Podcast Archives - Page 5 of 17

Are Smartphones Hurting College Students' Grades? Findings from an 11-Year Study

Smartphones may be linked to decreased knowledge retention and lower grades in college, according to a recently published study led by Rutgers University psychology Professor Arnold Glass. nnThe study, conducted at Rutgers over 11 years, found that students who used smartphones to complete class assignments were significantly less likely to remember that material during closed-book exams. nnGlass joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss his findings, their relation to K-12 education, and some important implications for policymakers, school leaders, and instructors across the U.S.

Education Research

Education Research in the Wake of COVID-19

Following unprecedented disruption in the wake of COVID-19, how can education researchers resume their work – and possibly transform it – in the years ahead? A new article coauthored by UT Austin’s David DeMatthews offers some answers.

District and Charter Leaders Share Promising Strategies in the Wake of COVID-19

Early results from a nationwide survey of district and charter school network leaders highlight successful approaches used in schools this spring and a number of common concerns for the fall and beyond. American Institutes for Research senior researcher Dia Jackson discusses a new early-look brief on Research Minutes.

Instruction Policy Pre-K

Preschool Student Experiences in the Wake of COVID-19

New research examines the supports that preschool students received – or in many instances didn’t receive – when classrooms closed their doors this spring. NIEER Senior Co-Director W. Steven Barnett discusses his team’s findings, their potential impacts on students, and some important implications for policymakers, practitioners, school leaders and families.

Equity and Diversity Instruction K-12

Research-Backed Strategies to Address Student Learning Loss

Following a chaotic spring semester and extended school closures, many students will require additional academic support as instruction resumes this fall. A new policy brief, coauthored by the University of Chicago Consortium on School Research‘s Elaine Allensworth, offers some research-backed strategies for schools attempting to address student learning loss in the months ahead.

Instruction K-12 Policy

The Prospect of Reopening Schools

How – and under what conditions – can schools reopen safely in the wake of a global pandemic? And what resources will school systems need to provide effective instruction in the months ahead? Dr. Joshua Sharfstein (Johns Hopkins University) and Mike Magee (Chiefs for Change) join us on a special episode.

K-12 Policy

Study: Some Students Lose Nearly All Academic Gains During Summer

A new study into summer learning loss details the academic costs – and the cumulative impacts – of time spent away from school.

Instruction K-12 Workforce

Teacher Experiences and Working Conditions in the Wake of COVID-19

Schools with more supportive working conditions were far more successful at helping their teachers maintain a sense of success during COVID-19-related school closures, according to a multi-state survey conducted by researchers Matthew Kraft and Nicole Simon.

Instruction K-12 Technology

Many Districts ‘Left Learning to Chance’ During Closures, Study Finds

In the chaotic shift to online education this spring, many districts did not communicate an expectation for teachers to monitor student progress, track attendance or provide live instruction, according to a new study by the Center on Reinventing Public Education (CRPE). CRPE Associate Director Betheny Gross discusses her team’s findings and some evidence-backed recommendations for school systems and instructors now planning for the fall..

Government K-12 Workforce

School Funding in the Wake of COVID-19

Renowned economist and education researcher Eric Hanushek joins CPRE Executive Director Jonathan Supovitz to discuss the potential economic and workforce impacts of the pandemic, and offers some research-backed recommendations for states, districts and school leaders.