It happens regularly in educational research: two studies look at the same intervention and report findings that disagree. That frustrates teachers looking for a clear
It doesn’t make any sense. You worked hard on that assignment, studied long hours for the test. You’re upset—texting complaints and spouting off to friends.
My mentor, Christopher Knapper, recently turned 80, a milestone worthy of celebration and reflection. Here’s what I’ve learn about mentorship from one of the best.
Can we talk about the perils of media multitasking enough? I don’t think so, and that belief was confirmed by a clearly organized and well-written
Why this article is worth discussing: A lot of us would wholeheartedly agree that active learning works. We have some familiarity with the research that
I’ve been doing some reading on failure. Yes, I know, depressing subject, but it’s our need to avoid failure that makes it such a distasteful
My recent column on teaching in troubling times mentions the need for flexibility, and one of my dear colleagues noted that the idea of flexibility
New findings about test anxiety are providing a more nuanced understanding of how it affects performance on exams. So far, the response to students overly
In the midst of the COVID-19 pandemic, as we deal with closed campuses and everything going online, we find ourselves teaching in the face of
“Students don’t like group work, especially the bright students.” You hear that a lot from faculty; it’s a widely held opinion. But how much do
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