We’re back! This episode is all about the effects of experiential education programs, those that take students out of the classroom and into a new learning environment, such as a museum or learning center. This is a summary and review of an article titled Museums as Classrooms: The Academic and Behavioral Impacts of “School in the Park,” conducted by Johanna Lacoe of UC Berkeley, as well as Gary D. Painter and Danielle Williams of USC. You can read their full article by copying and pasting the following link into your browser: https://journals.sagepub.com/doi/full/10.1177/2332858420940309

Today’s episode covers a meta-analysis designed to quantify the impact of graphics specifically on reading comprehension, with surprising and interesting results.

Researchers argue that arts integration could make up for the decreased emphasis in arts and humanities instruction in public education; the idea is to teach core subject matter and skills by means of the arts and humanities, ultimately teaching about both.

More than half of community colleges are taught by part-time faculty. This study estimates the effects of part-time faculty vs full-time faculty on students’ current and subsequent course outcomes in developmental and gateway courses.

Despite the growing representation of Latino students in US schools, the education system continues to fail to identify reliable programs to serve Spanish-speaking English learners. DLL is an intervention that offers one-on-one native language literacy instruction for 12 to 20 weeks to each school’s lowest performing first graders, and we discuss its effectiveness here.

This research focuses on the influence of the earliest factors in one’s childhood on overage attendance in Nepal, where this issue is understudied and growing more significant.

When the social and technological landscapes change rapidly or dramatically, art and literature change alongside them. James B. Carter discusses this phenomenon in a contemporary context, addressing the technologies that have empowered authors to develop “multimodal reading experiences,” as well as the subsequent restructuring of social conventions, which has created a new “tradition of interaction in young adult literature. ~ Merchandise: https://teespring.com/stores/thethumbthrough YouTube: https://www.youtube.com/channel/UC456j-LX9UqPFwhvZJaLNdQ Twitter: https://twitter.com/jeshuadnoel

The literature on diversity and inclusion in young adult literature is plentiful. It is often rich in emotional impact and meticulous in its attention to detail. However, outside of acknowledgement and advocacy, what high quality work is actively being done to provide readers with characters and experiences representative of widely varying background, and what does it look like? Antero Garcia, editor of The Journal of Adolescent and Adult Literacy, addresses these questions in his 2017 article, “Worlds of Inclusion: Challenging Reading, Writing, and Publishing Science Fiction and Fantasy-Based Young Adult Literature.”

Reading online and diving into a book are clearly very different experiences, but what specific aspects of the reading process are impacted by such a change in medium? Today’s article is all about that. Spotify: https://open.spotify.com/show/2liuQcPLwnWYLKOisfXCmW Apple Podcasts: https://podcasts.apple.com/us/podcast/the-thumb-through Merchandise: https://teespring.com/stores/thethumbthrough YouTube: https://www.youtube.com/channel/UC456j-LX9UqPFwhvZJaLNdQ Twitter: https://twitter.com/jeshuadnoel

What does STEM mean to you? The purpose of this research was to discover the similarities and differences in what teachers consider to be STEM education, and how they conceptualize it as a whole. Spotify: https://open.spotify.com/show/2liuQcPLwnWYLKOisfXCmW Apple Podcasts: https://podcasts.apple.com/us/podcast/the-thumb-through Merchandise: https://teespring.com/stores/thethumbthrough YouTube: https://www.youtube.com/channel/UC456j-LX9UqPFwhvZJaLNdQ Twitter: https://twitter.com/jeshuadnoel