education

education

education

Continuous or split school day: arguments in the debate

When considering which type of timetable is best, one question is: best for what and for whom? Not only does the scientific evidence on student learning and well-being come into play, but also the employment interests of teachers, the reconciliation needs of families, and the effects of each type of timetable on socio-economic inequality and the gender gap in care are also involved. We bring together more elements of the discussion in this second article.

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Continuous or split school day: data, studies and evidence

Every school year in Spain, the debate returns about what kind of timetable schools should adopt: is it better to concentrate all teaching hours or to have a lunch break and extend the time spent at school? In this first issue, we bring together research on the effect of each type of timetable on students' performance, rest and socio-affective well-being, as well as the available data on public and charter education.

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Reactions: pandemic caused educational delays equivalent to a third of the academic year

A meta-analysis of 42 studies from 15 countries, including Spain, concludes that the covid-19 pandemic caused learning delays in school-aged children and a loss of knowledge equivalent to 35% of the learning of a school year. The research, published in Nature Human Behaviour, highlights that these effects persisted over time.

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Reactions: Academic outcomes of IVF-conceived girls and boys do not differ from those conceived naturally

A study published in the journal PLOS Medicine concludes that the development and academic outcomes of girls and boys conceived with in vitro fertilisation (IVF) are no different from those of children conceived naturally. The analysis is based on data from two national assessments in Australia, including more than 585,000 children born between 2005 and 2014 (more than 11,000 conceived by IVF). The first assessment measured the physical and emotional and cognitive health of children aged 4-6 years; the second focused on the numeracy and verbal skills of schoolchildren aged 7-9 years.

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Reaction to study linking freedom of school choice to racial segregation

Research published in PNAS shows how, in a sample of more than 1,600 racially diverse (black and white) parents in the United States, freedom of school choice, regardless of the presence of students of other ethnicities, also increases segregation. The authors attribute this to different preferences between black parents, who favour higher school ratings, and white parents, who prefer proximity to the school.