I am involved in a grant project at my new school which aims to answer this very question about study skills, self-efficacy and wellbeing. Will share this with the team!
Lots of great points in this article. In my state funding for text books has been cut drastically. I wonder how much this has impacted student readiness for college.
Second, as a Biological Psychologist, and lifelong teacher (Special Ed, high school, and University Psychology and Biology departments), I want to point out that we've understood how to teach since Socrates walked down the beach with Meno. None of it is a mystery, and none of the "rediscovered" "cognitive psychology based strategies" are new. In their current form they date back at least to the end of the 19th century.
As I've watched the educational system deteriorate over the last several decades, I have little hope that it will be revived except in small enclaves of unusually gifted teachers who don't use rigid lesson plans, don't mistake rubrics for knowing how to teach, and don't let students move on until they've actually learn the material.
Both my kids - one currently a junior in high school and the other just graduated- neither have read the number of books or had the essays their dad and I had in high school- as parents we are astounded at how little they have to do. We had essays every week and covered a book at least once a month and had really big essays due at the end of semester- not my kids
I am involved in a grant project at my new school which aims to answer this very question about study skills, self-efficacy and wellbeing. Will share this with the team!
Lots of great points in this article. In my state funding for text books has been cut drastically. I wonder how much this has impacted student readiness for college.
I just want to make a couple of comments. First, the results of the 2022 ACT test are different and more nuanced than is generally recognized:
https://www.mindingthecampus.org/2022/12/01/the-2022-act-its-not-all-bad-news/
Second, as a Biological Psychologist, and lifelong teacher (Special Ed, high school, and University Psychology and Biology departments), I want to point out that we've understood how to teach since Socrates walked down the beach with Meno. None of it is a mystery, and none of the "rediscovered" "cognitive psychology based strategies" are new. In their current form they date back at least to the end of the 19th century.
As I've watched the educational system deteriorate over the last several decades, I have little hope that it will be revived except in small enclaves of unusually gifted teachers who don't use rigid lesson plans, don't mistake rubrics for knowing how to teach, and don't let students move on until they've actually learn the material.
The described strategies make sense, but apparently these approaches weren't used in prior generations and students learned more - what has changed?
Both my kids - one currently a junior in high school and the other just graduated- neither have read the number of books or had the essays their dad and I had in high school- as parents we are astounded at how little they have to do. We had essays every week and covered a book at least once a month and had really big essays due at the end of semester- not my kids