Are we ever to be done with the nonsense of teaching self-esteem instead of self-respect and self-control? Here's yet another study that shows Teaching Self-Esteem Undermines Students’ Academic Achievement
‘An intervention that encourages [students] to feel good about themselves, regardless of work, may remove the reason to work hard,’” notes “Roy Baumeister, a Florida State professor who’s studied the topic for years. ‘Self-control is much more powerful and well-supported as a cause of personal success,’ he says.”
Inflated self-esteem is why American students think they are doing much better than they are. I trace it back to the pernicious notion that everyone must 'feel' good all the time.It's real achievement that leads to self-esteem.
Mr Grosz – who has practised as a psychoanalyst, a type of psychologist, for 25 years – said: ‘Empty praise is as bad as thoughtless criticism – it expresses indifference to the child’s feelings and thoughts."
The government (HHS) releases a study that shows: Head Start , the pre-school program federally funded for the past 48 years to the tune of $8 billion/year, has had no good effect once the students reach first grade. A sad and costly secret.
According to the congressionally-mandated report, Head Start has little to no impact on cognitive, social-emotional, health, or parenting practices of its participants. In fact, on a few measures, access to the program actually produced negative effects.
The HHS’ scientifically-rigorous study tracked 5,000 children who were randomly assigned to either a group receiving Head Start services or a group that did not participate in Head Start. It followed their progression from ages three or four through the end of third grade
At last, an Education Hero, David Coleman
Our hero is David Coleman, president of the College Board, a Rhodes Scholar, and a former McKinsey & Company consultant.
Coleman used a grant from the Bill and Melinda Gates Foundation to mold the requirements for the Common Core States Standards in English -- adopted by 46 states to be implemented in 2014 -- to mandate that 50% of reading assignments are non-fiction "informational text" in elementary school, and 70 percent by grade 12.
Coleman does not mince his words: "People (employers) don't give a damn about what you feel and what you think. What they instead care about is, can you make an argument with evidence, is there something verifiable behind what you are saying or what you think or feel that you can demonstrate to me?"
In addition to the inclusion of quality non-fiction, changes in fiction selections suggestions indicate a shift back to standards: Geoffrey Chaucer's Canterbury Tales; F. Scott Fitzgerald's The Great Gatsby; William Faulkner's As I Lay Dying; Thomas Paine's Common Sense; The Declaration of Independence; Frederick Douglass's "What to the Slave is the 4th of July?:," Allen Paulo's Innumeracy: Mathematical Illiteracy and its Consequences; Mark Fischetti's Working Knowledge: Electronic Stability Control; and George Orwell's "Politics and the English Language."
Another government study released in the dead of night by the Department of Justice on Dec 20th. Violent Crime Against Youth, 1994-2010.
A new Justice Department study looking at violent crimes committed against “youth”—defined as Americans from 12 to 17 years of age—discovered that the rate of "serious violent crime" committed against youth by a perpetrator using a firearm dropped 95 percent from 1994 to 2010.Posted by Jill Fallon at January 15, 2013 10:57 AM | Permalink
American youth who were victims of a serious violent crime in 2010 were six times more likely to have been attacked by a perpetrator wielding a knife than one wielding a gun.
An American youth was 3.8 times more likely to become the victim of a serious violent crime if he or she lived in a home where the householder was unmarried than if he or she lived with married parents