This 20-page booklet offers research-based principles to guide effective vocabulary instruction and strategies for translating the research into classroom practice.
Today's children focus so intently on the toys they own, they often fail to develop executive functions such as memory, cognitive flexibility, and self-regulation. McREL Principal Researcher Elena Bodrova suggests activities that can help stimulate the development of executive functions in young children.
McREL consultants Sarah LaBounty, John Ristvey, and Anne Tweed will present at the upcoming 2008 National Science Teachers Association (NSTA) National Conference March 27–30 in Boston, Mas.
McREL researchers Helen Apthorp, Kim Atwill, Sha Balizet, Andrea Beesley, Elena Bodrova, Tedra Clark, Jenna VanBerschot, and Bruce Randel will present at the upcoming 2008 American Educational Research Association (AERA) Annual Meeting March 24–28 in New York, N.Y.
In collaboration with Edinboro University of Pennsylvania, McREL will begin work on a three-year study, Visualizing Science with Adapted Curriculum Enhancements (ACE), through a $1.5 million Mathematics and Science Special Education Goal 2 Research Grant, offered by the U.S. Department of Education's Institute of Education Sciences.
McREL will be presenting four sessions at the upcoming ASCD annual conference March 15–17 in New Orleans, La. Visit us in the exhibit hall (Booths 263 and 265) for free McREL publications, to ask questions of McREL presenters, or to speak with us about working at McREL.
As the Tonawanda City School District struggles with high turnover, parents and school leaders are working to stabilize leadership positions in the district, citing McREL's research on the positive impact of superintendent tenure on student achievement.
McREL Lead Consultant Elizabeth Hubbell presented the results of a recent technology audit to the North Platte Board of Education in February. One of the key findings from the audit was that many teachers were willing to integrate technology into their classrooms, but were struggling to update their learning environments to align with their teaching practices.
A recent report from the Donnell-Kay Foundation found that the achievement gap between rich and poor students in Colorado has more to do with the expectations placed on different groups of students than on their financial status. This report cites findings from McREL's study, High-Needs Schools - What Does it take to beat the odds?.
Over the past few decades, the way children play has changed dramatically. Throughout most of history, play helped children develop their "executive functions" to help them learn and grow. Now, however, play focuses on activities that don't stimulate this mental development. McREL Principal Researcher Elena Bodrova points out that today's children have much more difficulty with self-regulation (one of many executive functions) than children did 60 years ago.
TV Junkie: Faces of Addiction, part of an HBO documentary series on addiction, has been released as an educationally-enhanced DVD with educational content contributed by McREL. The DVD has been well-received by both educational institutions and police forces in educating Americans on the effects of addiction.
The Georgia Virtual Academy is an online, self-paced school for more than 2,500 Georgia students in grades K–8. McREL president and CEO, Dr. Tim Waters, comments that this type of model may become more prevalent in schools of the future.
As the school board for Topeka's Unified School District 501 finalizes contract negotiations with their next superintendent, they are looking for a long-term commitment. The school board is hoping Kevin Singer will remain in the district for a long time, citing McREL's research linking superintendent tenure to improved student achievement.
McREL Principal Researcher Elena Bodrova and Vice President of Research & Evaluation Jean Williams responded to a December 8 column, which suggested that all-day kindergarten and high-quality preschool programs would likely be costly and ineffective. Bodrova and Williams acknowledge research which suggests the benefits of quality early-education may diminish over time, but point out that, when combined with high-quality primary education, the benefits last well into middle-age.
