Podcasts about Educational research

In this episode of Why Distance Learning, your hosts talk with Kristen DeBruler — Assistant Director of the Michigan Virtual Learning Research Institute — about what makes online learning work for K-12 students, and what quietly undermines it. Drawing on survey data from over a thousand virtual teachers and fresh findings on student and teacher AI perceptions, her work reveals where the conventional promises of online learning diverge from what the data actually shows. The episode centers on a tension that practitioners rarely name directly: the flexibility that makes online learning valuable for some students can work against those who are still developing the self-regulation skills to use it well.Together, the hosts and Kristen explore how a researcher inside a state virtual learning organization sets and pursues a research agenda — including the unusual advantage of having direct access to student data. They examine common failure modes in classroom-level research, particularly how vague research questions leave teachers vulnerable to the biases they're trying to surface. Kristen walks through her team's findings on the gap between how students and teachers define acceptable AI use, and why that ambiguity is already showing up in the classroom. The conversation turns to teacher feedback as the connective tissue of asynchronous online learning — and what the data shows about what makes it work and what makes it hollow. And Kristen makes a pointed case about applying adult learning research to K-12 populations: the data doesn't transfer as cleanly as the field sometimes assumes, and the consequences land on students who are still building the executive functioning skills that adult learners already have. Her pacing research is illustrative: students who cross unit boundaries — not just move around within one — end up with final grades 9.5 points lower on average, a gap large enough that teachers should treat it as a warning signal, not background noise.Key topics:Researcher role inside a state virtual learning organizationSetting a research agenda: legislative directives vs. internal needsAvoiding bias in classroom-level researchThe AI acceptable-use gap between students and teachersTeacher feedback as the primary relationship-building mechanism in async coursesWhat makes feedback substantive (personal, formative, actionable) vs. hollowAI-generated feedback and trust erosion in online learningStudent pacing deviation and its effect on learning outcomesExecutive functioning support for K-12 online learnersCautions in applying adult learning research to adolescentsLinks & ResourcesMichigan Virtual: https://michiganvirtual.orgMichigan Virtual Digital Backpack (blog): https://michiganvirtual.org/blog/Michigan Virtual research publications: https://michiganvirtual.org/research/publications/Cuccolo, K. & DeBruler, K. (2024). A Look Back At 3 Years of Michigan Virtual Research. Michigan Virtual. — Source of the AI policy gap data (30%/80%) and AI facilitator vs. task-completion findings. https://michiganvirtual.org/research/publications/a-look-back-at-3-years-of-michigan-virtual-research/Cuccolo, K. & DeBruler, K. (2024). Out of Order, Out of Reach: Navigating Assignment Sequences for STEM Success. Michigan Virtual. — Source of the 9.5-point pacing deviation finding. https://michiganvirtual.org/research/publications/out-of-order-out-of-reach-navigating-assignment-sequences-for-stem-success/DeBruler, K. & Harrington, C. (2024). Key Strategies for Supporting Disengaged and Struggling Students in Virtual Learning Environments. Michigan Virtual. https://michiganvirtual.org/research/publications/key-strategies-for-supporting-disengaged-and-struggling-students-in-virtual-learning-environments/Harrington, C. & DeBruler, K. (2021). Key Strategies for Engaging Students in Virtual Learning Environments. Michigan Virtual. https://michiganvirtual.org/research/publications/key-strategies-for-engaging-students-in-virtual-learning-environments/Michigan Virtual report on student and teacher AI perceptions (2026): [LINK — get from guest; published ~2 weeks before recording]Jared Borup's ACE for Community Framework: https://edtechbooks.org/encyclopedia/academic_communities_of_engagement_ace_framework Virtual Learning Leadership Alliance (VLLA): https://virtuallearningalliance.org/Karle Delo, Michigan Virtual (AI policy): https://michiganvirtual.org (search staff directory)Why Distance Learning Michigan Virtual Episodes: See list for episodes with Dr. Tovah Sheldon and two with MV alum Chris Harrington. https://www.cilc.org/News-(1)/Why-Distance-Learning-Podcast.aspxMake It Mindful Michigan Virtual Episodes: See list from Seth's other podcast for episodes with Karle Delo and two with Aaron Baughman. https://mim.bepodcast.network/episodesGuest Bio: Kristen DeBrulerKristen DeBruler is the Assistant Director of the Michigan Virtual Learning Research Institute, where she has spent more than 14 years studying K-12 online learning — including student pacing, teacher communication, mentor support, special populations, and AI use in virtual environments. Her research is oriented toward practitioners: she publishes findings in formats designed for teachers, administrators, and program leaders to act on, not just cite. She holds a PhD in Educational Psychology and Educational Technology from Michigan State University.About the HostsSeth Fleischauer is the founder of Banyan Global Learning and host of Why Distance Learning. Through Banyan, he designs live virtual programs that connect K-12 classrooms to global peers and expert facilitators — building the kind of structured, human-centered distance learning the podcast explores. See https://banyangloballearning.com/Tami Moehring and Allyson Mitchell work with CILC, the Center for Interactive Learning and Collaboration, to help educators implement high-quality live virtual learning experiences across grade levels. Discover more at CILC.org.

Är vi på väg att bli ett post-litterat samhälle? Lyssna på alla avsnitt i Sveriges Radios app. För trehundra år sedan spred sig en ny färdighet som en löpeld genom samhället: allt fler människor lärde sig läsa. Det skrivna ordet gick från att endast behärskas av en liten elit till att bli något som alla kunde ta del av, vilket banade väg för vetenskaplig och demokratisk revolution.Läskunnigheten har fortsatt öka fram till våra dagar. Men nu verkar något ha hänt. Globala mätningar såväl som nationell forskning pekar på att läsningen och läsförståelsen minskar, och både lärare och politiker vittnar om en läskris.Vad beror den här utvecklingen på, och hur viktig är läsningen egentligen för samhället?Programledare och producent: Wendela Antepohl och Erik PeterssonKällförteckningMedverkandeFredrik Sandström – Svensklärare på Gäddgårdsskolan och krönikör på Vi Lärare.Martin Ingvar – Hjärnforskare och professor vid Karolinska Institutet.Anna Eva Hallin – Logoped och forskare inom språk-, läs- och skrivutveckling vid Karolinska Institutet och Southern Cross University i Australien.James Marriott – Kolumnist på The Times.Harvey J. Graff – Ohio Eminent Scholar i Literacy Studies och professor Emeritus i engelska och historia samt Academy Professor, The Ohio State University.BöckerKunskapssynen och pedagogiken (Magnus Henrekson, Inger Enkvist, Martin Ingvar, Ingrid Wållgren, 2017)The WEIRDest People in the World (Joseph Heinrich, 2020)Searching for Literacy – The Social and Intellectual Origins of Literacy Studies (Harvey J. Graff, 2022)PodcasterHow reading made us (BBC, 2026)Har vi en läskris i Sverige? (SvD, 2024)Källor i urvalThe dawn of the post-literate society (James Marriott, 2025)Läs detta innan du slutar läsa (Kvartal, 2026)Läsklyftorna ökar (Skolporten, 2025)PISA 2022PIRLS 2021Adult skills in literacy and numeracy declining or stagnating in most OECD countries (OECD, 2024)Hjärnforskaren: ”Var fjärde 15-åring i riskzonen för analfabetism” (SVT, 2024)Förödande många elever har aldrig läst en bok (Vi Lärare, 2021)The Decrease of School Related Reading in Swedish Compulsory School: Trends Between 2007 and 2017 (Scandinavian Journal of Educational Research, 2022)Skolverkets lägesbedömning: Svensk skola är splittrad (Skolverket, 2026)Forskarna dömer ut trender i skolan: ”Bygger på myter” (Vi lärare, 2023)Kunskapsöversikt om läs- och skrivundervisning för yngre elever (Vetenskapsrådet, 2014)Så löser vi läskrisen på lågstadiet (Svenskt Näringsliv, 2023)Larmsiffror avslöjar stora språksveket i skolan (Vi Lärare, 2026)Läslusten vaknar i samtal om böcker (SU, 2022)Läskrisen är en epidemi från förskola till universitet (DN, 2024)Whole Language vs. Phonics: The History of the Reading Wars (Lexia, 2025)The Changing Reading Brain in a Digital Culture (Maryanne Wolf, 2020)Is the decline of reading making politics dumber? (The Economist, 2025)Are adults forgetting how to read? (The Economist, 2024)Literacy is power (Inside Higher Ed, 2022)The literacy myth: literacy, education and demography (Harvey J. Graff, 2010)Students do read, but not like the ‘new illiteracy myths' presume (Harvey J. Graff, 2025)Why Is Intelligence Declining? (Medium, 2025)Att lära sig läsa förändrar hjärnan (SvD, 2004)Drastiskt ras för läsningen i skolan (Vi lärare, 2022)”Läskrisen” behöver ett andraspråksperspektiv (SU)Elever och skolenheter i grundskolan (Skolverket, 2025)Skim reading is the new normal. The effect on society is profound (The Guardian, 2018)The effects of literacy and education on the quantitative and qualitative aspects of semantic verbal fluency (Journal of Clinical and Experimental Neuropsychology, 2004)Semantic interference on a phonological task in illiterate subjects (Scandinavian Journal of Psychology, 2007)The impact of reading and writing skills on a visuo-motor integration task: a comparison between illiterate and literate subjects (Journal of the International Neuropsychological Society, 2007)Semantic interference on a phonological task in illiterate subjects (Scandinavian Journal of Psychology, 2007)The effects of literacy and education on the quantitative and qualitative aspects of semantic verbal fluency (Journal of Clinical and Experimental Neuropsychology, 2004)Cognitive processing in literate and illiterate subjects: a review of some recent behavioral and functional neuroimaging data (Scandinavian Journal of Psychology, 2001)Effective auditory-verbal encoding activates the left prefrontal and the medial temporal lobes: A generalization to illiterate subjects (NeuroImage, 1999)The illiterate brain. Learning to read and write during childhood influences the functional organization of the adult brain (Brain, 1998)My Life With Literacy: The Continuing Education of a Historian (Harvey J. Graff, 2024)Education for Citizenship or Disciplining for Civility? (Harvey J. Graff, 2026)

Understanding how children learn and develop in the early years is key to supporting strong educational outcomes and lifelong wellbeing. Last month, the OECD released findings from the 2025 Early Learning and Child Well-being Study, or IELS, the first internationally comparable study designed to measure how children are learning and developing at age 5. The study looks across 3 key domains: foundational learning, executive function, and social and emotional skills. As we know, the early years from birth to age 5 are a critical period for building the foundations children need to communicate, regulate their emotions, concentrate, solve problems and engage with others. In today's episode, we're joined by Dr Dan Cloney, Senior Research Fellow at the Australian Council for Educational Research and Lead Researcher for IELS here at ACER. We unpack some of the key findings from the study, explore what made the assessment design unique, and discuss why it's so important to ensure every child arrives at school with the strongest possible foundations. Host: Rebecca Vukovic Guest: Dr Dan Cloney

S10 E3—The return of the R-word is about more than language. The words we choose both reflect and shape our moral imagination. When disability becomes an insult or a political weapon, it influences how we understand human worth, vulnerability, and belonging. In this conversation, Christina Cipriano, PhD, joins Amy Julia Becker to explore her research on political language and disability, including the return of the R-word. They discuss what these patterns reveal about the systems shaping care, education, and belonging, and they consider: how can we resist dehumanizing language and  choose words that move us toward justice and joy?00:00 Introduction to Disability Discourse Matters06:53 Asset-Based vs. Deficit-Based Perspectives10:27 Personal Narratives and Language Choices19:49 The Rise, Fall, and Rise of the R Word23:42 Dehumanization in Political Rhetoric28:47 Historical Context of Disability Discourse33:00 Disability Language and Future Generations40:48 Reimagining Disability and the Good LifeMENTIONED IN THIS EPISODE:Disability Discourse MattersThe Education Collaboratory at Yale | Child Study CenterSpread the Word – Special OlympicsMontclair University: Use of the Slur [r-word] Triples on X After Elon Musk Shares the Word in a PostBe Unapologetically Impatient by Christina CiprianoEuphemism Treadmill article_SUBSCRIBE to Amy Julia's Substack: amyjuliabecker.substack.comWATCH this conversation on YouTube: Amy Julia Becker on YouTubeJOIN the conversation on Instagram: @amyjuliabeckerLISTEN to more episodes: amyjuliabecker.com/shows/_ABOUT OUR GUEST:Christina Cipriano, PhD, is currently an associate professor of applied developmental and educational psychology at the Yale Child Study Center in the Yale School of Medicine and Director of the Education Collaboratory. This fall Dr. Cipriano will transition to be the inaugural Joseph W. and Alma W. Keilty Endowed Chair in Education and Professor with tenure at the University of Massachusetts Amherst and the Education Collaboratory will be moving to the College of Education at UMass Amherst. An award-winning scholar and internationally regarded expert in the science of learning and development, Chris received her PhD from Boston College, her EdM from the Harvard Graduate School of Education, and her undergraduate degree from Hofstra University. Dr. Cipriano has published over one hundred and twenty papers, commentaries, and reports, spanning top-tier journals such as Child Development and the Review of Educational Research as well as media outlets including The Washington Post, NPR, The New York Times, PBS, and Education Week. Her award-winning and best-selling new book, Be Unapologetically Impatient: The Mindset Required to Change the Way We Do Things (2025), is the latest must-read for every educator, provider, parent, and person interested in improving the lives of children and families, right now. A prolific public scholar, educator, and speaker, Chris privileges her positionality as a first-generation high school graduate and mother of four children in her science.https://www.drchriscip.com/https://www.disabilitydiscoursematters.org/https://www.beunapologeticallyimpatient.com/https://medicine.yale.edu/profile/christina-cipriano/https://www.linkedin.com/in/christinacipriano/LinkedIn @ChristinaCiprianoInstagram @DrChrisCipBlueSky @DrChrisCipTwitter @DrChrisCipWe want to hear your thoughts. Send us a text!Connect with me:InstagramFacebookYouTubeWebsiteThanks for listening! 

In this episode, we discuss evidence-based interventions focused on student motivation, persistence, and success.  Our guest is Dave Paunesku.  Dave is Executive Director and Co-Founder of the Project for Educational Research That Scales, or PERTS, which is based at Stanford University.Link to website mentioned in this episode: The Project for Educational Research That Scales (PERTS) https://www.perts.net/ This season of Leading Improvements in Higher Education is sponsored by the Center for Assessment and Research Studies at James Madison University; learn more at jmu.edu/assessment. Episode recorded: January 2026.  Host:  Stephen Hundley.  Producers:  Chad Beckner and Angela Bergman.  Original music:  Caleb Keith.  This award-winning podcast is a service of the Assessment Institute in Indianapolis; learn more go.iu.edu/assessmentinstitute.   

Dr Sami Alanne, DMus, music therapist, training psychotherapist, psychoanalyst, is an Adjunct/Associate Professor of music therapy and a researcher at the University of the Arts Helsinki. His studies include traumas, refugeeism, mental health, psychoanalysis, and psychotherapy relating to music, culture, philosophy, and society. He is the author of the books The Theory and Practice of Psychodynamic Music Psychotherapy (Barcelona Publishers) and Music, Music Therapy and Refugees: Aspects of Trauma (Palgrave Macmillan). Dr Alanne graduated as a music therapist at the Sibelius Academy in 1999 and the Master of Philosophy in music therapy at the University of Jyväskylä in 2001. He has worked in music therapy and mental health fields for over 30 years. As a music therapist and a psychotherapist, he has worked with children, adolescents, their families, and adult clients providing individual and group therapy at his private practice and health care company Apollo Terapiapalvelut (Apollo Therapy Services) in Helsinki. Besides his clinical work, during his career Alanne has been actively teaching, supervising, doing research, project work, and media appearances relating to music therapy, psychotherapy, health care, social welfare, and mental health services. In 2010, Alanne was awarded the title of Doctor of Music at the Sibelius Academy. His published dissertation was Music Psychotherapy with Refugee Survivors of Torture. In 2011, Alanne graduated as a psychodynamic music psychotherapist at the University of Oulu, and in 2013, as a trainer psychotherapist in music psychotherapy at the University of Oulu, Faculty of Medicine. After his special advanced level training of music psychotherapy at the University of Oulu in Finland, Alanne published another monograph Musiikkipsykoterapia (2014) in Finnish that was a study of psychodynamic music therapy theory, methods, and research. Since then, Dr Alanne continued his research and teaching of music therapy and psychotherapy: He has published several peer-reviewed scientific articles and books and presented them at multiple international conferences. During 2017–2019, he was a member of specialist group and project PALOMA (Developing National Mental Health Policies for Refugees at the National Institute for Health and Welfare in Finland. In 2021, Alanne was awarded with a Title of Docent in music therapy (Adjunct/Associate Professor) indicating high level research and teaching competence at the University of the Arts Helsinki (Uniarts Helsinki), and Uniarts Helsinki`s Sibelius Academy, and CERADA (The Center for Educational Research and Academic Development in the Arts). After that he has also worked as a visiting researcher at the Uniarts Helsinki`s Research Institute. In 2022, Dr Alanne graduated as a psychoanalyst and a trainer psychotherapist at the Therapeia Institute and the University of Helsinki, Faculty of Medicine. References   Alanne, S. (2010). Music Psychotherapy with Refugee Survivors of Torture. Interpretations of Three Clinical Case Studies. Sibelius Academy, Music Education Department, Studia Musica 44. Alanne, S. (2014). Musiikkipsykoterapia. Teoria ja käytäntö. [Music Psychotherapy. Theory and Practice.] Acta Universitatis Ouluensis D Medica 1248. Alanne, S. (2023). The Theory and Practice of Psychodynamic Music Psychotherapy. Dallas, TX: Barcelona Publishers. Alanne, S. (2025). Music, Music Therapy, and Refugees: Aspects of Trauma. Cham: Palgrave Macmillan.

This is the first of a two-part conversation with Michael Barbour, one of the most cited researchers in K-12 distance and online learning. Michael is assistant dean for academic innovation and integration at Touro University California, and has spent nearly three decades studying the design, delivery, and support of K-12 distance, online, and blended learning — as well as the policy and governance structures that shape it. His work has brought him before legislatures and policymakers around the world.In this episode, we put a foundational assumption on the table: that research gives teachers answers. Michael makes a clear and generous case that it doesn't — and that both researchers and classroom teachers share responsibility for that misunderstanding. The distinction he draws between best practices and promising practices isn't semantic. It has real consequences for how leaders build cultures of evidence-informed decision-making, and how teachers are trained to engage with research in the first place.From there, the conversation moves into some of the most persistent misconceptions in the field — including the idea that distance learning only works for certain types of students, and the often-overlooked role that local support plays in whether any online program succeeds or fails. Michael also challenges the assumption that face-to-face teachers have a natural engagement advantage over their online counterparts, and makes a compelling case for why the distance environment may actually offer more tools for meaningful connection — not fewer."The best that we can hope for in all honesty is that research might lead us to a promising practice as a starting point." — Michael BarbourTopics covered:00:00 — Michael's origin story in K-12 distance learning~04:00 — Why teachers don't engage with research, and why researchers share the blame~10:00 — Best practices vs. promising practices: why the distinction matters~17:00 — Who distance learning actually works for~21:00 — The role of local support in online program design~24:00 — Engagement, belonging, and the myth of the visual cue~30:00 — What "personalized learning" actually looks like in K-12 online contextsLinks and resources:DLAC Research Agenda Summary — referenced early in the conversationNEPC Newsletter: AI and Personalization in K-12 Online Learning — Michael's recent piece on what personalized learning actually means in practiceDiscover more virtual learning opportunities at CILC.org with hosts Tami Moehring and Allyson Mitchell.Seth Fleischauer's Banyan Global Learning combines live virtual field trips with international student collaborations for a unique K12 global learning experience.

How can teacher educators build spaces “outside the system” for critical, community-engaged, and personal work? As members of our Writing & Literacies and broader AERA communities travel to LA for this year's AERA annual conference, we invite you to download this Soundcloud exclusive episode for your travel day. Joining us on this episode of Inquiring Minds are two scholars and teacher educators who live and work in the greater Los Angeles area. From California State Dominguez Hills, professors Stephanie Cariaga and Edward Curammeng discuss teacher education at the intersections of critical literacies, ethnic studies, and trauma-informed perspectives on healing. Stephanie Cariaga has served the wider Los Angeles community for about two decades as an English teacher, founding member of the People's Education Movement, and is now an associate professor in teacher education at California State University Dominguez Hills. She is the founder of CrEW — Critical Embodied Wellness for Educators — a space of refuge, restoration, and resistance that supports radical educators to teach and lead from the wisdom of their whole selves. Her teaching and research seek to reintegrate the mind, body, and spirit into classrooms and beyond to cultivate spaces of truth-feeling and healing with marginalized students and educators. She is inspired by many teachers, including Black and Brown feminist world-makers, her ancestors, CrEW co-conspirators, and most of all: her children Laila and Lino. Edward R. Curammeng (Ph.D., Education, UCLA) is an Associate Professor in the College of Education and Graduate Program Director for the MA in Education at California State University, Dominguez Hills. His teaching and research interests include Ethnic Studies Education and critical race theory in education to examine the experiences of students and teachers of color. His scholarship has been published in Review of Educational Research, Teacher Education Quarterly and Journal of Asian American Studies. Upon transferring from Ohlone College, he earned his BA and MA in Asian American Studies from San Francisco State University where he taught middle and high school Filipino American and Ethnic Studies with Pin@y Educational Partnerships. Curammeng is the Project Director and Principal Investigator for the U.S. Department of Education funded Multilingual/Minoritized Educators Networked-Learning and Development (MEND) project.

Ep.160Does Teacher Talk Really Matter? What the Evidence Shows with Dr. Yan JiangIn this episode of The Literacy View, we sit down with Dr. Yan Jiang, Postdoctoral Scholar at the Stanford Center on Early Childhood and coauthor of a major meta analysis published in Review of Educational Research.Her study analyzes more than one hundred studies examining the relationship between teachers' language practices and children's language development from preschool through third grade.There is growing conversation in education about the role of classroom talk, oral language, and teacher interactions in shaping language development. But what does the research actually show?We take a close look at how researchers approached this question, how teacher language practices are studied across classrooms, and what patterns begin to emerge when the evidence from many studies is examined together.ValueIn this episode we explore• What researchers mean when they talk about teacher language practices• How studies attempt to capture and measure classroom talk• Why the distinction between quantity of talk and quality of interactions matters in research• How large scale meta analyses combine findings across many different studies• What educators should think about when hearing claims about language rich classrooms and oral language instructionThis conversation helps unpack how research in this area is conducted and why interpreting findings about classroom language requires nuance.PromiseIn this episode we promise to take you inside a new meta analysis that examines more than one hundred studies on teacher language practices and children's language development.Together we unpack how researchers study classroom talk, what they actually mean when they talk about teacher language practices, and why measuring something as complex as classroom interaction is not as straightforward as it might sound.You will walk away with a clearer understanding of how this research was conducted, what kinds of teacher language practices researchers are examining, and how educators should think about claims connecting teacher talk and student language growth..Send a text Support the showDonate to support the show so it stays real, research-aligned, and independent.

Früh aufzustehen ist gar nicht Danielas Ding. Sie muss aber im Job – für ihre Verhältnisse – früh raus. Damit arbeitet sie gegen ihre innere Uhr. Aber lässt sich die eigentlich austricksen? Und sind Frühaufstehende wirklich produktiver?**********Ihr hört: Gesprächspartnerin: Daniela, ist eine totale Eule, würde am liebsten erst um zwei Uhr nachts schlafen gehen, muss aber für ihren Job immer früh raus Gesprächspartnerin: Svenja Reinhardt, Soziologin an der Uni Marburg, forscht zur Soziologie von Schlaf und Schlafmedizin Gesprächspartnerin: Christine Blume, Psychologin, Schlafforscherin und Co-Host vom Deutschlandfunk-Nova-Podcast "Über Schlafen" Autor und Host: Przemek Żuk Redaktion: Ivy Nortey, Lara Lorenz, Sarah Brendel Produktion: Jan Morgenstern**********Quellen:Chauhan, S., Norbury, R., Faßbender, K.C. et al. (2023). Beyond sleep: A multidimensional model of chronotype. Neuroscience & Biobehavioral Reviews, 148.Ko, H., Seong-Sik, C & Kang, M.-Y. (2025). Work ability and health-related productivity loss by chronotype: Results from population-based panel study. Sleep Health, 11(5), 731-736.Figueiredo, S., & Kulari, G. (2024). Sleep preferences and chronotype traits impact on academic performance among university students. European Journal of Educational Research, 13(3), 895-909.Di Milia, L., Adan, A., Natale, V., & Randler, C. (2013). Reviewing the Psychometric Properties of Contemporary Circadian Typology Measures. Chronobiology International, 30(10), 1261–1271.**********Mehr zum Thema bei Deutschlandfunk Nova:Innere Uhr: Wie uns unser Chronotyp beeinflusstSchlafprobleme, Schlafschwierigkeiten und Schlafstörungen: Warum finden wir keine Ruhe mehr?Schlaf und Wirtschaft: Wie Schlafen zum Milliardengeschäft wurde**********Zusätzliche InformationenÜber Schlafen**********Den Artikel zum Stück findet ihr hier.**********Ihr könnt uns auch auf diesen Kanälen folgen: TikTok und Instagram .**********Meldet euch!Ihr könnt das Team von Facts & Feelings über Whatsapp erreichen.Uns interessiert: Was beschäftigt euch? Habt ihr ein Thema, über das wir unbedingt in der Sendung und im Podcast sprechen sollen?Schickt uns eine Sprachnachricht oder schreibt uns per 0160-91360852 oder an factsundfeelings@deutschlandradio.de.Wichtig: Wenn ihr diese Nummer speichert und uns eine Nachricht schickt, akzeptiert ihr unsere Regeln zum Datenschutz und bei Whatsapp die Datenschutzrichtlinien von Whatsapp.

The National Council of Educational Research and Training (NCERT) has decided to withdraw a Class 8 social science textbook and its chapter discussing judicial corruption after the Chief Justice of India took serious exception to it. What began as an academic chapter has now escalated into a constitutional moment, drawing in the judiciary, senior advocates, and the central government.See omnystudio.com/listener for privacy information.

Research Update: 8 papers on AI in Education you need to know for 2026   In this episode, Ray and Dan provide a rapid-fire rundown of the most significant research papers hitting the AI in Education space so far in 2026. After a series of news-heavy episodes, the hosts catch up on the data behind synthetic avatars, grading accuracy, and the psychological biases we hold against AI.   Key highlights include:   Synthetic Lecturers: Exploring stakeholder perspectives on digital twins and the emotional reaction to the term Deepfake in academia.   The Grading Gap: Why ChatGPT tends to be more sycophantic and generous with weak work compared to human instructors.   The Disclosure Penalty: New findings from 16 experiments showing why humans devalue creative writing the moment they know AI is involved.   Prompting Hacks: The "Groundhog Day" method

In this conversation, Hugo Lortie-Forgues discusses his background in psychology and education, focusing on misconceptions in learning fractions and the importance of understanding educational programs. He emphasises the need for clear communication of research findings, particularly regarding the effectiveness of educational interventions and the uncertainty that accompanies them. The discussion also touches on the challenges teachers face in interpreting research and the importance of evaluating the quality of educational studies.Visit the shownotes here: https://podcast.mrbartonmaths.com/211-research-in-action-28-considering-uncertainty-when-interpreting-educational-research-with-hugo-lortie-forgues/

Exciting news! New episodes are dropping on my Take the Next Step podcast, and I'm sharing this one here so you won't miss out. Be sure to follow Take the Next Step with Amy Julia Becker wherever you listen so you are sure to get future episodes. https://pod.link/1838911087More about Take the Next Step: amyjuliabecker.com/step/___What if inclusion in schools didn't have to be a constant fight? Adrian Wood, PhD, shares what actually helped her son with autism thrive in their public school system. Adrian and Amy Julia Becker explore:Building trust with educatorsCollaboration and creativityNavigating IEPs and transitionsSmall changes that make a big differenceAsk Me Anything: Record (or email) your question for our upcoming Ask Me Anything episode: amyjuliabecker.com/qr/04:30 Navigating Public School for Children with Disabilities 06:53 Creative Thinking and Working Together as a Team 15:55 Strategies for Success __MENTIONED IN THIS EPISODE:VLOG: Tales of an Educated Debutante_WATCH this conversation on YouTube: Amy Julia Becker on YouTubeSUBSCRIBE to Amy Julia's Substack: amyjuliabecker.substack.comJOIN the conversation on Instagram: @amyjuliabeckerLISTEN to more episodes: amyjuliabecker.com/shows/_ABOUT:Adrian Wood is the creator of the vlog Tales of an Educated Debutante. She has a PhD in Educational Research and contributes to Today Parents, The Today Show, and the Love What Matters blog. She lives in rural eastern North Carolina with her family. She is the co-author of Autism Out Loud.  CONNECT with Adrian on her website (talesofaneducateddebutante.com), Facebook, Instagram, and YouTube. __Take the Next Step is produced in collaboration with Hope Heals. Hope Heals creates sacred spaces of belonging and belovedness for families affected by disabilities to experience sustaining hope in the context of inclusive, intentional, inter-ability communities. Find out more about our resources, gatherings, and inter-ability communities at hopeheals.com. Follow on Instagram @hopeheals.We want to hear your thoughts. Send us a text!Connect with me: Instagram Facebook YouTube Website Thanks for listening!

There's a belief the Government and experienced principals need to step up to secure the future of the profession. A recent New Zealand Council for Educational Research survey found just 18% of teachers want to become principals, while 50% said they definitely wouldn't. It's after Newstalk ZB revealed one in five principals quit within a year. Principals' Federation President Jason Miles told Ryan Bridge as well as teaching experience, you also need finance, employment, crisis management, and relationship skills. He says principalship is a challenging but rewarding role, and teachers are sometimes so busy they miss the opportunity. LISTEN ABOVE See omnystudio.com/listener for privacy information.

On this episode of Mind the Gap, Tom Sherrington and Emma Turner welcome back Dr Carl Hendrick - writer, researcher and relentless “research distiller” - for a wide-ranging conversation about what the educational research can (and can't) tell us, and how ideas mutate as they travel through schools. Starting with Carl's monthly research round-ups and emerging areas like pre-questions (“pre-trieval”), they dig into a lively debate about the replication of the original scaffolding study and what that means for teachers: why learning science is probabilistic, why single studies shouldn't become dogma, and how “evidence-based” can be misapplied in crude tick-box ways. From there, Carl makes the case for thinking less about “teaching” as an all-purpose term and more about instructional design - the alignment of curriculum, instruction and assessment - and introduces Herbert Simon's idea of instructional invariants: the conditions that must hold for learning to happen (working memory limits, attention, cumulative knowledge and prerequisites). Along the way they tackle the “lethal mutations” of retrieval practice, the expertise required to design coherent curricula (and why most teachers shouldn't be expected to do it all), and the implications of AI for homework, assessment and the future of curriculum design.Carl Hendrick is an internationally recognised expert in the science of learning and instructional design. He is a professor at Academica University of Applied Sciences in Amsterdam and leads research projects that bridge cognitive science, educational psychology, and classroom practice. Carl's work focuses on helping teachers and school leaders apply robust, evidence-based strategies - such as retrieval practice, spacing, and explicit instruction - to improve student learning. He has co-authored several influential books, including How Learning Happens and Instructional Illusions, and regularly advises schools and organisations on implementing research-informed approaches.Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@teacherhead⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@emma_turner75⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠This podcast is sponsored by Teaching WalkThrus and produced in association with Haringey Education Partnership. Find out more at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://walkthrus.co.uk/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ and ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://haringeyeducationpartnership.co.uk/⁠

Our annual end-of-year special edition of the PCRF Education Research Journal Club when each of our panelists will share a favorite article from the educational literature in 2025.

We examined the psychology of imposter syndrome (the imposter phenomenon) and explored strategies to help overcome it to create more confident employees. In this Episode: Dr. Heather Morton, Tom Bradshaw, Lee Crowson, LindaAnn Rogers, Nic Krueger, Emi Barresi, Dr. Martha Grajdek, Rich Cruz, Cam Dunson, Dr. Amanda Shelton, Alexander Abney-King, Dr. Matt Lampe   Visit us https://www.seboc.com/ Follow us on LinkedIn: https://bit.ly/sebocLI Join an open-mic event: https://www.seboc.com/events   References: Arciniega, L. M., Servitje, A., & Woehr, D. J. (2021). Impacting the bottom line: Exploring the effect of a self‐efficacy oriented training intervention on unit‐level sales growth. Human Resource Development Quarterly, 32(4), 559–576.  https://doi-org.libauth.purdueglobal.edu/10.1002/hrdq.21433   Carey, M. & Forsyth, A. (2009). Teaching tip sheet: Self-efficacy. American Psychological Association (APA).  https://www.apa.org/pi/aids/resources/education/self-efficacy  Chrousos, G. P., & Mentis, A. F. A. (2020). Imposter syndrome threatens diversity. Science, 367(6479), 749-750.   Gallagher, M.W. (2012). Encyclopedia of Human Behavior (Second Edition). Self-efficacy. Via ScienceDirect:  https://www.sciencedirect.com/topics/psychology/self-efficacy-theory   Locke, E. A., & Latham, G. P. (2019). The development of goal setting theory: A half-century retrospective. Motivation Science, 5(2), 93–105.  https://doi-org.libauth.purdueglobal.edu/10.1037/mot0000127   Sheykhangafshe, F. B., Nouri, E., Niri, V. S., Choubtashani, M., & Farahani, H. (2024). The efficacy of Cognitive Behavioral Therapy on mental health, self-esteem and emotion regulation of medical students with imposter syndrome. Educational Research in Medical Sciences, 13(1).   Recommended scales: Eysenck Self-esteem Scale (ESES) Imposter Syndrome Scale

How much should school education be about workplace skills and how much about knowledge? Should businesses be more involved in education? Is the assessment of education all wrong?  And should learning and qualifications be encouraged at all ages?  With up to 3 million UK jobs at risk over the next decade according to the National Foundation for Educational Research, Steph talks to their CEO Carole Willis, alongside Will Bridgman MD of engineering firm Warren Services who have built a skills pipeline in their local community and Amjad Ali who helps run 21 schools as part of Chiltern Learning Trust. Email: the⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠restismoney@goalhanger.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ X: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@TheRestIsMoney⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Instagram: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@TheRestIsMoney⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ TikTok: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@RestIsMoney⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://⁠⁠⁠goalhanger.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Learn more about your ad choices. Visit podcastchoices.com/adchoices

The Game Changers podcast celebrates true pioneers who inspire us to take the big step forward and up in education and beyond. In episode 205 (Part 3) of Game Changers, Phil Cummins joins in conversation with Dr Donnie Adams! Dr Donnie Adams is based at the Faculty of Education, University of Melbourne, Australia. He obtained his Ph.D. in Educational Leadership from University of Malaya under the Bright Sparks scholarship and was awarded the University of Malaya's Excellence Award 2016: PhD Completion in Less than 3 Years. His significant contributions to the field have been recognised with several awards, including the Australian Council for Educational Leaders (VIC) Fellowship Award 2025 and the Emerald Young Researcher Award 2021 from Emerald Publishing. Additionally, he was featured by Britishpedia as one of the 'Successful People in Malaysia' in Education. He serves as Editor-in-Chief of Educational Research and Evaluation and is an editorial board member of several top-tier journals. With a strong commitment to education reform, his work has shaped inclusive school leadership practices across the Asia-Pacific, driving meaningful and systemic change by empowering teachers and future leaders. He has engaged in professional consultation and research partnerships with leading institutions worldwide, including the Ministries of Education in Malaysia and the Maldives, the Department of Education in the Philippines, the British Council in Nepal, ETH Zürich in Switzerland, The HEAD Foundation in Singapore, UNICEF, Teach For Malaysia, and the Asian Universities Alliance. The Game Changers podcast is produced by Evan Phillips supported by a School for tomorrow (aschoolfortomorrow.com), and powered by CIRCLE Education. The podcast is hosted on SoundCloud and distributed through Spotify, Google Podcasts, and Apple Podcasts. Please subscribe and tell your friends you like what you are hearing. You can contact us at gamechangers@circle.education, on Twitter and Instagram via @GameChangersPC, and you can also connect with Phil via LinkedIn, Twitter and Instagram. Let's go!

The Game Changers podcast celebrates true pioneers who inspire us to take the big step forward and up in education and beyond. In episode 205 (Part 2) of Game Changers, Phil Cummins joins in conversation with Dr Donnie Adams! Dr Donnie Adams is based at the Faculty of Education, University of Melbourne, Australia. He obtained his Ph.D. in Educational Leadership from University of Malaya under the Bright Sparks scholarship and was awarded the University of Malaya's Excellence Award 2016: PhD Completion in Less than 3 Years. His significant contributions to the field have been recognised with several awards, including the Australian Council for Educational Leaders (VIC) Fellowship Award 2025 and the Emerald Young Researcher Award 2021 from Emerald Publishing. Additionally, he was featured by Britishpedia as one of the 'Successful People in Malaysia' in Education. He serves as Editor-in-Chief of Educational Research and Evaluation and is an editorial board member of several top-tier journals. With a strong commitment to education reform, his work has shaped inclusive school leadership practices across the Asia-Pacific, driving meaningful and systemic change by empowering teachers and future leaders. He has engaged in professional consultation and research partnerships with leading institutions worldwide, including the Ministries of Education in Malaysia and the Maldives, the Department of Education in the Philippines, the British Council in Nepal, ETH Zürich in Switzerland, The HEAD Foundation in Singapore, UNICEF, Teach For Malaysia, and the Asian Universities Alliance. The Game Changers podcast is produced by Evan Phillips supported by a School for tomorrow (aschoolfortomorrow.com), and powered by CIRCLE Education. The podcast is hosted on SoundCloud and distributed through Spotify, Google Podcasts, and Apple Podcasts. Please subscribe and tell your friends you like what you are hearing. You can contact us at gamechangers@circle.education, on Twitter and Instagram via @GameChangersPC, and you can also connect with Phil via LinkedIn, Twitter and Instagram. Let's go!

The Game Changers podcast celebrates true pioneers who inspire us to take the big step forward and up in education and beyond. In episode 205 (Part 1) of Game Changers, Phil Cummins joins in conversation with Dr Donnie Adams! Dr Donnie Adams is based at the Faculty of Education, University of Melbourne, Australia. He obtained his Ph.D. in Educational Leadership from University of Malaya under the Bright Sparks scholarship and was awarded the University of Malaya's Excellence Award 2016: PhD Completion in Less than 3 Years. His significant contributions to the field have been recognised with several awards, including the Australian Council for Educational Leaders (VIC) Fellowship Award 2025 and the Emerald Young Researcher Award 2021 from Emerald Publishing. Additionally, he was featured by Britishpedia as one of the 'Successful People in Malaysia' in Education. He serves as Editor-in-Chief of Educational Research and Evaluation and is an editorial board member of several top-tier journals. With a strong commitment to education reform, his work has shaped inclusive school leadership practices across the Asia-Pacific, driving meaningful and systemic change by empowering teachers and future leaders. He has engaged in professional consultation and research partnerships with leading institutions worldwide, including the Ministries of Education in Malaysia and the Maldives, the Department of Education in the Philippines, the British Council in Nepal, ETH Zürich in Switzerland, The HEAD Foundation in Singapore, UNICEF, Teach For Malaysia, and the Asian Universities Alliance. The Game Changers podcast is produced by Evan Phillips supported by a School for tomorrow (aschoolfortomorrow.com), and powered by CIRCLE Education. The podcast is hosted on SoundCloud and distributed through Spotify, Google Podcasts, and Apple Podcasts. Please subscribe and tell your friends you like what you are hearing. You can contact us at gamechangers@circle.education, on Twitter and Instagram via @GameChangersPC, and you can also connect with Phil via LinkedIn, Twitter and Instagram. Let's go!

It is important that teachers feel confident to respectfully and effectively address religion and beliefs in diverse classrooms. But it can be difficult, particularly for early career or beginner teachers, to know where to start. Recently, Informit – in partnership with RMIT University and the Australian Council for Educational Research – held a free professional development webinar on this very topic. In that webinar, ACER's very own Pru Mitchell, Manager of Information Services, interviewed Professor Peter Sherlock, Executive Director of the Australian Centre for Christianity and Culture at Charles Sturt University. In today's podcast, we sit down with Peter to follow up on some of the key themes to come from that webinar. In particular, we discuss why it's important for schools to engage with religion and belief systems, how teachers can engage students in meaningful conversations about religion in a respectful way, and the resources available to help teachers to build their confidence in this space. Host: Rebecca Vukovic Guest: Professor Peter Sherlock

Drew Perkins talks with George Lilley, a veteran teacher from Australia, about his critiques of the work of John Hattie, and the Science of Learning. Links & Resources Mentioned In This Episode

Great leaders pour themselves into serving others, sometimes until they burn out. But if you want lasting impact, understand that it requires balance. When service comes without self-care, burnout follows. And when self-care comes without service, your leadership's meaning fades. That's why the key is learning to hold both, so you can thrive while helping others flourish.In this episode, Ashish Kothari and Dr. Tenzin Dadul explore how leaders can build a flourishing life by aligning service with self-care, gratitude, and continuous growth.Dr. Tenzin Dadul is a Clinical Associate Professor of Oral & Maxillofacial Radiology and Director of Educational Research at the University of Detroit Mercy. He is also the founder of "Wild Flower," a mission-driven organization that, since around 2009, has provided free medical, dental, and cancer care and educational support to underprivileged children and Himalayan refugee communities. In 2022, he was awarded the Agere ex Missione Award by Detroit Mercy for his outstanding service and other honors from institutions in the U.S. and abroad.His story is a powerful reminder that true leadership and flourishing begin when we care for ourselves as deeply as we care for others.Things you will also learn in this episode:• Why service without self-care leads to burnout• How Dr. Tenzin transformed failure and hardship into a flourishing life of purpose• The importance of mentorship and education as a “golden ticket” for generational impact• Insights on preventing burnout in healthcare and leadership• How Eastern and Western philosophies can be integrated for resilience and wellbeingTune in now to hear how you can lead a flourishing life with both service and self-care at the center.✅Resources:• Michigan Ross: michiganross.umich.edu• Dr. Tenzin Dadul's website: tenzindadul.org/ • Cancer Medical Dental Organization founded by Dr. Tenzin Dadul: https://www.tenzindadul.org/mission • His Holiness The Dalai Lama: https://www.dalailama.com/• Sadhguru: https://isha.sadhguru.org/en/sadhguru • University of North Carolina at Chapel Hill: https://www.unc.edu/ • University of Detroit Mercy: https://www.udmercy.edu/• Saveetha Medical College: https://www.smc.saveetha.com/ • Andrews University: https://www.andrews.edu/index.html • University of Michigan Center for Positive Organizations: https://michiganross.umich.edu/terms/center-positive-organizations ✅Books:• Hardwired for Happiness by Ashish Kothari: https://happinesssquad.com/hardwired-for-happiness/

Welcome to Manna for the Movement, short devotionals from the CCDA community to encourage you to meet with God today, wherever you find yourself on your journey. For the next five weeks, every Thursday, this series will focus on the theme of Shalom—a concept encompassing wholeness, well-being, justice, development, and harmony. It speaks to a state of right relationship with God, with one another, and with creation, where nothing is missing and nothing is broken.In this episode, Dr. Lorenzo A. Watson leads us in meditating on John 17:20-24 through the practice of Lectio Divina.Lorenzo A. Watson serves as the CEO/President for the Christian Community Development Association, headquartered in Chicago, IL. He is an experienced community development professional; a leader, teacher, and scholar who has long centered his work at the intersections of wholeness, education, and Biblical justice.Lorenzo holds a BS from North Carolina State University in Computer Engineering, an MDiv from Shaw University Divinity School, and a PhD in Educational Research and Policy Analysis from NCSU. He and his spouse of 18 years, Natarsha P. Sanders, reside and serve as “community pastors” in the Doyle community of Kerrville, Texas. Lorenzo's proven skills in multi-ethnic organizational leadership, management, and coaching, as well as his pastoral giftings and scholarship, have helped create environments of inclusion and belonging in every space to which he has been called.Learn more about CCDA and how you can get involved at ccda.org. Connect with CCDA on Instagram, Twitter, Facebook, and LinkedIn. Follow CCDA on YouTube. If you're looking for more devotionals, check out Donna Barber's book, Bread for the Resistance.

Send us a textOne of the biggest mistakes leaders make with new initiatives is selling the benefits without naming what it might cost teachers. Grounded in Kahneman and Tversky's Prospect Theory, this episode explores why the fear of loss often outweighs the promise of gain. Whether it's autonomy, time, competence, or belonging, the risks teachers anticipate can feel heavier than the advantages leaders emphasize.Through research and real-life examples, you'll learn how to shift pushback into progress by addressing those hidden losses head-on. The takeaway is simple: don't just highlight the gains, acknowledge and reduce the losses teachers fear. Resistance isn't about “fear of change.” It's about fear of loss. And until you name the loss, the gain won't matter.

This conversation explores AASA's Public Education Promise, a framework designed to guide education leaders in navigating the complexities of modern public education. The discussion highlights the importance of student-centered learning, real-life skills, teacher retention, community partnerships, and measuring success beyond traditional metrics. Education leaders share insights on how they are implementing these principles in their respective districts, emphasizing the need for collaboration and innovation in the face of challenges. Follow on X: @Supt_Balderas | @drgoffney | @larawadem | @Jonharper70bd | @BAMRadioNetwork Dr. LaTonya M. Goffney is the Superintendent of Schools for the Aldine Independent School District in Houston, Texas. Since taking the helm in July 2018, she has dedicated herself to the district's over 60,000 students and nearly 9,000 employees, as well as the entire Aldine community. She began her career as a teacher at Coldspring-Oakhurst CISD in 1999 before eventually leading COCISD as superintendent from 2008 to 2013. In 2013, she was named Superintendent of Lufkin ISD. Dr. Goffney is the AASA president-elect. David Law is the superintendent of Minnetonka Public Schools, one of the top school districts in Minnesota. Law earned a BA from Hamline University with a major in mathematics and a minor in education. His teaching career includes experiences in California and Minnesota at the middle school and high school level. In 1998, he began his administrative career. Law completed his K-12 principal and superintendent license at the University of Minnesota, Twin Cities, and earned his Juris Doctor from William Mitchell College of Law in St. Paul, Minnesota. In 2010, he was named assistant superintendent for White Bear Lake Area Schools. Dr. Gustavo Balderas is President of the Association of Latino Administrators and Superintendents and President of AASA.Balderas has been and is involved in numerous state, regional, and national organizations and committees, including having served on the Oregon State Board of Education as a superintendent liaison, the AASA Executive Committee, Chiefs for Change Board, is a co-founder and inaugural president of the Oregon Association of Latino Administrators. Dr. Balderas is also a volunteer consulting superintendent for the Educational Research and Development Institute, Suburban School Superintendents, and the Institute for Educational Innovation national organizations.

Send us a textDr. Seth Parsons talks to us about the power of the teacher, the value of good curriculum, and motivation and engagement in learning. Seth is known for his work in the areas of elementary literacy instruction, student engagement and motivation, adaptive teaching, and metacognitive strategy development. His research has been published in many of the field's top journals, including the Journal of Literacy Research, Review of Educational Research, Educational Researcher, Reading Research Quarterly, Elementary School Journal, The Reading Teacher, and Literacy Research and Instruction. In addition to journal articles, he has co-authored and edited several practitioner-facing books, including Principles of Effective Literacy Instruction, Grades K–5, and Accelerating Learning Recovery for All Students (both co-authored with past Classroom Caffeine guest Margaret Vaughn) and Becoming a Metacognitive Teacher. He has served as President of Association of Literacy Educators and Researchers (ALER) and currently serves as Executive Editor of The Journal of Educational Research, and Co-Editor of the Literacy Research Association's Journal of Literacy Research, and Associate Editor of Reading and Writing Quarterly. Dr. Seth A. Parsons is a Professor of Literacy in the Sturtevant Center for Literacy at George Mason University. You can connect with Seth on Instagram @sethaparsons or by email at sparson5@gmu.edu. To cite this episode: Persohn, L. (Host). (2025, July 15). A conversation with Seth A. Parsons. (Season 5, No. 12) [Audio podcast episode]. In Classroom Caffeine Podcast series. https://www.classroomcaffeine.com/guests. DOI: 10.5240/E135-3828-6E19-4385-B8E5-YConnect with Classroom Caffeine at www.classroomcaffeine.com or on Instagram, Facebook, Twitter, and LinkedIn.

We're excited to be rereleasing some of our favorite episodes this summer! Before we jump into Season 5, join us to review some of the most popular episodes that you may have missed. We're starting today with 2.12. In this episode, we're diving into handwriting. Even for those who do not have difficulty, handwriting in the early years is essential. When students have not yet reached automaticity or legibility in letter formation, it taxes their working memory and places a higher demand on cognitive resources. We want to look at how we can free up some of those cognitive demands. Effective handwriting practice will lead to stronger spelling, reading, and writing performance. Tune in as we discuss the role handwriting should have in our classrooms as well as the importance and some of the benefits of cursive handwriting! We'll also look at the developmental stages, offer some teaching tips, and share the most beneficial handwriting resources we've used over the years! Resources mentioned in this episode: 2.8 Incorporating Writing in Structured Literacy Lessons 2.11 How to Keep Your Eye on the Goal in Intervention Handwriting instruction: a commentary on five studies In-depth analysis of handwriting curriculum and instruction in four kindergarten classrooms Berninger, V. W. & Wolf, B. J. (2009). Teaching Students with Dyslexia and Dysgraphia: Lessons from Science. Baltimore, Maryland: Paul Brookes Publishing Company. Graham, S., Berninger, V., Weintraub, N., & Shafer, W. (1998). Development of handwriting speed and legibility in grades 1-9. Journal of Educational Research, 92, 42-52. Overvelde, A., & Hulstijn, W. (2011). Handwriting Development In Grade 2 And Grade 3 Primary School Children With Normal, At Risk, Or Dysgraphic Characteristics. Research in Developmental Disabilities, 540-548. Readiness by Beth Moore Writing Skills books by Diana Hanbury King Loops and Other Groups by Mary Benbow Writing Wizard app The OT Toolbox Casey on TpT - The Dyslexia Classroom or The Dyslexia Classroom Emily on TpT - The Literacy Nest or The Literacy Nest If you like this episode, please take a few minutes to rate, review, and subscribe. Your support and encouragement are so appreciated! Have a question you'd like us to cover in a future episode of Together in Literacy? Email us at support@togetherinliteracy.com! If you'd like more from Together in Literacy, you can check out our website, Together in Literacy, or follow us on Facebook and Instagram. For more from Emily, check out The Literacy Nest. For more from Casey, check out The Dyslexia Classroom. Thank you for listening and joining us in this exciting and educational journey into dyslexia as we come together in literacy!

Music education is an important part of primary school. It's got a range of benefits, of course, not only for students' music learning, but for improving their capacity as a learner more broadly, and there are benefits for their wellbeing too. In Episode 101 of The Research Files we're joined by Dr Rebecca Taylor, a Senior Research Fellow at the Australian Council for Educational Research. We're going to be exploring survey data from 2 reports into music teaching and music education in primary schools – they're all about the ‘what', ‘when', and ‘how' music learning is delivered. Our chat certainly provides some food for thought in terms of what you're doing in your own practice and maybe the supports that you need; if you're a school leader, maybe what expertise exists within the staff and what their PD needs are. Host: Jo Earp Guest: Dr Rebecca Taylor

It has been an exciting month here at Teacher magazine because we launched our new monthly themes. In this Teacher Staffroom podcast, I'll take you through our theme for May. I'll also run you through some of the highlights from our editorial, including 2 pieces on the topic of AI, and chat about a new report by the Australian Council for Educational Research that explores teacher self-efficacy in classroom management. Host: Rebecca Vukovic Sponsor: This podcast from Teacher is supported by Sora, the student reading platform that provides access to curriculum and popular digital books for schools. Learn more at discoverSora.com/global.

There's so much potential for artificial intelligence and generative AI tools to support teaching and learning, but alongside these exciting opportunities there are challenges and risks. If you're a teacher or a school leader, you may already be using or experimenting with AI tools – and you certainly won't be surprised to hear that many of your students definitely are! Our guest for this special episode is Dr Katie Richardson, Senior Research Fellow at the Australian Council for Educational Research. We'll be talking about 3 broad areas where AI can enable improvements in education, and what that might look like. Also, what the tools can and can't do currently, or replace. And we'll discuss how teachers need to be careful and purposeful in using the different AI tools out there with their students to promote thinking and learning. Host: Jo Earp Guest: Dr Katie Richardson

How do we redefine success, community, and family when parenting a child with disabilities? In this conversation, Amy Julia Becker and Adrian Wood, PhD, creator of the vlog Tales of an Educated Debutante and co-author of Autism Out Loud, discuss community, belonging, autism, and the ways they have grown up with their children. They explore:Cultural perceptions of family life with disabilityNavigating family dynamicsCommunication Building community connectionsCollaborating with schools for better outcomesRedefining success_MENTIONED IN THIS EPISODE:Autism Out Loud: Life with a Child on the Spectrum, from Diagnosis to Young Adulthood by Kate Swenson, Carrie Cariello, Adrian WoodAmy Julia's Reimagining Family Life with Disability workshopAmy Julia's Live, In-Person Workshop on May 3_WATCH this conversation on YouTube by clicking here. READ the full transcript and access detailed show notes by clicking here or visiting amyjuliabecker.com/podcast._ABOUT:Adrian Wood is the creator of the vlog Tales of an Educated Debutante. She has a PhD in Educational Research and contributes to Today Parents, The Today Show, and the Love What Matters blog. She lives in rural eastern North Carolina with her family.CONNECT with Adrian on her website (talesofaneducateddebutante.com), Facebook, Instagram, and YouTube.___Let's stay in touch. Subscribe to my newsletter to receive weekly reflections that challenge assumptions about the good life, proclaim the inherent belovedness of every human being, and envision a world of belonging where everyone matters.___We want to hear your thoughts. Send us a text!Connect with me: Instagram Facebook YouTube Website Thanks for listening!

Even though there is more awareness about neurodivergence in today's world, there's still a lot most people don't know about what it's like parenting neurodivergent children. Kate Swenson, Carrie Cariello, and Adrian Wood, authors of the new book AUTISM OUT LOUD, discuss their individual journeys parenting a child with autism from diagnosis to young adulthood. Kate, Carrie, Adrian, and Margaret discuss: Figuring out what success looks like for your child with autism How an autism diagnosis affects family dynamics Processing the grief that accompanies an autism diagnosis Kate Swenson is the creator of the blog and Facebook page Finding Cooper's Voice. She speaks regularly about autism, parenting, and motherhood, and is a contributor to TODAY Parents, The TODAY Show, and the Love What Matters blog. Carrie Cariello is the author of What Color Is Monday, Someone I'm With Has Autism, and Half My Sky.  Adrian Wood is the creator of the vlog Tales of an Educated Debutante. She has a PhD in Educational Research and contributes to TODAY Parents, The TODAY show, and the Love What Matters blog. Buy AUTISM OUT LOUD: https://bookshop.org/a/12099/9780778368366 Find out where the Autism Out Loud book tour is headed at https://autismoutloudbook.com/ Here's where you can find Kate: www.findingcoopersvoice.com @findingcoopersvoice on FB and IG https://findingcoopersvoice.substack.com/ Here's where you can find Carrie: @whatcolorismonday on FB @carrie_carriello on IG www.carriecariello.com https://substack.com/@carriecariello Here's where you can find Adrian: www.talesofaneducateddebutante.com @educateddebutante on FB @talesofaneducateddebutante on IG @theeducateddebutante on YT We love the sponsors that make this show possible! You can always find all the special deals and codes for all our current sponsors on our website: https://www.whatfreshhellpodcast.com/p/promo-codes/ What Fresh Hell is co-hosted by Margaret Ables and Amy Wilson. mom friends, funny moms, parenting advice, parenting experts, parenting tips, mothers, families, parenting skills, parenting strategies, parenting styles, busy moms, self-help for moms, manage kid's behavior, teenager, tween, child development, family activities, family fun, parent child relationship, decluttering, kid-friendly, invisible workload, default parent, parental stress, emotions, kids emotions, parent emotions, uncertainty, autism out loud, autism after high school, autism and young adults, neurodivergent children, parenting neurodivergent children, autism, autism spectrum disorder, autistic children, special needs children, special education, Learn more about your ad choices. Visit podcastchoices.com/adchoices

Henry talks with Dr Fiona Longmuir (PhD), a Senior Lecturer in Educational Leadership in the Faculty of Education at Monash University. Audio production by Rob Kelly.

Send us a textIn this episode, we're getting to the heart of what really drives student success—engagement. As a school leader, you have the power to shift your entire building by helping your staff focus on what matters most: connecting students to their learning in meaningful ways.We'll explore how student engagement impacts achievement, why it's more than just participation, and what the research says about how it shapes outcomes like graduation rates, test scores, and long-term success. You'll get real strategies you can bring back to your teachers—from tech integration to interactive structures—all designed to support the whole learner: visual, auditory, kinesthetic, and more.Here's what you'll walk away with: ✅ The 3 types of student engagement—and how to spot them ✅ Practical ways to boost classroom energy using tools like Nearpod, Think-Pair-Share, and student-led choice ✅ How learning styles factor into engagement and achievement ✅ Real data that connects engagement to increased academic performance ✅ What building leaders can do today to remove barriers and keep students connectedThis episode is packed with value for any principal, AP, coach, or instructional leader who's ready to create a culture where engagement leads to achievement.

New federal data paints a stark picture: American children are falling behind in reading and test scores, with the gap between advantaged and disadvantaged kids growing wider. But is this really just a problem of money? University of Chicago Developmental psychologist Ariel Kalil has spent her career studying how parents influence childhood development—not just through resources, but through daily habits and interactions.On this episode, we explore the surprising science behind parental engagement, the behavioral biases that shape parenting decisions, and why simple interventions—like 15 minutes of reading a day—can have an outsized impact. Plus, we discuss how AI and behavioral economics might provide new solutions for supporting parents in an era of rising inequality.

There's a difference between (a) reading research related to reading instruction and (b) reading what others have said about research related to reading instruction. It's important to know the difference. When you read research articles, you get to evaluate the methodology and interpret that data. When you read what somebody else has written about research, you must trust that their evaluation is fair, and their interpretation of the data is accurate. You are reliant on the relative clarity of their lens.So, far too often you're left with people like me whose job it is to continually read and evaluate research. But this chapter is written so that you will be able to do this. It's written to make me obsolete.

We hear a lot about the role of educators and schools in developing the essential skills students need for learning and for life – things like critical thinking and collaboration. But, it's not necessarily a simple thing to support the development of these things in the classroom. We're delighted to welcome Dr Claire Scoular back to the Teacher podcast today. You may recognise her name – Dr Scoular is a Principal Research Fellow at the Australian Council for Educational Research and she's been working on developing frameworks for the essential skills for learning. The frameworks are designed to support educators to understand the essential skills by defining the skill, breaking it down into aspects that comprise it, and presenting those aspects as observable behaviours. It also identifies different levels of proficiency in the skill. This work has involved collaboration with more than 30 countries around the world to identify and select 5 essential skills. Host: Dominique Russell Guest: Dr Claire Scoular Sponsor: Sora

In this week's episode, I sit down with Professor Laura Chávez-Moreno to chat about her latest book - How Schools Make Race, Teaching Latinx Racialization in America. Laura's work covers how race influences institutions, like schools, and pushes white supremacist ideology. As Latinos, we've all seen who is accepted into honors classes and who is in remedial classes, or which schools get the best books and which ones get the torn-up ones. In this very special interview, Laura shares how the concept of race works to divide us within these institutions in real-time and how we can combat it.  Laura C. Chávez-Moreno is an award-winning researcher, qualitative social scientist, and assistant professor in the Department of Chicana/o & Central American Studies and Department of Education at the University of California, Los Angeles (UCLA). Her work is at the intersection of education, pedagogy, language, literacy, and ethnic studies. Her research has been published in top-tier journals such as Review of Educational Research, Educational Researcher, American Educational Research Journal, Research in the Teaching of English, and Journal of Teacher Education. Y'all ready to be radicalized? Tune in! For all Hella Latin@ updates, follow @hellalatinopodcast on Instagram and connect on LinkedIn. More at odalysjasmine.com. To learn more about your ad choices visit megaphone.fm/adchoices Podcast production for this episode was provided by CCST. Learn more about your ad choices. Visit megaphone.fm/adchoices

Charlotte Haines Lyon has a background in Youth and Community work.  She worked in a variety of youth and community settings and moved on to Adult Education including working with Age Concern.  She gained a Masters in Philosophy and Religion at Heythrop College (UCL) and a PhD at York St John University.  She worked as a freelance writer for a variety of charities and more recently has been developing Democratic Methodologies in Educational Research.     In this episode we look to demystify the annual review process.   Charlotte shares her own difficult experience and what she learnt from it.   We explore the key difference between annual reviews and upgrade meetings that most PhD researchers don't know.   Charlotte outlines the simple shift in perspective that can transform these high stakes moments from dread to opportunity.   She also shares the one thing that she always encourages her supervisees to do after intense review meetings. For a transcript of this episode go to: thephdliferaft.com   If you would like a useful weekly email to support you on your PhD journey you can sign up for ‘Notes from the Life Raft' here:  https://mailchi.mp/f2dce91955c6/notes-from-the-life-raft

What is the difference between English as a Second Language (ESL) and Bilingual curricula? How might bilingual education programs unintentionally harm Latinx students, and what can be done to mitigate that harm? In this series on healthcare and social disparities, Dr. Jill Wener, a board-certified Internal Medicine specialist, anti-racism educator, meditation expert, and tapping practitioner, interviews experts and gives her own insights into multiple fields relating to social justice and anti-racism. In this episode, Jill interviews Dr. Laura Chávez-Moreno. They cover the topic of how our societal biases seep into the school system and create early segregation and false perceptions of our children. They also discuss the importance of fostering Latinx critical consciousness in classrooms and communities.  Dr. Laura C. Chávez-Moreno is an award-winning researcher, qualitative social scientist, and assistant professor at the University of California, Los Angeles, in the Departments of Chicana/o and Central American Studies and Education. She is the author of How Schools Make Race: Teaching Latinx Racialization in America (Harvard Education Press, 2024). Dr. Chávez-Moreno researches, writes, and teaches about Chicanx/Latinx education. She works at the intersection of education, pedagogy, language,literacy, and ethnic studies, particularly Chicanx/Latinx Studies. Her research has been published in top-tier journals such as Review of Educational Research, Educational Researcher, American Educational Research Journal, Research in the Teaching of English, and Journal of Teacher Education. LINKS laurachavezmoreno.com Book: How Schools Make Race: Teaching Latinx Racialization in America Twitter handle @lauraccm LinkedIN https://www.linkedin.com/in/laura-ch%C3%A1vez-moreno-8a00b0329/ ** Our website www.consciousantiracism.com You can learn more about Dr. Wener and her online meditation and tapping courses at www.jillwener.com, and you can learn more about her online social justice course, Conscious Anti Racism: Tools for Self-Discovery, Accountability, and Meaningful Change at https://theresttechnique.com/courses/conscious-anti-racism. If you're a healthcare worker looking for a CME-accredited course, check out Conscious Anti-Racism: Tools for Self-Discovery, Accountability, and Meaningful Change in Healthcare at www.theresttechnique.com/courses/conscious-anti-racism-healthcare Join her Conscious Anti-Racism facebook group: www.facebook.com/groups/307196473283408 Follow her on: Instagram at jillwenerMD LinkedIn at jillwenermd

In this episode of "The Brand Called You," Chitra Ravi, Founder & CEO of Chrysalis, shares her transformative approach to education. With a mission to awaken the innate human potential in every child, Chrysalis emphasizes emotional intelligence, creativity, and holistic development. Chitra discusses innovative strategies such as the "Think Room" and the elimination of traditional textbooks, fostering an environment where curiosity thrives and students engage actively in their learning journeys. 00:34- About Chitra Ravi Chitra is the founder and chief executive officer of Chrysalis, which is a state-of-the-art Educational Research and Innovation organization, with a vision to awaken the innate human potential in every child. She's been awarded and felicitated several times.  --- Support this podcast: https://podcasters.spotify.com/pod/show/tbcy/support

In this latest episode, we discuss with Professor Selcuk Sirin the potential influences of our expanding digital world on parenting and child development. We speak about both preparing children for entering the digital world, as well as supporting them once they are in it. We also touch upon the development of technology, and the various generational responses to it.  As an applied psychologist, Dr. Sirin uses empirical research methods to better understand the needs of children and families, and to arm professionals and policy makers with this knowledge so as to better address the needs of the most vulnerable. The goal that unites all of his work is to enhance the lives of marginalized children using development in context as a general framework. He focuses on immigrant children in New York, Muslim youth in the US, refugees in Turkey and Norway, and students at risk in US schools. He has published his work in top journals, such as Child Development, Developmental Psychology, Review of Educational Research, and Pediatrics, in an effort to inform scholars, practitioners, and policy makers about marginalized children. He has also made a concerted effort to get his work to a wider audience both locally and globally, as he believes strongly in “giving scientific knowledge away.” He has served on several policy committees such as the National Academy of Sciences, the Urban Institute, and the Migration Policy Institute. He has also collaborated with UNESCO and Save the Children, in their efforts to improve the lives of refugee children. Please visit his lab's web page for most recent work and volunteering opportunities. Sirin Lab  For those from Turkey here is his Turkish web page: http://www.selcuksirin.com/  Turkçe web sayfam için lütfen şu sayfayı ziyaret edin:  http://www.selcuksirin.com/   

Dr. Manju Banerjee, VP of Educational Research and Innovation at Landmark College, talks about Landmark's vision for helping neurodivergent students thrive in college and in their careers. Learn more about your ad choices. Visit megaphone.fm/adchoices

  Interviewees: Dr. Kevin Eva, Dr. Lara Varpio, Dr. Gabrielle Finn, and Dr. Yoon Soo Park Interviewer: Lisa Meeks In this special live episode, recorded at the 2024 ASME Conference in Warwick, UK, host Lisa Meeks moderates a dynamic panel titled "Advancing Disability Equity in Health Professions Scholarship: A Panel Discussion on Inclusive Research and Publication Practices." Joining her are esteemed guests Drs. Kevin Eva, Lara Varpio, Gabrielle Finn, and Yoon Soo Park, who delve into the critical intersection of equity, academia, and scholarship. They share valuable insights on expanding diversity, equity, and inclusion (DEI) initiatives to fully embrace disability. The discussion highlights the pivotal roles of academic journals, conference organizers, researchers, and institutions in fostering inclusive environments that support scholars and students with disabilities. This episode is essential listening for anyone committed to advancing equity and inclusion in academia. Keywords:  Transcript Bios:  Dr. Kevin Eva is Associate Director and Scientist in the Centre for Health Education Scholarship, and Professor and Director of Educational Research and Scholarship in the Department of Medicine, at the University of British Columbia.  He completed his PhD in Cognitive Psychology (McMaster University) in 2001 and became Editor-in-Chief for the journal Medical Education in 2008.   Dr. Lara Varpio is a professor at the Children's Hospital of Philadelphia and the University of Pennsylvania. She is internationally recognized for her expertise in qualitative research methods and methodologies, and in theories from the social sciences and humanities. Her research has won national and international awards. She has given invited talks at hospitals and medical schools around the world, and she has led invited sessions and given plenaries at some of the largest and most respected academic medicine conferences in the world. Dr. Gabrielle Finn is Vice Dean for Teaching, Learning and Students at the University of Manchester. Gabrielle was previously Founding Director of the Health Professions Education Unit (HPEU) and Chair of the Postgraduate Board at the Hull York Medical School (HYMS) where she worked extensively on widening access and curriculum development, including the implementation of Longitudinal Integrated Clerkships into medical programmes. She holds Associate Editor posts for BMC Medical Education and the European Journal of Anatomy. She was awarded a National Teaching Fellowship in 2019, principally for her work developing the PaintME network to support the integration of living anatomy into healthcare curricula. Dr. Yoon Soo Park is the Ilene B. Harris Endowed Professor and Head of the Department of Medical Education. He holds a Ph.D. in Measurement, Evaluation, and Statistics from Columbia University. Park's experiences include both academic and industry settings, with research interests and experiences across multiple disciplines in psychometrics, biostatistics, educational psychology, and medicine. Park's research agendas have focused on data science and learning analytics methodologies in health professions education. He has also actively engaged in interdisciplinary research in the social sciences, collaborating with diverse researchers and practitioners across disciplines. His work in the health professions education has advanced the preparation of learners in clinical reasoning and measurement of competencies through validity studies.   Produced by: Dr. Lisa Meeks  Audio editor: Jacob Feeman Digital Media: Katie Sullivan and Lisa Meeks   

Ever wondered why some school counseling programs deliver long-lasting results while others fall flat? In this episode of the School for School Counselors podcast, host Steph Johnson addresses the critical need for evidence-based practices in the field of school counseling. Though counselor-created resources are popular, Johnson emphasizes the importance of moving beyond these kinds of resources commonly found online. She discusses the insufficiency of peer-reviewed research in current school counseling interventions and offers reliable alternatives such as cognitive behavioral therapy (CBT), mindfulness-based interventions, and established curriculums like Second Step and MindUP. Additionally, Johnson highlights the potential harm of inadequately researched resources found on platforms like Teachers Pay Teachers. She provides practical advice on where to find validated interventions and underscores the value of collecting long-term data to assess their effectiveness.If you truly want to be a better school counselor, listen in for actionable insights to elevate your school counseling practices, backed by the power of evidence-based approaches that truly make a difference in students' lives.Mentioned in This Episode:School for School Counselors MastermindResources:American School Counselor Association (2019). ASCA schoolcounselor professional standards & competencies. Alexandria,VA: Author. Retrieved from https://www.schoolcounselor.org/getmedia/a8d59c2c-51de-4ec3-a565-a3235f3b93c3/SC-Competencies.pdfAmerican School Counselor Association. (2021). ASCA student standards: Mindsets & behaviors for student success. Retrieved from https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/mindsets-behaviors.pdfCollaborative for Academic, Social, and Emotional Learning (CASEL). (n.d.). Retrieved from https://casel.org/Committee for Children. (n.d.). Second Step program. Retrieved from https://www.secondstep.org/Gallagher, C., Swalwell, K., & Bellows, L. (2019). Editorial processes and quality control in educational materials. Educational Studies, 48(1), 112-128.Kendall, P. C. (1990). Coping Cat program for anxiety disorders. Journal of Clinical Child Psychology, 19(2), 99-107.MacArthur, J., Harris, L., Archonbald, N., & Shelton, K. (2021). Findings on the quality of activities in educational resources. Journal of Educational Research, 54(3), 245-262.National Association of School Psychologists. (n.d.). Professional development. Retrieved from https://www.nasponline.org/professional-developmentSawyer, R., Dick, M., & Sutherland, J. (2020). The correlation between resource aesthetics and cognitive demand. Mathematics Education Review, 62(4), 301-318.The Goldie Hawn Foundation. (n.d.). MindUP curriculum. Retrieved from https://mindup.org/U.S. Department of Education. (n.d.). What Works Clearinghouse. Retrieved from https://ies.ed.gov/ncee/wwc/

Dr. Joshua Barnett is an educational thought leader who has spent his career working to improve the effectiveness of teacher leaders. In an interview, he discussed how teacher leaders can establish trust, develop deep instructional knowledge, and build credibility with their colleagues. He also shared his thoughts on why the teaching profession is challenged with recruitment and turnover and how teacher leaders can be a key solution to helping principals manage the teaching situation. Barnett emphasized the importance of getting it right, rather than being right, and reminded us that localized solutions are often the most effective.Bringing professional learning to effective teacher leaders. Supported over 300,000 educators and 3.5 million studentsHow teacher leadership matters. Engage with and serve as the bridge between the leadership team and the rest of the schoolProvide instructional support - Collaboration with other teachersCoaching other adultsInstructional feedback1. Establish trust2. Deep instructional knowledgeIdentify the needs of other adults3. CredibilityOwnership of their learningHow do we help them take ownership of their learningWhat is the expectation that teachers have by going?Autonomy, capacity, and supportTeacher leader as conduit from national/regional training. The only learning that is valued is the “approved” learning. System-wide approach to help teacher leaders take on an approachWhy is our profession challenged with recruitment and turnover. Committed to building educator effectiveness. Practical conversations - teacher leaders are a key solution to helping principals manage the teaching situation. Get it right, rather than being right. Reminded vs. instructed.Localized solutions.How the role of the principal plays into this paradigm. District-based certification modelHow to be a transformative principal? Key strategy is to rely on teacher leaders for success. Giving them the time to go through the building and have a conversation. Dr. Joshua Barnett is NIET's chief executive officer, responsible for overseeing all of the organization's operations including service delivery, research and evaluation, professional learning and learning technology development, policy and communications, financial operations, and higher education partnerships. He is also the author of Unleashing Teacher Leadership: A Toolkit for Ensuring Effective Instruction in Every Classroom Previously, Josh served as president and chief operating officer for NIET, where he supported NIET partnerships with strategic oversight of research, NIET's higher education innovation, and service delivery. He was also the principal leader and investigator for NIET's successful federal projects. He has been with NIET since January 2013 when he joined as the organization's senior vice president of research and evaluation. In that role, he led NIET's research agenda and production of evidentiary support for all initiatives and grant programs. He also directed all external evaluation projects and research services.Josh's research work throughout his career has explored how to improve educator quality in all schools for all students by addressing two related issues: examining how teachers and principals are evaluated and how resources are distributed to and used within schools.Before joining NIET, Josh worked as an assistant professor of education policy and evaluation at Arizona State University, a visiting scholar at Massey University in New Zealand and a research associate in the Office for Education Policy at the University of Arkansas.Josh has taught courses in research methods, school finance, evaluation, and educational psychology; worked as an evaluator for nearly three dozen federal and state grants; served as an evaluator for the U.S. Institute of Education Sciences; and worked with local, state and national government agencies and organizations on projects aimed at improving educator effectiveness.He is author of Unleashing Teacher Leadership: A Toolkit for Ensuring Effective Instruction in Every Classroom and has been published in a variety of outlets, including Review of Educational Research, Teachers College Record, Educational Leadership, New Zealand Education Review, and Issues in Teacher Education. He is also co-author of A Straightforward Guide to Teacher Merit Pay: Encouraging and Rewarding Schoolwide Improvement and Learning on the Job: How Evaluation Systems Can Support Teacher Growth. We're thrilled to be sponsored by IXL and MyFlexLearning. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you simplify and streamline technology, reliably meet Tier 1 standards, improve assessment performance, and more. Visit IXL.com/BE today to learn more about how IXL can elevate your school or district.MyFlexLearning is the scheduling platform that helps middle and high schools meet the individual needs of all students. Create and manage time for flex blocks, WIN time, activity periods, RTI, counselor and teacher appointments and much more. And with a built-in accountability tool and reporting features, solve your challenges around getting kids where they need to be and understanding how flex time is spent. Make your flex time work for you. Visit myflexlearning.com/BE to learn more and receive $500 off the first year. 

Today we explore what it means to decolonize education. My guests are Riyad Shahjahan, Annabelle Estera, and Kirsten Edwards. Together with Kristen Surla, they conducted a literature review of 207 articles about the topic. They show that the very idea of decolonizing takes on diverse meanings and subsequently is put into practice in different ways. They argue there is no one way or best practice to decolonize curriculum or pedagogy. They also detail some of the challenges of actualizing decolonization. Riyad Shahjahan is an associate professor of higher, adult, and lifelong Education at Michigan State University. Annabelle Estera is an Advisor and Instructor in Graduate Education at Endicott College. Kirsten Edwards is an Associate Professor in educational policy studies at Florida International University. Their new co-written article is “‘Decolonizing' curriculum and pedagogy: A comparative review across disciplines and global higher education contexts” published in the Review of Educational Research. freshedpodcast.com/shahjahan-estera-edwards/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate