News by Subject Education

Improving school leadership by better selecting, training and evaluating principals can be an affordable option for school districts that aim to reduce turnover and improve schools, according to a new report by the nonprofit, nonpartisan RAND Corporation. The first-of-its kind study examined how six large urban school districts are investing in their leaders. Researchers found that improving school leadership has been affordable for the six districts, which spent 0.4 percent of their annual budgets to better the quality of school leaders.

In the classroom, what's the line between education and personal experience? This is a question addressed by Concordia alumnus Jason Butler in an article recently published by The Arts in Psychotherapy. In the course of a North American and UK study, he found that the conflicting demands of education and therapy within the classroom can cause emotional stress and confusion among students in drama therapy and other professions using dramatic enactment.

Women are underrepresented in philosophy journals, even when compared to their already low rate of representation among faculty, according to new research from Binghamton University, State University of New York.

Teachers who have an authentic teaching style are more positively received by their students, according to new research published in the National Communication Association's journal, Communication Education.

Male analysts on Wall Street benefit more from their networks than women. Men are perceived as more accurate and are forgiven more easily than women for making mistakes.

There is no evidence to suggest enrichment activities run to interest pupils in science, technology, engineering and maths results in significantly higher numbers of teenagers studying these subjects at A-level.

Thousands of new homes, schools and offices may be using much more energy than they should, and the reason is rather unexpected, according to the authors of a new study published by the University of Bath.

The study, which was led by Stephen Earl from the University's School of Sport and Exercise Sciences, discovered that psychological pressure from teachers can contribute to disengagement amongst teenage pupils under 14. Active disengagement behaviors include talking and making noise, with daydreaming in class amongst the more passive disengagement behaviors.