Why don’t we measure students’ intrinsic motivation and curiosity? When 7,000 Chicago-area students sat down for a standardized test a few years ago, they got a pleasant surprise: If they did well, they’d receive rewards ranging from a trophy to $20. It worked: The students (randomly chosen to participate in a study) demonstrated, on average, 5—6 months more learning than students not promised rewards, leading the economists who conducted the study to suggest they’d solved “the urban school problem”—bribe kids and they’ll test better (Levitt et al., 2012).
Goodwin, B. (2018, February). Research Matters / Measuring Whats Inside.
- Posted: February 12, 2018
Home » Best Practices » Goodwin, B. (2018, February). Research Matters / Measuring Whats Inside.
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- 22 – Accommodate
- 23 – Infuse the Arts
- 24 – Maintain High Expectations
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Menu
- Why Poverty Matters
- Poverty Data Sources
- Neuroscience & the Classroom
- Why Resources Matter
- 1 – Build Relationships
- 2 – Decrease Stress
- 3 – Increase Status
- 4 – Increase Hope
- 5 – Proactively Guide
- 6 – Use “Me” Strategies
- 7 – Understand Goals of Misbehavior
- 8 – Decrease Health Impacts
- 9 – Build Family/Community Partnerships
- 10 – Align Instruction & Assessment
- 11 – Motivate
- 12 – Grow Mindsets
- 13 – Build Background Knowledge
- 14 – Grow Executive Function
- 15 – Build Memory Trace
- 16 – Grow Emotional & Soft Skills
- 17 – Purposefully Teach
- 18 – Explicitly Teach
- 19 – Question Strategically
- 20 – Use Data
- 21 – Make Learning Fun
- 22 – Accommodate
- 23 – Infuse the Arts
- 24 – Maintain High Expectations
- 25 – Lead