Barbara Biasi
Visiting Assistant Professor at EIEF, Assistant Professor of Economics at Yale School Of Management, and Faculty Research Fellow at NBER
Barbara Biasi is a labour economist doing work on education, inequality, and creativity. Her current work includes various topics related to teachers' labour markets, the long-run effects of school finance equalization, and the effect of mental health on labour market outcomes. She holds a PhD from Stanford University.
In this episode we talk to an award-winning, longtime public school teacher in Massachusetts about his experiences in the classroom, in the teachers' union, and in various leadership positions in the school -- and how these experiences have shaped his views on how to best support teachers at every stage of their careers.
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In this episode we review the research on how teachers' mental health compares to that of similar people in other professions, both before and during the Covid-19 pandemic. We discuss our own research on the topic, which uses data from the US and is what motivated the creation of this podcast, as well as researchers from University College London who've been conducting similar research in the UK and other OECD countries. Then we close the episode with a conversation with discussion of the most recent survey data available to see how things have changed in the past year and half.
Dr. Sam Sims is a Lecturer in the Centre for Education Policy and Equalising Opportunities (CEPEO) at University College London's (UCL) Institute of Education. His research focuses on teachers and teaching.
This episode begins with a discussion of racial disparities in mental health, working conditions, and in the impact of the pandemic. Our first guest, Dr. Travis Bristol of UC Berkeley, is an expert on teacher labor markets, specifically teachers' workplace experiences, teacher retention, and the role of race and gender in educational settings; he shares his insights on the general challenges faced by teachers of color, and how those challenges were in some ways exacerbated by the pandemic. We also talk about parents' mental health during the pandemic with Dr. Alberto Ortega of Indiana University, who notes that while schools were closed many parents became de facto educators.
Tools empowers teachers to empower children. Our professional development is the sweet spot where our scaffolded curriculum and teaching practices come together into principles teachers can apply right away.
Every year the kindergarten teachers know who came from our Tools preschool and who didn't. Our Tools students stand out because they're the ones coming to school the first day knowing how to self-regulate. Tools students are truly ready learners! Even though I loved teaching preschool before, Tools has truly made me enjoy and LOVE teaching every day. I could talk for days about how wonderful Tools is!
Human teaching is a key behavior for the socialization of cultural knowledge. Previous studies suggest that human teaching behavior would support the development of executive and ToM skills, which in turn would refine the teaching behavior. Given this connection, it raises the question of whether subjects with professional training in teaching also have more efficient executive and ToM systems. To shed light on this issue, in the present study we compared the performance of professional teachers (N = 20, age range = 35-61 years) with a matched control group of non-teachers (N = 20, age range: 29-64 years) on tasks measuring working memory (Sternberg Task), cognitive flexibility (Wisconsin Card Sorting Test), executive control (Attention Network Test), along with online ToM skills (Frith-Happ Animations Task), emotion recognition (Reading the Mind in the Eyes Test) and first-order and second-order ToM (Yoni Task). We found that teachers were significantly more accurate on tasks involving cognitive flexibility (p = .014) and working memory (p = .040), and more efficient on tasks requiring executive control of attention (p = .046), compared to non-teachers. In ToM tasks, differences in accuracy between teachers and non-teachers were not found. But, teachers were slower to respond than non-teachers (about 2 s difference) on tasks involving emotion recognition (p = .0007) and the use of second-order affective ToM (p = .006). Collectively, our findings raise an interesting link between professional teaching and the development of cognitive skills critical for decision-making in challenging social contexts such as the classroom. Future research could explore ways to foster teachers' strengths in cognitive flexibility, working memory, and executive control of attention to enhance teaching strategies and student learning outcomes. Additionally, exploring factors behind slower response times in affective ToM tasks can guide teacher-training programs focused on interpersonal skills and improve teacher-student interactions.
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Introduction: Student-staff partnerships as a concept to improve medical education have received a growing amount of attention. Such partnerships are collaborations in which students and teachers seek to improve education by each adding their unique contribution to decision-making and implementation processes. Although previous research has demonstrated that students are favourable to this concept, teachers remain hesitant. The present study investigated teachers' conceptions of student-staff partnerships and of the prerequisites that are necessary to render such partnerships successful and enhance educational quality.Method: We conducted semi-structured interviews with 14 course coordinators who lead course design teams and also teach in 4 bachelor health programmes, using Bovill and Bulley's levels of student participation as sensitising concepts during data analysis.Results: The results pointed to three different conceptions of student-staff partnerships existing among teachers: Teachers teach and students study; teachers teach and value students' feedback; and teachers and students co-create. The prerequisites for effective co-creation teachers identified were: Teachers must be open to involve students and create dialogues; students must be motivated and have good communication skills; the organisation must be supportive; and teachers should have the final say.Conclusion: We conclude that teachers' conceptions are consistent with Bovill and Bulley's levels of student participation. Under certain conditions, teachers are willing to co-create and reach the highest levels of student participation.
The most popular e-cigarette products look like USB memory sticks or thumb drives, often under the brand name JUUL. There are many reports of teens bringing these devices into classrooms with teachers not recognizing what they are. In addition, vaping devices do not leave the after-stench of tobacco cigarettes or secondhand smoke, so they can easily be used in school bathrooms with no telltale effects. It is critical that schools develop plans to monitor use of these devices. A recent study shows that many students who had used e-cigarettes by the time they started ninth grade were more likely than others to start smoking cigarettes and other smokable tobacco products within the next year.8
Synthetic cannabinoids are human-made, mind-altering chemicals that are either sprayed on dried, shredded plant material so they can be smoked, or sold as liquids to be vaporized and inhaled in vaping devices. These products are also known as herbal or liquid incense.
Synthetic cannabinoids are part of a group of drugs called new psychoactive substances (NPS). NPS are unregulated mind-altering substances that have become available in the marketplace and are intended to produce the same effects as illegal drugs. Some of these substances may have been around for years but have reentered the market in altered chemical forms.
At the heart of the program is a spiritual foundation that fosters connection and collaboration through a dynamic exchange of ideas among students, faculty and special guest lecturers. This structure allows for ongoing support through the process of personal and professional transformation. The Area of Focus in SMB Graduate Studies is designed to build a global community of inspiring educators, mind-body healers, spiritual activists, mental health professionals and visionaries to catalyze a paradigm shift in education.
The institute fosters true self-exploration, within a rigorous academic context, in order to build an international community of inspiring thought leaders, mind-body healers, spiritual activists and visionaries. The institute is pioneering the emerging field of universal spirituality through transformative inner work for outer change.
SMBI is committed to developing evidence-based science that examines the effects of spirituality across the lifespan, including spirituality as a protective factor against mental illness, a source of resilience in cultivating relationships and as a gateway to personal fulfillment.
The Spirituality Mind Body Institute serves as a bridge between science, academia and the diverse worldwide community to address the needs of a rapidly changing world, with a cutting-edge, global spiritual platform that brings together world-renowned scientists, educators, healers and spiritual leaders to inspire conversations that foster social connectedness and constructive resolutions to contribute to the higher good of the whole.
Agile Mind Institutes equip teachers, coaches, and instructional leaders to integrate our programs into their schools and to create successful, rigorous learning experiences for all students. These conferences also provide opportunities to network with other Agile Mind educators and share best practices. be457b7860
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