FABBS reports on items of interest to many communities – scientists, policymakers, and the public. In our news, you will see updates on science funding and policy, articles that translate research for policy, and descriptions of the research contributions of scientists at all stages of their research careers.
In speech therapy, what’s best for the bottom line might also be best for kids
Speech-language impairment affects millions of school-aged children in the U.S., not just limiting their ability to communicate, but posing a risk for their future achievement. Children with untreated speech-language issues go on to have more trouble with reading and math, as well as social and behavioral skills. Fortunately, access to treatment has become nearly universal, because the Individuals with Disabilities Act guarantees school-based services to any child whose educational performanceread more
Do Video Games Improve Learning?
There’s no question that video games are popular – they rack up more than $100 billion in sales every year – but can they improve student learning? Electronic games are everywhere in children’s lives, not only on home computers and smartphones, but increasingly in schools. Gaming enthusiasts like well-known researchers Jane McGonigal and James Gee have called for educators to leverage the popularity of gaming to revolutionize schooling. Children could learn more and more efficientlyread more
Want to Teach Critical Thinking? Forget Rote Learning
October 13th, 2016
Gone are the days when school was only about “the three R’s”- reading, writing, and ‘rithmetic. Critical thinking is now a central educational goal, from the Common Core State Standards to employers’ demands for the future workforce. But students are apparently falling short of that goal.
According to a test viewed as the “Nation’s Report Card,” a third of America’s fourth graders fail to comprehend what they read or are unable to provide supportingread more
Teachers’ Beliefs Affect Whether Students Meet Learning Standards
When legislators make education policy, the decision-making process sometimes leaves out a surprising group of stakeholders – teachers. For decades, teachers have complained that policies too often ignore their expertise, and there may be another problem with excluding them: even the clearest standards and best instructional strategies won’t help students if teachers don’t believe in them. Teachers’ beliefs about learning affect what they do in the classroom, including whether they useread more