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Young Adult Novels That Teach a Growth Mindset

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Use these novels to teach learning from loss and overcoming adversity to your middle schoolers and high school freshmen.

The following books feature protagonists of diverse backgrounds and races, many of whom reappear in compelling sequels that reinforce the initial lessons and keep students hungry for more. While these young adult books are typically middle school level, their resonant subject matter, complex characters, profound themes, vivid vocabulary, and historical contexts make them suitable as enriched reading for elementary students and as a bridge for high school freshmen.

Don’t let the youth of the protagonists fool you: All of these books are worthy of serious study—and they invite multiple readings.

View the list of books and descriptions

10 Ways to Teach With The Times Today

How can teaching with The Times help you connect history, literature, science and civics to the world today?  How can your students become better readers, writers and thinkers by developing a regular news habit?

This webinar, an introduction to wealth of resources on NYTimes.com, will focus on practical ideas for using any day's Times to teach cross-curricular skills, from writing argumentative essays to analyzing infographics.

And in an era of "fake news," participants will also hear from an award-winning Times journalist, political reporter Nicholas Confessore, about how he develops, fact-checks and writes (real) news stories -- and why that process is so important.

Join us April 26, 2017 at 4pm ET.

 

Register Here

Anatomy of School Bullying

An illustration of a school campus with bubbles holding percentages over different areas of the school showing where bullying occurs.

 

Understanding the hot spots within schools is essential to putting a stop to student bullying.

Hallways and stairwells are bullying hot spots, according to a new report from the National Center for Education Statistics (NCES). In the 2014–15 academic year, students between the ages of 12 and 18 reported nearly twice as many bullying incidents in transitional areas between classes—where they spend a fraction of their time—as in other school areas like cafeterias or playgrounds.

About 5 percent of students faced overtly physical forms of bullying, reporting that they had been “pushed, shoved, tripped, or spit on.” Students reported higher levels of verbal and relational bullying, disclosing that they have been “made fun of, called names, or insulted” (13 percent) or were the “subject of rumors” (12 percent). The numbers suggest that digital bullying, which seemed to herald a dangerous new era of harassment when it first appeared, has not developed as predicted. While bullied girls reported online harassment (15.9 percent) at more than twice the rate boys did, they still encountered far more harassment in school environments than digital ones. Only 6.1 percent of bullied boys reported online incidents.

But it’s the location data that jumps off the page of the report.

Learn more

How Effective Are Practice Tests?

Practice Tests

Rethinking the Use of Tests: A Meta-Analysis of Practice Testing

This meta-analysis examined the effects of practice tests versus no practice tests on student performance. The research demonstrated that students who take practice tests often outperform students in non-testing learning conditions such as restudying, practice, filler activities, or no re-presentation of the material. Results revealed that practice tests are more beneficial for learning than restudying and all other conditions that exclude practice tests. This review found that the impact of practice tests had a moderate effect size of 0.51 compared with restudying, and a larger effect size of 0.93 compared with filler or no activities.

Adesope, O. O., Trevisan, D. A., & Sundararajan, N. (2017). Rethinking the Use of Tests: A Meta-Analysis of Practice Testing. Review of Educational Research.

 

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Unanimous Supreme Court Expands Scope of Special Education Rights

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The U.S. Supreme Court on Wednesday issued a major decision expanding the scope of students' special education rights, ruling unanimously that schools must do more than provide a "merely more than de minimis" education program to a student with a disability...

 

"For children with disabilities, receiving instruction that aims so low would be tantamount to 'sitting idly ... awaiting the time when they were old enough to drop out,'" he added, quoting from key 1982 Supreme Court precedent on special education, Board of Education of the Hendrick Hudson Central School District v. Rowley, that also dealt with the Individuals with Disabilities Education Act.

"The IDEA demands more," the chief justice said. "It requires an educational program reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances.

 

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