Showing papers in "Policy insights from the behavioral and brain sciences in 2016"
TL;DR: The four-phase model of interest development guides interventions that promote interest and capitalize on existing interests, and four interest-enhancing interventions seem useful: attention-getting settings, contexts evoking prior individual interest, problem-based learning, and enhancing utility value.
Abstract: Interest is a powerful motivational process that energizes learning, guides academic and career trajectories, and is essential to academic success. Interest is both a psychological state of attention and affect toward a particular object or topic, and an enduring predisposition to reengage over time. Integrating these two definitions, the four-phase model of interest development guides interventions that promote interest and capitalize on existing interests. Four interest-enhancing interventions seem useful: attention-getting settings, contexts evoking prior individual interest, problem-based learning, and enhancing utility value. Promoting interest can contribute to a more engaged, motivated, learning experience for students.
217 citations
TL;DR: This paper found that students in the United States are less proficient in mathematics, science, and reading than their peers in other countries, leading some to question whether American students spend enou...
Abstract: Concern that students in the United States are less proficient in mathematics, science, and reading than their peers in other countries has led some to question whether American students spend enou...
216 citations
TL;DR: In this paper, the authors discuss different forms of motivation or emotion, their relevant theoretical basis, evidence on how they relate to academic engagement and learning, and potential classroom supports for adaptive motivation and emotion.
Abstract: Students frequently experience various types of motivation and emotion that contribute to their engagement and learning. However, translating research on motivation and emotion into educational practice and policy has so far been limited. To facilitate greater synergy among research, practice, and policy, this overview addresses educationally relevant motivation and emotion. This summary discusses different forms of motivation or emotion, their relevant theoretical basis, evidence on how they relate to academic engagement and learning, and potential classroom supports for adaptive motivation and emotion. The article concludes with five instructional design principles that can guide educators and policymakers in promoting adaptive student motivation and emotion: (a) support students’ feelings of competence, (b) enhance autonomy, (c) use personally relevant and active tasks, (d) emphasize learning and de-emphasize social comparison, and (e) encourage feelings of belonging.
155 citations
TL;DR: In this paper, student cognition and motivation, as well as institutional policies, determine student course grades and retention in science, technology, engineering, and mathematics (STEM) majors, and student cognition is correlated with academic performance.
Abstract: Student cognition and motivation, as well as institutional policies, determine student course grades and retention in science, technology, engineering, and mathematics (STEM) majors. Regarding cogn...
96 citations
TL;DR: The importance of epistemic cognition for critical thinking in the 21st century has been recognized by a growing body of intervention research as discussed by the authors, which can reveal how to best position teachers and students to develop the ability to construct, evaluate and use knowledge.
Abstract: Proliferating information and viewpoints in the 21st century require an educated citizenry with the ability to think critically about complex, controversial issues. Critical thinking requires epistemic cognition: the ability to construct, evaluate, and use knowledge. Epistemic dispositions and beliefs predict many academic outcomes, as well as whether people use their epistemic cognition skills, for example, scrutinizing methods in science and evaluating sources in history. The evidence supporting the importance of epistemic cognition, inside and outside of the classroom, has led to a growing body of intervention research. However, more research can reveal how to best position teachers and students to develop and enact productive epistemic cognition. Promising directions for future research and policy include developing learning environments that promote students’ epistemic cognition and subsequent critical thinking, as well as incorporating this work into educator preparation programs.
87 citations
TL;DR: Teachers' beliefs shape their practice as mentioned in this paper and serve as helpful heuristics for teachers embedded in the complex, ever-changing, and everchanging world of education, and teachers' beliefs can be used to guide their practice.
Abstract: Teachers’ beliefs shape their practice. Beliefs, conceptions held with enough personal conviction to be considered true, serve as helpful heuristics for teachers embedded in the complex, ever-chang...
64 citations
TL;DR: In this paper, the authors present evidence-based practices such as Self-Regulated Strategy Development (SRSD) for writing, and their potential policy implications follow from SRSD research in the areas of evidencebased practices, teacher development, curriculum development and reform.
Abstract: U.S. students are not performing well in writing, both typically achieving students and students with learning disabilities (LD). Factors that impact learning to write include the complexity of writing and learning to write, challenges in developing effective writing instruction, teacher preparation for teaching writing, and instructional models in use in today’s schools. These factors have influenced the development of Self-Regulated Strategy Development (SRSD) for writing, and its scientific evidence base. Potential policy implications follow from SRSD research in the areas of evidence-based practices, teacher development, curriculum development and reform, and research. For evidence-based practices such as SRSD to transform education, as they have medicine, effective partnerships between policymakers and education stakeholders, our students, and our schools are critical.
63 citations
TL;DR: Reading comprehension is multidimensional and complex. The persistent challenges children, adolescents, and even adults face with reading comprehension call for concerted efforts to develop assessm... as discussed by the authors,.
Abstract: Reading comprehension is multidimensional and complex. The persistent challenges children, adolescents, and even adults face with reading comprehension call for concerted efforts to develop assessm...
63 citations
TL;DR: Policy implications are to use games for targeted learning objectives, align games with classroom activities, avoid confusing liking with learning, and use games to adapt activities to maintain challenge.
Abstract: Game advocates call for replacing conventional schooling with educational activities based on computer games. These claims were examined by reviewing published research on games for learning and th...
53 citations
TL;DR: The need for public understanding of science is especially critical in today's society when citizens frequently confront complex, conflicting information on challenging topics as discussed by the authors, and the authors suggest how educators, media specialists, and scientists who communicate about their work might help address these challenges.
Abstract: The need for public understanding of science is especially critical in today’s society when citizens frequently confront complex, conflicting information on challenging topics. This article presents research on challenges for public understanding of science: In addition to increased scientific literacy (knowledge), people may need to shift epistemic cognition (beliefs about the nature of knowledge) and epistemic trust (beliefs about source credibility) to accept scientific perspectives. The article suggests how educators, media specialists, and scientists who communicate about their work might help address these challenges. Educational implications include (a) teach scientific processes, (b) teach for deeper understanding, (c) promote epistemic cognition, and (d) use instructional scaffolds. Policy recommendations include (a) fund educational research on thinking, (b) emphasize how to think over what to think, (c) support malleable psychological skills and dispositions, (d) avoid presenting “balanced pers...
48 citations
TL;DR: In this article, a policy focus on the financially disadvantaged and spatially talented learners would be an actionable and effective strategy to quick and effective strategies to quickly develop their talents.
Abstract: For at least the last half-century, we have underserved advanced learners, losing countless minds and corresponding innovations. The scientific evidence is clear on educational interventions that are most effective and relatively easy to implement for this population. Despite this, such educational opportunities are not readily available to all students. Whereas financially advantaged students can access opportunities outside of school that develop their talents, financially disadvantaged students cannot, and their talents largely go underdeveloped. Another underserved population is spatially talented learners, who can reason by using well-structured visual images. They are often underidentified and neglected in standardized tests and school systems that emphasize verbal and mathematical skills. Although all advanced learners deserve to have their talents developed to the fullest, a policy focus on the financially disadvantaged and spatially talented would be an actionable and effective strategy to quickl...
TL;DR: English learners (ELs) represent more than 10% of the U.S. student population as discussed by the authors, and often, education policies and practices create barriers for ELs to achieve access and outcomes that are equitable to those of their non-EL peers.
Abstract: English learners (ELs), students from a home where a language other than English is spoken and who are in the process of developing English proficiency themselves, represent more than 10% of the U.S. student population. Oftentimes, education policies and practices create barriers for ELs to achieve access and outcomes that are equitable to those of their non-EL peers. Recent education research—often using experimental and quasi-experimental designs—provides new insights on how to evaluate EL policies, as well as how best to alter current policies to yield more equitable outcomes for ELs. Topics discussed include (a) EL classification and services, (b) language of instruction, (c) access to core content, and (d) assessments.
TL;DR: An increasingly robust science of classroom processes identifies teacher-student interactions as a key asset for improving student learning and development as mentioned in this paper, and uses a variety of methods to assess interactivity.
Abstract: An increasingly robust science of classroom processes identifies teacher–student interactions as a key asset for improving student learning and development. Observational methods to assess interact...
TL;DR: This paper found that many American students struggle to perform even basic comprehension of text, such as locating information, determining the main idea, or supporting details of a story, and even more students are inadeq...
Abstract: Many American students struggle to perform even basic comprehension of text, such as locating information, determining the main idea, or supporting details of a story. Even more students are inadeq...
TL;DR: How research, the authors' and others, supports the efficacy of individualizing student instruction (ISI) and how society might close achievement gaps are described and illustrated.
Abstract: Despite three decades of scientific and public attention on efforts to improve literacy in America, little progress has been made in closing achievement gaps across racial, ethnic and socioeconomic lines. This article argues that one major reason is failure to take into account the mosaic of strengths and weaknesses individual children bring to school. With this comes the failure to develop personalized instruction for each child. We briefly review the research available, and then describe how research, ours and others, supports the efficacy of individualizing or personalizing student instructional (ISI) and illustrate how society might close achievement gaps. ISI, and other regimes, offer a systematic instructional program, incorporate child assessment, and personalized small-group instruction. In ISI, this is aided by computer-generated recommendations and planning tools, coupled with extensive, ongoing professional development. ISI has been shown to be highly effective from preschool through third grade in improving children's literacy skills. The practical and policy implications of implementing effective instruction are discussed.
TL;DR: In this paper, the authors consider the nature and importance of relational reasoning, the ability to discern meaningful patterns within informational streams, and examine the relationship between relational reasoning and information processing.
Abstract: This article addresses two goals. First, it considers the nature and importance of relational reasoning, the ability to discern meaningful patterns within informational streams. Second, it examines...
TL;DR: This paper found that academic achievement and executive functions relate robustly from early childhood through adolescence, and that executive functions refer to top-down processes utilized in goal-directed behavior, and academic achievement relates robustly with executive functions.
Abstract: Executive functions refer to top–down processes utilized in goal-directed behavior. Executive functions and academic achievement relate robustly, from early childhood through adolescence. Executive...
TL;DR: This article found that social and emotional factors influence students' cognitive abilities and academic ac acyclic abilities, and that these factors are correlated with academic performance and academic achievement in general students.
Abstract: Education research—for example, on character, stereotype threat, and identity-based motivation—demonstrates that social and emotional factors influence students’ cognitive abilities and academic ac...
TL;DR: In this paper, the authors propose to link ideas, concepts, and disciplinary content in an underused yet effective educational strategy for fostering students' higher-order thinking, using analogical re-training.
Abstract: Linking ideas, concepts, and disciplinary content is an underused yet effective educational strategy for fostering students’ higher order thinking. A body of psychological research on analogical re...
TL;DR: This paper found that children from poor families typically know fewer words when they enter school than children from wealthy families do, and this "word gap" persists over time and may significantly affect educational outcomes.
Abstract: Children from poor families typically know fewer words when they enter school than children from wealthy families do. This “word gap” persists over time and may significantly affect educational ach...
TL;DR: The transition to adulthood is not easily marked by specific life events such as completing school, getting married, or having children as mentioned in this paper. Variations in timing and the economic and social pressures a...
Abstract: The transition to adulthood is not easily marked by specific life events such as completing school, getting married, or having children. Variations in timing and the economic and social pressures a...
TL;DR: The authors found that national policies on language and literacy curricula reinforce standardized language approaches, which not only fail to meet the needs of non-standardized English speakers but also place our monoli...
Abstract: National policies on language and literacy curricula reinforce standardized language approaches. These not only fail to meet the needs of non-standardized English speakers but also place our monoli...
TL;DR: In this paper, the authors focus on comparison and comparison of instructional methods that are easy for teachers to implement and have demonstrable, positive impact on student learning, and propose a comparison of different instructional methods.
Abstract: Education policy should aim to promote instructional methods that are easy for teachers to implement and have demonstrable, positive impact on student learning. Our research on comparison and expla...
TL;DR: In this article, the authors recognize the shared focus on individual adaptation, growth, and outcomes in special education and developmental science, and propose to align the proclivities of students a...
Abstract: Bridging special education (SE) and developmental science recognizes their shared focus on individual adaptation, growth, and outcomes. Adaptation continuously aligns the proclivities of students a...
TL;DR: Despite decades of research on reading development and instructional practices that promote reading proficiency, millions of children in the United States still fail to acquire adequate reading ski... as mentioned in this paper found that children in America still do not acquire enough reading skills.
Abstract: Despite decades of research on reading development and instructional practices that promote reading proficiency, millions of children in the United States still fail to acquire adequate reading ski...
TL;DR: The authors reviewed the potential that key stakeholders, peers, parents, schools, and new media hold for stopping bullying and the evidence from the large body of bullying research offers hope for many ways that stakeholders can produce meaningful reductions in bullying, when provided proper supports for their efforts.
Abstract: In the last 20 years, public awareness of the problem of bullying has increased to the degree that legislation has been developed to protect youth in all 50 United States. Bullying is clearly harmful to students’ social, psychological, and academic functioning. Researchers are now challenged to prevent or reduce bullying and its negative effects. The potential that key stakeholders—peers, parents, schools, and new media—hold for stopping bullying is reviewed. The evidence from the large body of bullying research offers hope for many ways that stakeholders can produce meaningful reductions in bullying, when provided proper supports for their efforts.
TL;DR: New technologies are providing opportunities to guide and enhance learning that were unimagined even a few years ago as mentioned in this paper, and the promise of technology to help turn the tide on the declining effectiveness of the traditional methods.
Abstract: New technologies are providing opportunities to guide and enhance learning that were unimagined even a few years ago. The promise of technology to help turn the tide on the declining effectiveness ...
TL;DR: In this article, the authors proposed a systematic way for SLPs to plan and implement an effective intensity of intervention for children with speech and language impairments. But, current empirical evidence coupled with cognitive theory suggests that more treatment may not relate to improved outcomes.
Abstract: In the U.S. public school system, more than 6 million children receive special education services, including many children with speech and language impairments. Speech-language pathologists (SLPs) design and implement effective interventions—including how much intervention children receive—to circumvent the negative effects of speech-language impairments on educational outcomes. Existing policy and position statements suggest that increasing the number of sessions (frequency) and amount of intervention (dose) would improve children’s outcomes, assuming that greater treatment intensity is associated with better treatment outcomes. However, current empirical evidence, coupled with cognitive theory, suggests that more treatment may not relate to improved outcomes. The present article draws on current empirical studies and established cognitive theories of spacing effects (learning distributed over time) to propose a systematic way for SLPs to plan and implement an effective intensity of intervention for chil...
TL;DR: In this paper, the authors argue that the rising price of higher education threatens educational opportunity and social mobility for the most vulnerable Americans, and that increasing college attendance benefits individuals and society, but eff...
Abstract: The rising price of higher education threatens educational opportunity and social mobility for the most vulnerable Americans. Increasing college attendance benefits individuals and society, but eff...
TL;DR: Despite decades of research on social contexts and cultural practices, contemporary literacy education policies often frame the teaching of literacy skills and especially adolescent literacy skills as mentioned in this paper, despite the fact that these skills can be learned from social contexts.
Abstract: Despite decades of research on social contexts and cultural practices, contemporary literacy education policies often frame the teaching of literacy skills—and especially adolescent literacy skills...