- November 17, 2014
- November 15, 2014
Stanford researchers found that the texts, which prompted parents to engage in literacy activities with their kids, had a positive impact on learning.
When it comes to spending quality family time together, text messaging doesn’t have to be a villain. It could be an enabler.
Stanford researchers have created a promising new text-messaging program that is designed to support parents in their efforts to teach their children their ABCs and prepare them for kindergarten. The program, called READY4K!, sends weekly cell phone texts to parents of preschoolers to give them bite-sized tips and easy, specific actions related to developing early literacy skills.
- November 14, 2014
There is great value in having a kid grow up to be bilingual, and even if your kid didn’t do quite as well on the standardized math test, maybe that’s worth it, Ben York said. In the end, they come out with this whole extra skill they wouldn’t otherwise have had.
- November 13, 2014
- November 12, 2014
Think of a technology that could help boost educational outcomes and social mobility. Some of you might point to massive open online courses, MOOCs, which hold the promise of offering cheaper, web-based higher education to exponentially more students, or perhaps just to the Internet itself. But here’s a technology you probably didn’t think of—text messaging.
- November 11, 2014
- Current Status of Evidence on ECD for Children in Low- and Middle-Income Countries: Implications for Policy and PracticeNovember 06, 2014
- November 05, 2014
- November 03, 2014
- One Step at a Time: The Effects of an Early Literacy Text Messaging Program for Parents of PreschoolersOctober 28, 2014
Substantial systematic differences exist in children’s home learning experiences. The few existing parenting programs that have shown promise often are not widely accessible, either due to the demands they place on parents’ time and effort or cost. In this study, we evaluate the effects of READY4K!, a text messaging program for parents of preschoolers designed to help them support their children’s literacy development.
- October 28, 2014
The hard-fought contest holds symbolic significance for the Democratic Party.
It's a battle of old versus new in California.
The typically overlooked race for state superintendent of public instruction is under a national microscope as it pits incumbent Tom Torlakson, a former teacher closely aligned with labor unions and the school establishment, against fellow Democrat Marshall Tuck, a charter school administrator backed by education reformers who advocate for controversial policy shifts like school vouchers and changes to teacher employment laws.
- October 27, 2014
- Stanford researchers see trouble ahead for kindergarten students with low self-regulation unless parents and teachers helpOctober 23, 2014
In the famous Stanford marshmallow experiment, young children were offered one small marshmallow now, or two marshmallows in 15 minutes if they could resist eating the first one. Children with low self-regulation ate the first marshmallow. In follow-up studies these youngsters tended to grow up to be teenagers with lower SAT scores, higher body mass indexes and higher rates of drug abuse.
- October 20, 2014
The evidence is already quite strong that staying at home during a child’s first year of life can have long-term benefits. That’s why most industrial nations (though not the United States) guarantee at least some paid parental leave for working mothers and fathers. What’s been less clear is whether stay-at-home parenting also benefits older children who may already be in elementary or even middle school. On the one hand, the additional income from a second salary is crucial for many families. On the other hand, it is hard to match the attention and guidance that an involved parent can provide.
- October 15, 2014
The newly created positions are intended to improve educational technology and provide greater equity in educational opportunities.
The Stanford Graduate School of Education has established two new endowed faculty chairs — one for the study of educational technology, the other for the study of poverty and inequality in education — and appointed, respectively, professors Dan Schwartz and Sean Reardon, as the inaugural recipients of these chairs.
- October 14, 2014