News

News from FABBS

Collaboration and Continued Education for STEM Teachers to Improve Outcomes

May 21, 2020

More than half of all children in the United States fail to meet basic proficiency scores in math and science.  New research in Policy Insights from the Behavioral and Brain Sciences finds schools can bolster educational outcomes in STEM through a combination of teacher professional development and new curriculum materials.

“Without changes to classroom processes—what is happening in the classroom each day between teachers, students, and content—student learning

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The Added Value of Latinx and Black Teachers

April 15, 2020

As Congress debates the reauthorization of the Higher Education Act, a new paper in Policy Insights from the Behavioral and Brain Sciences urges lawmakers to focus on provisions aimed at increasing the numbers of Black and Latinx teachers.

Reviewing decades of
literature, authors Travis J. Bristol and Javier Martin-Fernandez report that Black
and Latinx students benefit socially, emotionally and academically from having
teachers who are the same race as they

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Teaching Kids that Pop Music is Make Believe

February 26, 2020

If
your kids are listening to popular music—and they probably are—they most likely
are learning about things they shouldn’t.    

According to new research in Policy Insights from the Behavioral and Brain Sciences, more than half of all popular music contains sexual references: sexual identity, the objectification of women, permissive and risky sexual behaviors and sexual and gender violence.

Current education standards do not include

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Attention to Oral Language Skills Key to Literacy

January 29, 2020

Oral language enables children to read, yet most children struggling with speaking and listening are never diagnosed and therefore do not get the help they need, according to a new paper published in Policy Insights for the Behavioral and Brain Sciences.

Research shows that between 7 and 9 percent of young children have developmental language disorder, or DLD–“a significant impairment” in the ability to speak and understand language, authors Suzanne M. Adlof and

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