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Testing a Model of School Learning: Direct and Indirect Effects on Academic Achievement

Cool & Keith

1991

Motivation, ability, and quality of instruction were found to all have important outcomes to a student's success in school, however, homework was found to be negligible or even counterproductive.

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Timothy Fawkes An image of a white man with a bowtie.

Timothy is a high school music teacher, musician, arts enthusiast, justice pursuer, cat fancier. 🏳️‍🌈 Everything is a form of world-building, so let's build a good one.

An image of the lighthouse with the text Third Coast Learning Collaborative.

Reimagining public middle schools in Western Michigan.

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Listening and learning from 400+ young people & educators.

Matthew Byars

he/him

A middle school teacher for almost 25 years, Matt currently serves as the Director of Service & Experiential Learning, 6th Grade Team Leader, and a 6th Grade English teacher at St. Paul’s School.

Team 1 and Team 5

July 9, 2020

One of the ways I do this is by making up games, like a lot of teachers do, and because I’m an English teacher, they’re often designed so kids can get practice on basic grammatical skills. And maybe we’ll find there’s more to playing — and “winning” — the game than acquiring skills.

And the more we reinforce this narrative of learning loss, it invalidates everything you just said. Right? Everything that I know that I've learned doesn't matter. Because we're still looking at this year, people didn't measure up. We didn't learn the things we're supposed to learn so now you're behind. Right. So now you're behind, learning loss. And it's really invalidating.

Daniel

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Matthew Byars

Team 1 and Team 5

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