@dsmith@mstdn.social avatar

dsmith

@dsmith@mstdn.social

Education: #instruction #equity #exceptionality
Psychology: #behaviour #development #cognition
Also: #philosophyofscience #historyofscience #neuroscience

This profile is from a federated server and may be incomplete. For a complete list of posts, browse on the original instance.

jeffgreene , to psychology group
@jeffgreene@mastodon.social avatar

Should schools track students based on cognitive ability tests? Find out, here: https://bemusings.ghost.io/why-its-a-bad-idea-to-track-students-based-on-tests-given-early-in-life/

@edutooters @psychology @academicchatter

dsmith ,
@dsmith@mstdn.social avatar

@jeffgreene @edutooters @psychology @academicchatter

A couple suggestions that aren’t perfect workarounds but can reduce the issue you identify:

…When assessing support needs in terms of cog abilities or academic aptitudes, the use of age vs. grade norms will more likely support an appropriate decision.

…Younger vs. older Ss show greater variability on most measures, and so besides using multiple measures for Gifted ID, impose a higher cog ability cut-off score for primary-aged Ss.

jeffgreene , to psychology group
@jeffgreene@mastodon.social avatar

Do students’ academic goal motivations change over time, and if so, how? Find out, here: https://bemusings.ghost.io/why-educators-should-support-students/

@edutooters @psychology @academicchatter

dsmith ,
@dsmith@mstdn.social avatar

@jeffgreene @edutooters @psychology @academicchatter

"...all educators would do well to create mastery-focused classroom goal structures, to push all students in a more positive direction. Perhaps the only person a student should focus upon out-performing is who the student was yesterday."

👍

jeffgreene , to psychology group
@jeffgreene@mastodon.social avatar

Was recently reminded of this fun little explainer: What is ? https://www.dropbox.com/scl/fi/8qka4ampllxfrvp29x3aq/apa-video.mov?rlkey=s49r4j99tioe5s9yk0rthd9w3&dl=0

@edutooters @academicchatter @psychology

dsmith ,
@dsmith@mstdn.social avatar

@jeffgreene @edutooters @academicchatter @psychology

Well done. Slick!

jeffgreene , to psychology group
@jeffgreene@mastodon.social avatar

There’s been a lot of hubbub lately about the role of knowledge in reading instruction. What exactly do people mean when they say “knowledge matters” - what kinds of knowledge are we talking about? Drs. McCarthy and McNamara have a great way to think about knowledge and text comprehension. Check it out: https://soundcloud.com/user-883650452/dr-kathryn-soo-mccarthy-dr-danielle-mcnamara


@edutooters @psychology @academicchatter

dsmith ,
@dsmith@mstdn.social avatar

@jeffgreene @edutooters @psychology @academicchatter

Superb! The framework is a true step forward, and you asked some excellent questions, Jeff.

I'm interested in how context constraints transform all else to generate meaning and a new kind of operating knowledge as soon as we begin to read.

Also see attached re accuracy, specificity, and the progressive ed question, “Must reading comp tie only to the author’s intended meaning or may the reader legitimately bring his/her own meaning?”

dsmith ,
@dsmith@mstdn.social avatar

@jeffgreene @edutooters @psychology @academicchatter

Looking forward to this, many thanks!
/D

dsmith ,
@dsmith@mstdn.social avatar

@jeffgreene @edutooters @psychology @academicchatter

Super interesting... Thank you for sharing.

jeffgreene , to psychology group
@jeffgreene@mastodon.social avatar

How well does universal design for learning align to learning theory, and where is their work to be done? Find out in this new article by Zhang et al, including yours truly. https://doi.org/10.1007/s10648-024-09860-7


@edutooters @psychology @academicchatter

dsmith ,
@dsmith@mstdn.social avatar

@jeffgreene @edutooters @psychology @academicchatter

Gosh, I would love to read this work but it's behind a paywall.

  • All
  • Subscribed
  • Moderated
  • Favorites
  • •
  • random
  • test
  • worldmews
  • mews
  • All magazines
    •