I often write about research studies from various fields and how they can be applied to the classroom. I write individual posts about ones that I think are especially significant, and will continue to do so. However, so many studies are published that it’s hard to keep up. So I’ve started writing a “round-up” of some of them each week or every other week as a regular feature.
By the way, you might also be interested in MY BEST POSTS ON NEW RESEARCH STUDIES IN 2021 – PART TWO.
You can see all my “Best” lists related to education research here.
Here are some new useful studies (and related resources):
A policy limiting K-2 suspensions 1) reduced suspensions, 2) substantially closed the Black-White suspension gap, 3) increased achievement for high-risk students, and 4) had no negative effects on achievement or discipline for other students. https://t.co/kAUKpRw6zA
— Morgan Polikoff 🏳️🌈 (@mpolikoff) May 21, 2024
An Experimental Evaluation of Culturally Enriching Field Trips https://t.co/zjcsnFD3Ju
“greater tolerance & an increased desire to consume arts, fewer behavioral infractions, attend school more frequently, score higher on end-of-grade exams, and receive higher course grades.”
— Paul Bruno (@Paul__Bruno) May 21, 2024
Semiempty collaborative concept mapping in history education: students’ engagement in historical reasoning and coconstruction is a new study.
This is a good review of the AI grading study. It & the study itself misses 2 critical points, which I wrote about when it first came out earlier this year https://t.co/81gMrZlyLi https://t.co/8JUIAsDVNF pic.twitter.com/OjJeO8dQwZ
— Larry Ferlazzo (@Larryferlazzo) May 26, 2024
In a shock to no one at all (but great to have clear evidence!), when you eliminate one school day a week, kids end up less numerate and literate.https://t.co/hB50Q9VC2d pic.twitter.com/BVdtukqatx
— Josh Goodman (@JoshGoodman_BU) May 28, 2024