Experts from the Research & Innovation Network, across Pearson, and our collaborators voice their stories and insights about challenges and opportunities in education. Join the conversation.
There is still something almost tangible that comes with feeling like you have “made it” – achieved a goal, met a benchmark, or surpassed some context. I have had a few moments like that in my life and I relish them! But I can remember feeling that same feeling at work too. In fact, I think our Cite planners and attendees felt that collectively in 2008. Continue reading
I am the gastronomical equivalent of a “struggling student,” which is the analogy I’m going to run with in this post. I’ve tried lots of solutions over the years to help with my problem, many of which did not work, and many times I have simply given up and fallen back into my old habits. Continue reading
Our original name reflected our commitment to researching and supporting effective instructional practices and to identifying ways to attract and retain effective educators. But it communicated only the result (effectiveness) and left out what it takes to achieve the result, which is educator learning. Continue reading
The Education Trust recently published a third report in their Shattering Expectations series. This report, Falling Out of the Lead: Following High Achievers Through High School and Beyond, compares high school and college outcomes of initially high performing African American, Latino and low-socioeconomic status students with those of their White and advantaged peers. One positive finding is that high-achieving African American, Latino, and White students all take advanced courses in high school at similar rates. In addition, they attend schools where rigorous coursework is equally available. The same pattern did not hold, however, when comparing high-achieving students from advantaged and disadvantaged backgrounds. Low SES students were less likely to take advanced courses and more likely to attend schools where such rigorous coursework was not offered. Continue reading
Games and gamification are not the same thing. Here are five differences: Continue reading
As an education company that uses technology to improve outcomes and increase access to learning, we understand the importance of finding new ways to awaken young people’s excitement for computer science, bringing back creativity and curiosity to programming.
esearch out of Salford University in the U.K. would support the situations described above: where we choose to study can make a huge impact on how well we study and therefore how well we retain the information. Recently, that got the attention of some brilliant folks at Pearson and Foursquare, who began working on a project to allow students to report on their locations as ideal study spots. Continue reading
As we continue to move towards more complex, time-consuming, and costly assessments that take advantage of rich technologies and require more cognitively demanding responses from students, we believe that incorporating existing and emerging principled design approaches right from the start of the process will help ensure that we are meeting our measurement goals. Continue reading
To us, it makes sense for those of us who make tests to consult the different groups—including teachers— who will be the ultimate arbiters of validity and take into account their perspectives. Continue reading
To measure students’ higher order thinking skills, we need a way to measure the cognitive complexity of the questions and tasks we put on assessments Continue reading