have it all figured
Do you remember back in school when you were learning something and wondered why you were learning it? When would you ever use ancient world history, or exponential equations, or that dreaded algebra? When I was a freshman in high school, a student asked my