Wednesday, February 27, 2013
For as long as there have been schools, teachers have given homework to students for them to complete out of class. However, it is clear that homework, especially when teachers give it in excess, is unnecessary for the students. Recent studies performed by experts at Penn State University as well as the Curry School of Education have pointed to the fact that more homework does not correlate with better grades. In fact, some studies showed that homework is useless because of all the stress it puts on the young students that it is given to.
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Thursday, January 24, 2013
My graduate research and my teaching interests have focused primarily on the intersections of public writing and rhetorical theory. Specifically, I am interested in the disconnect between school writing and public writing and how our students and off-campus communities can …
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Tuesday, February 28, 2012
If you enjoyed this short video on attention and multi-tasking you should really check out this article from the Chronicle of Higher Education about the work of a number of researchers exploring the fascinating connections between attention, memory, and learning. …
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Thursday, October 20, 2011
You may have heard about the intriguing findings of this recent study published in Nature that show that IQ scores among teenagers are quite variable over time and, moreover, that these changes in IQ are related to changes in the physical structure of the brain. That’s right. For many years it was assumed that intelligence, as measured by IQ tests, was fairly set for life. It was thought that IQ scores from testing conducted in childhood were pretty good predictors of future cognitive function, and even of future academic success and earning potential.
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Tuesday, July 5, 2011
“A New Approach to Learning Disabilities: Making bureaucratic systems work for educators rather than limiting their ability to work with students” by Dr. Peter J. McDonald and Dr. Michael Riendeau was originally published at The VincentCurtis Educational Register and has …
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Thursday, March 24, 2011
Regardless of which paradigm of learning differences and ADHD you subscribe to (medical model or diversity model) you can’t deny that our educational system is inequitable. Some students–regardless of intelligence– will be more successful than others. As a teacher I …
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Monday, January 3, 2011
In reading a recent article in the New York Times I was once again unpleasantly reminded of the startling skepticism surrounding the phenomenon of Attention Deficit Disorder. In 2002 a prominent international group of scientists and specialists issued a consensus …
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Learning Diversity
