Educators are turning a skeptical eye to the longstanding practice of tracking students into classrooms based on ability levels. Mixing kids up, they say, can promote equity and improve learning for all, but not everyone is convinced.
A new national study shows a woeful inability by high schoolers to detect fake news on the internet.
The research suggests an urgent need for schools to integrate new tools and curriculum into classrooms that boost students’ digital skills, the study’s authors say.
In the largest such study undertaken, researchers from Stanford Graduate School of Education devised a challenge for 3,446 American high school students who had been carefully selected to match the demographic makeup of the American population.
“The kids can do it. We must help get them there.”
Rather than conduct a standard survey, in which students would self-report their media habits and skills, the research team came up with a series of live internet tasks.
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