News by Subject Education

An international team of scientists, including researchers at the South Dakota School of Mines & Technology, have found the first evidence of a source of high-energy cosmic neutrinos, ghostly subatomic particles that can travel unhindered for billions of light years from the most extreme environments in the universe to Earth.

Mathematicians at the University of Kent, with input from the University of Sheffield, have established that current restrictions on academics applying for research grants are causing major problems, harming smaller institutions and minorities in the process. To reduce the time and money spent evaluating applications, many funding bodies responded by restricting the number they receive.

Expanding the number of grammar schools is unlikely to promote social mobility by providing more opportunities for disadvantaged pupils, a new study published in Educational Review finds.

The BioScience Talks podcast (http://bioscience.libsyn.com) features discussions of topical issues related to the biological sciences.

INRS Prof. Nicolas Doucet's research team was involved in the discovery of a key high-speed control mechanism for cell signalling.

New study shows that eighth-grade science teachers without an educational background in science are less likely to practice inquiry-oriented science instruction, possibly contributing to the US lack of qualified STEM workers.

Studies estimate that 20 percent to 36 percent of college students cope with some form of serious psychological distress, yet only about a third receive any services despite the fact they often have access to on-campus help. A new study finds that getting college students to engage with peer-run organizations that focus on mental health awareness can improve college students' knowledge about mental health and reduce campus stigma.

A new Portland State University study suggests that universities should do more to invest in training graduate students in 21st century teaching methods, and that doing so does not mean that they would be any less prepared for a career in research.

A year of schooling leaves students with new knowledge, and it also equates with a small but noticeable increase to students' IQ, according to a systematic meta-analysis published in Psychological Science, a journal of the Association for Psychological Science.