Education World – Cathy Rubin
“We teach to the test. We have to. Tests are powerful tools. They tell us what people believe is important. What happens when vast amounts of what we test can be answered in seconds on our smartphones? It is not uncommon, according to OECD principal Andreas Schleicher, to find “a few academics and government officials who determine what millions of students will learn” and these leaders “will often defend the scope and integrity of their discipline.” Schleicher should know. He’s the man behind the powerful, international PISA test and the person who’s currently leading over 70 countries in their efforts to design and implement education policies and practices for a new world. He is also the author of the new book, World Class: How to build a 21st-century school system.” (more)
Pop Sugar – Katharine Stahl
“It’s easy to assume that our children are either born with a high level of intelligence or they’re . . . not, and as parents, there’s not much we can do to influence how brainy they’ll turn out to be. However, research has shown that intelligence is about a 50/50 split when it comes to nature vs. nurture, meaning that parental influence can have a great impact not just on how smart our kids believe themselves to be, but also on how intelligent they actually are.” (more)
News Herald – Juliann Talkington
The latest Center for Microeconomic Data Quarterly Report on Household Debt and Credit revealed that total American household debt reached $13.15 trillion in the fourth quarter of 2017.
In addition, a recent bankrate.com survey suggests six in 10 Americans (61%) don’t have enough savings to cover a $1,000 emergency and four in 10 (39%) have nothing in their savings accounts.
At first glance, it is difficult to understand how so many Americans can be in such poor financial shape. After all, making wise money decisions does not require proficiency in particle physics or an understanding of Shakespeare.
The biggest challenges appear to be intense peer and marketing pressures. If friends and marketers can create this type of havoc in our personal lives, it is imperative that we make sure our children are aware of the pressures and have the tools to make wise financial choices.
Some of the key concepts and teaching ideas are:
Money is limited. Give your child a fixed amount of money. If he/she spends it all on candy near the store entrance, he/she will not have money to purchase a doll or toy truck a few rows back.
Money is earned. Rather than giving a child an allowance, issue money based on successful execution of tasks – emptying the dishwasher, mowing the lawn, folding the laundry, etc.
Spending beyond your means comes at a cost. Credit card companies are VERY good at marketing. It is critical for kids to understand that marketers play on their desire for immediate gratification. Whenever you spend money you do not have you are charged extra money. For example, if you put $100 on a credit card for a year, you will have to repay about $115.
Saving makes sense. Kids need to understand compounding. The sooner you start saving the more the money will grow. If you save $1000 this year and make 5% you will have $1050 at the end of the year. If you make 5% the following year, you will have $1102.50.
Cheapest is not always the lowest cost. Remind your child that there are more than immediate costs. If the $15 shirt falls apart in the wash after the first month, it would be less expensive to buy a $25 shirt that lasts a year.
Even though teaching children financial responsibility may seem overwhelming, it is imperative that children are aware of the marketing and peer pressures they will face and are empowered to make wise decisions with their money.
Medical X-Press – Ken Branson
“When it comes to intelligence, environment and education matter – more than we think. Those are the findings of Rutgers University psychologists Louis Matzel and Bruno Sauce, based on an integrative review of recent studies on the nature of human intelligence. Their study is published in the December issue of the Psychological Bulletin, a journal of the American Psychological Association.” (more)
The 74 Million – Kate Stringer
“Who run the world? If you ask Beyoncé, girls. But if you ask actual girls, the answer might be very different. A new national survey of nearly 11,000 girls between the ages of 10 and 18 shows that many lose confidence as they grow older, don’t view themselves as smart despite high GPAs, don’t believe they are good enough for their dream job, get depressed from social media, and feel pressured to sext. Despite this lack of confidence, most girls in the survey said they like to be in charge — but many fear taking leadership positions because they might be thought of as bossy.”(more)
KQED News Mind/Shift Katherine Hobson
“Girls in the first few years of elementary school are less likely than boys to say that their own gender is “really, really smart,” and less likely to opt into a game described as being for super-smart kids, research finds. The study, which appears Thursday in Science, comes amid a push to figure out why women are underrepresented in science, technology, engineering and mathematics, or STEM, fields. One line of research involves stereotypes, and how they might influence academic and career choices. Andrei Cimpian, a professor of psychology at New York University and an author of the study, says his lab’s previous work showed that women were particularly underrepresented in both STEM and humanities fields whose members thought you needed to be brilliant — that is, to have innate talent — to succeed.”(more)