Edutopia rounded up some interesting research findings in 2019 - and we’d like to share some with you!

This year, research showed awards for attendance don’t matter as much as a teacher’s initiative to notice absences and follow up with families. There’s also growing support for students to take notes on paper - rather than on electronic devices, as it increases retention and memory. And a major education theory - adopting a growth mindset - was validated by a national study in the US.

AWARDS DON’T BOOST ATTENDANCE—TEACHERS DO

It’s common to see awards being handed out to reward students for good attendance, but a 2019 study found that these awards can backfire spectacularly, giving students a “license to miss more school” and actually driving absentee rates up. 

Students are more likely to attend school when their teachers notice absences and make efforts to reach out to them and their families, according to a 2017 report from Attendance Works. And a 2019 study found that highly engaging teachers can decrease absences by 49 percent, making it clear that a teacher’s impact extends well beyond test scores and grades.

PAPER BEATS SCREENS, SAYS A NEW STUDY—BUT READ THE FINE PRINT

Virginia Clinton, an education professor at the University of North Dakota, analyzed 33 studies published since 2008 and found that children and adults tend to remember more of what they’ve read on paper compared with digital devices such as e-readers, tablets, and computers.

But there’s a catch: Many of the inherent advantages of digital devices—such as hyperlinking, commenting, and multimedia—were eliminated to allow for “direct comparisons of the media.” In addition, the actual advantages of paper were “rather small,” the study conceded. The newest digital reading tools can enhance note taking, encourage students to read collaboratively, and incorporate pop quizzes—all of which can clearly tilt the benefits in digital’s favor.

GROWTH MINDSET FALTERS, THEN RECOVERS

One of the most popular theories in education was put to the test last year when a large meta-analysis found that growth mindset interventions had “weak” benefits—although at-risk students did see bigger gains. But a new national study, this one encompassing more than 12,000 ninth-grade students, gives new life to the theory.

Unlike previous studies, the new one employed a multipronged approach. Students were taught a powerful metaphor: “The brain is like a muscle that grows stronger and smarter when it undergoes rigorous learning experiences.” They also reflected on their own learning and gave advice to future students who were struggling. The result? Students saw modest gains of 0.1 of a grade point and were also 9 percent more likely to take advanced math courses the following year. Students who were academically at-risk saw major gains, however: 11 percent were prevented from being off-track to graduate.

Read more highlights from the full article on Edutopia.