Welcome Back, CEC, & IMBES

Welcome Back, CEC, & IMBES

Educational Research High School Middle School The Study Academy Report

Greetings! Welcome back! I hope your summer was everything you’d ever hoped it would be and more.

First off, please let me introduce myself: My name is Ariana. I enjoy long walks on the beach, sunsets, and filing OSRs. In other words, I am the new School Administrator, and I am pleased to handle all of your administrative needs. I have also assumed the role of Blog Master, so here we go:

Once again, welcome back! We’re glad to see so many new and returning faces, and we’re excited about everything that this year has in store. Already, we’ve had our high school trip to the Canadian Ecology Centre, Parent Welcome Meeting, taken student card photos, had our first assembly and fire drill of the year (which everyone aced), and will soon begin our extracurricular clubs and activities. We’re powering through and loving every second of it. On to thing two!

Various balls on the groundDuring the first week back, we had our start-of-year high school trip to the Canadian Ecology Centre (CEC). For those of you who don’t know, the CEC is a non-profit environmental science education and research facility. They share the landscape with Samuel de Champlain Park, as well as the goal of “conserving and protecting our natural environment.” Their aim is to “[facilitate] informed choices [for all of their visitors] – presenting a better understanding of the conservation and development issues related to the environment and [associated] sectors. The CEC is also home to the Canadian Institute of Forestry”, and from September 6th to 9th, they housed our high school students. During that week, Grades 9 – 12 got to engage in some awesome activities, including: Team building and other group exercises, swimming, canoeing, drumming, astronomy, night vision and campfire construction, wilderness survival, stream and aquatic study, Creatures of the Night and Living Discovery Lab, orienteering and introduction to GPS, and intro to GIS. It was a packed week, but the group had a great time and learned some important information about our environment, and themselves, in the process. Trips like this are a great way to supplement classroom learning, facilitate teamwork, and present an opportunity for students to participate in outdoor education, but they also provide a practical understanding of nature and the environment, situating it in a context that then becomes more relatable and, thus, more actionable. We are dedicated, through these experiences, to the growth of our students both in the classroom and beyond; at present and into the indefinite future.

Lastly, we are very pleased to announce that our very own Jason Krell, Patrick Dolecki, and Anderson Todd have been accepted to present their research at the International Mind, Brain, & Education Society’s (IMBES) 2016 conference here in Toronto! IMBES’ mission is to “facilitate cross-cultural collaboration in biology, education, and the cognitive and developmental sciences.” They aim to “improve the state of knowledge in, and dialogue between, education, biology, and the developmental and cognitive sciences; create and develop resources for scientists, practitioners, public policy makers, and the public; and create and identify useful information, research directions, and promising educational practices. [They] invite researchers and practitioners at all levels of education to explore the questions and proposed solutions that emerge at the intersection of mind, brain, and education.” This year’s conference featured keynotes from Dr. Clancy Blair, on The Development of Self-Regulation in Early Childhood; Dr. Tania Lombrozo, on The Good, The Bad, and the Beautiful (evidence for broad/simple explanation preference in children and adults); Dr. Marla Sokolowski, on Gene-Environment Interplay in Individual Differences in Behaviour; Dr. Janet Werker, on Perceptual Foundations of Language Acquisition; and Dr. Pasi Sahlberg, on About the Facts and the Myths about Education in Finland: Mind, brain, and smart education policies.

Neurofeedback schematic diagramKrell, Dolecki, & Todd (2016)’s poster, Executive Functions Through Attention, covered their research on the effects of neurofeedback training (NT) on attention and executive functioning (e.g., self-regulation, cognitive flexibility, reasoning, problem-solving, planning) in Gr. 5 – 8 students. NT teaches individuals to self-regulate by providing direct feedback on temporal and spatial patterns in brain activity. Using EEG measurement, it rewards individuals for attending effectively, encouraging them to attend further. In their presentation, they noted the changing landscape of education, with increasingly personalized learning, expanded accessibility, and new desired learning outcomes centred on adaptive competencies. Despite this, as well as the promising evidence of its effectiveness for individuals with and without ADHD, educational research on NT is presently scarce. This motivated them to examine the relationship between the use of this specific technology and student attention/executive functioning. After acquiring the appropriate assent and consent, data was gathered from semi-weekly, 30-minute training sessions, and performance was assessed by parents and teachers. Results support that both teachers and parents observed decreases in the relative occurrence of inattentive behaviours over the course of the NT sessions. This supports the hypothesis that NT can be effectively used in a classroom setting to supplement student learning and existing growth, and improve attention, planning, and organizational skills. In short, we’ve not seen the end of NT at The Study Academy, and we’re excited to see what else we can do with it moving forward.

That’s all for now! Stay tuned for more exciting news and events.

Volunteerism as a Support Tool for Depression Among Teenagers

Volunteerism as a Support Tool for Depression Among Teenagers

Educational Research High School

Hello Readers,


Rates of teenage depression by age (years).

I hope you had a wonderful week and maybe even indulged in a bit of theatre (like our High School students). So, dear Readers, my questions for you today are: Looking back at this past week, what did you do with your leisure time? Did you participate in any sports? Did you catch up on your favourite television shows? Did you volunteer in your community? Well, as part of each student’s OSSD requirements and our educational vision, our students are actively encouraged to volunteer in activities they enjoy. We, as an educational institution, firmly believe that volunteering helps students to form important life skills that will promote growth in transitioning from student into responsible adult and citizen.

Recent scientific results published in Proceedings of the National Academy of Sciences seem to reinforce the importance of volunteering! The study, conducted at Urbana Champaign at The University of Illinois, found that students who prefer more altruistic past times are less likely to experience teenage depression. These results are so significant because teenage depression is a growing concern for today’s generation of students, with 11% of adolescents being diagnosed before the age of 19. In finding a place where students enjoy their volunteering experience, we can work together to find another preventative measure to assist struggling students!

Ventral Stratium

A diagram of the brain pinpointing the location of the ventral stratium, our reward centre.

So, how does volunteering help prevent depression? Well, Eva Telzer and her colleagues at the university discovered — while using a functional brain scan — that activity in the Ventral Striatum (the reward centre of the brain) in response to different rewards predicted whether the subjects’ depressive symptoms would worsen or lessen over time. When teenagers showed higher levels of reward activation in the ventral striatum in the context of the risk-taking task, they showed increases in depressive symptoms over time. In contrast, when a teenager showed higher reward activation in the pro-social context, they showed declines in depression over time. So then what does this all really mean? One implication is that meaningful and enjoyable student volunteerism (which promotes social connection) may be used to shape internal reward systems through varying activity in the Ventral Striatum. Further, community service may provide more to a body of students than just an OSSD requirement, it may help to promote stronger mental health.

If you are interested in reading more about this seminal study, you can find the article here:

H. Telzer, A. J. Fuligni, M. D. Lieberman, A. Galvan. Neural sensitivity to eudaimonic and hedonic rewards differentially predict adolescent depressive symptoms over time. Proceedings of the National Academy of Sciences, 2014; DOI: http://www.scn.ucla.edu/pdf/TelzerLieberman2014PNAS.pdf

The Study Academy Lab Campaign : Turning Science into Smarts

The Study Academy Lab Campaign : Turning Science into Smarts

Educational Research High School Middle School

Hello Readers,

I also wanted to mention to you all the exciting news about The Study Academy Lab’s campaign to build the first Canadian K-12 Educational Research Lab! In an interview with Principle Jason Krell, he states that “there has been some considerable work going on to initiate funding for not just research activities, but for a fully operational lab at The Study Academy.”

Neurfeedback training for ADHDWell, today they have launched their campaign with an Indiegogo crowd-funding platform and an additional video to communicate their vision (http://vimeo.com/69015735) .The footage was taken by Vlad Lunin (http://vladlunin.com/)  at the school and is a mixture of the old and new; old in the images of the building and in the personal interaction between student and teacher, and new in the implementation of novel and groundbreaking technologies (Neurofeedback headsets in school).

The video conveys The Study’ Academy’s Lab’s motto of turning “Science into Smarts”. The lab will work on the premise that change in Education must be recognized from the grass-root level, with the emergence of empirical evidence. In fact, it is the Study Academy’s vision to develop such empirical evidence with tools and methods for training wisdom through developing cognition, training attention, and goal setting.

The three main goals of the lab are

  1. To bridge the gap between research and pedagogy which the public and private school systems have ignored. We will be researching methods and tools that will augment traditional learning processes and replace worn out teaching models.
  2. To give students the ability to better use their brains to allow for more effective learning. In other words, we want to train students to intelligently use their intelligence.
  3. To design tools and better implement technology that will train students’ attention, problem solving abilities, thinking and rationality. In essence, we want students to gain not only knowledge but wisdom as well.

The research lab will offer an unprecedented opportunity to work with existing basic research findings from the fields of Cognitive Science, Psychology and Neuroscience and to generate and test hypotheses in the classroom.

Also,w e have a great team to head this growing research lab, including Patrick K Dolecki as the Research Coordinator, Jason Krell, John Vervaeke  (http://www.newcollege.utoronto.ca/academics/new-college-academic-programs/buddhism-psychology-and-mental-health/centre-for-buddhism-and-psychology/the-buddhism-psychology-mental-health-program/faculty/dr-john-vervaeke/), a University of Toronto Professor and our Research Advisor and Anderson Todd as our Creative Advisor. They have all been working hard to create this facility from the ground up!

John Vervake giving a talk about Mindfulness Meditation at a Ted Talk at U of T

That is why we need your help, Readers. Through the website Indiegogo, The Study Academy hopes to raise money that will assist their researching and designing projects.The funding will contribute to such things as providing wages for the research team, pay for a 3D printer, new hardware (including neurofeedback, headsets, eye tracking devices and motion detection cameras), cloud back up services to secure data, software and a small business server to handle such lab software.

The Study Academy Lab will be of great interest to a rather wide audience including families of school aged children who have an interest in new educational model that will empower their children and prepare them for the careers and independence that await them; to educators and school administrators who support the need for the educational reform and progressive and evidence based teaching methods; and to students who have an interest in participating in learning activities directed towards their specific profile.

Thus, it is the hope of The Study Academy to join the conversation of what education “should be” and how it will reform in the coming years. Here at The Study Academy  “we not only want to teach students, we want to make them smarter.” Please help support our cause so we can create a better tomorrow for students. They deserve it.

Theoretical Thursday: The Importance of Developing Goal Setting Skills in Children

Theoretical Thursday: The Importance of Developing Goal Setting Skills in Children

Middle School

Hello Readers,

Taking into consideration my most recent The Study Academy Report, I wanted to discuss with you today the current research on goal setting in children. It is such a large topic area in Developmental Psychology that I could not fathom how to fit it all into one blog post, therefore I decided to condense my idea. Today, we will be discussing the difficulty children with learning disabilities have forming goals. So, let’s get started, shall we?



Research has shown that a possible reason why certain children experience difficulty setting goals and sticking to their plan is because there is a sort of “mis-wiring” of the brain which then make it hard for the child to plan ahead and self monitor. As a result, one can encounter barriers that often others do not, which means perseverance is quite an important asset to develop in their education. It is essential that in developing their educational goals a student is shown that their mistakes are not failures, but instead opportunities to learn from their experiences.

Numerous studies have also shown that, so far, the most effective way to encourage goal setting and adhering to such goals is to follow the SMART method: Specific, Measurable, Achievable, Realistic and Time- bound. Studies have shown that goals that incorporate specific outlines lead to higher performance than general goals, such as, “do your best”.

However, an important component in ensuring a child can adhere to such goals is that they have the ability to also self monitor themselves. What does this mean? Well, this refers to the ability to essentially watching themselves take one step at a time towards their goal. In fact, self monitoring has a long standing record of effectiveness for increasing on task behaviour for child with learning difficulties.



In one study by Briesch and Chafouleas (2009) they tested the hypothesis that participation in goal setting enhances self-efficacy and skills. Subjects were sixth-grade children who previously had been classified as learning disabled in mathematics. Children received subtraction training that included instruction and practice opportunities over several sessions. Some children set proximal performance goals each session, others had comparable proximal goals assigned, and children in a third condition received the training but no goals. Although proximal goals promoted motivation more than no goals, participation in goal setting led to the highest self-efficacy and subtraction skill. What I’m trying to say with this example is that having a child actively involved in the goal setting process is just as important to them accomplishing the goal. Both goal setting skills and the skill necessary for the task at hand are trained in the process, and for a child who has difficulty with goal planning, this is incredibly important skill to train. So, this sort of research looks quite promising, don’t you think so?

Well, at The Study Academy, we are trying just as hard to ensure that any child who experiences such a difficulty setting goals, will be able to hone in and develop their skill as well. So, dear Readers, I hope that you have gained a bit of perspective on some of the challenges a student can experience in school when they have problems with setting goals and also understand how critical the research The Study Academy’s lab is in providing children with the correct tools to overcome such challenges and succeed academically.

Also, if you are interested in learning more about the Educational Research conducted by Briesch and Chafouleas or more Educational Research in general I suggest you check out the following two links:




Theoretical Thursday: Reliable New Method of Detecting Autism Spectrum Disorder in Children

Theoretical Thursday: Reliable New Method of Detecting Autism Spectrum Disorder in Children

Middle School The Study Academy Report

Hello Readers,

And welcome to another Theoretical Thursday! As most of you may already know, every Thursday I try to bring you the most recent  and exciting research and theories on Education, Psychology and Neuroscience. This week’s post will be no exception as we delve into the research done on Autism and how this could help future students.

Functional Connectivity in ASD relative to control Neuroscientists from Case Western Reserve University School of Medicine (http://casemed.case.edu/) and University of Toronto’s own Luis Garcia Dominguez Ph.D (http://www.mehri.ca/People.html#Luis) and Jose Luis Perez Velazquez Ph.D  (http://www.neuroscience.utoronto.ca/faculty/ list/perezvelazquez.htm) have developed an efficient and reliable new method of detecting Autism Spectrum disorders (ASD) in children. They have discovered a way to distinguish an ASD brain from a non-ASD brain by simply looking at the   neural activity inside it!

How you ask? Well, of course I’m going to tell you, my loyal Readers. They have recorded and analyzed patterns of brain activity using magnetoencephalography (MEG). Essentially this device records the natural occurring magnetic fields that occur in our brains that results from electrical currents. These electrical currents are like the communication pathway that connect the different parts of our brain. In the study with 19 children, nine with ASD, had 141 sensors attached to each child’s cortex. Don’t worry, its painless! With this device they were able to determine the brain’s overall functional connectivity in both the control and ASD group.

functional connectivity ASD compared to control

The results were impressive!So, allow me to summarize a bit of what they found in this fascinating study. They found stronger connections between rear and frontal areas of the brain in ASD group. However there was an asymmetrical flow of information to the frontal region, an area designated for such things as planning, attention and motivation. Results from spatial maps of inputs from the brain also showed less complexity and structure in the ASD group.

This discovery really opens some doors.For instance, this discovery  can serve as a new tool that may complement existing diagnostic behavioral tests for ASD. Also by helping to identify anatomical differences in those with ASD, imagine the future treatments that can be developed that are tailored around neuroscientific fact. Even if you aren’t a scientist, one must admit this is very exciting, and for students too. To be able to have new doors opened in diagnosis and future treatments can help a student develop and succeed in their own learning environment.

 If you would like to read them in detail you can find them published on the online journal, PLOS ONE, athttp://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0061493

Theoretical Thursday: The Positive Effects of Music on Children

Theoretical Thursday: The Positive Effects of Music on Children

The Study Academy Report

Hello Readers,

Over the past week and a half, my posts have divulged the creative endeavors  of The Study Academy and the results of scientists on the effects of such creativity in the classroom.  In particular, I discussed the importance of creativity and innovation in fostering divergent thinking in young students (http://thestudyacademy.ca/theoretical-thursday-creativity-innovation-education/). I had also mentioned this week that music classes have been made available at The Study Academy, and therefore students are being given another opportunity to foster such thinking processes (http://thestudyacademy.ca/study-academy-report-music-classes-study-academy/). However, the importance of music goes  beyond divergent thinking.

divergent thinking, creativity and music In one study by North & colleagues (2000), research stated that music allows children to satisfy their emotional needs, both while listening and when actively involved in music making. Active participation in music classes has also been found to enhance a student’s prelinguistic communicative gestures and social development, in particular social behaviour. (Gerry et. al., 2012).

Because of such capacities of music to affect us so deeply, therapies for students with attentional difficulties  and Autism Spectrum Disorder have been proven to be quite effective. Music therapy is one type of therapy available to those with attentional difficulties and Autism Spectrum Disorder. The idea is that a certified music therapist uses music (and its capacity to affect one physically , emotionally , mentally, and socially) to help clients to improve or maintain their health. Musical interventions have been designed to mange stress, alleviate pain, enhance memory, improve communication and promote physical rehabilitation too.

SCOPEThere are in fact a few brain based reasons why music works in such beneficial ways for us. Firstly, you must understand that music has always had a core function in our brain. My goodness, from an evolutionary standpoint, music precedes even language! Even day old infants, who are still developing, can detect patterns in music. For this reason, it seem that music has some basic engrained influence over us. One of the more important reasons made available, is that we have emotional and physiologic responses to music. We can experience anything from our heart rates increasing to chills down our spine depending on the types of melodies that reach our ears. On the other hand, music also taps into our emotions, and  allows one to easily access our emotions in a beneficial and therapeutic manner. Therefore, in trained hands, music has the capacity to effectively help. In this respect, music can definitely serve as a positive instrument for students who experience challenges in the classroom.

For a student suffering from attentional difficulties , music can bolster attention and focus, while reducing their hyperactivity. It is the structure within music that can help them. The reason for this is because the rhythm within the music can allow the child to plan, anticipate and react in a structured way. With time and practice, a child with attentional difficulties  can apply their strategies they have learned from music to the classroom.

Music therapy patient needs tables music selectionsMusic therapy is useful with children with Autism Spectrum Disorder Disorder also owing to the noted sensitivity Autistic Spectrum Disorder patients have to music. Evidence of this is shown in a study found in the Pertanika Journal (2012). Over a ten month period, when weekly music therapy sessions were given to children for an hour, there were notable improvements made in inattentive behaviour, restlessness, aggression, and noisiness.

Overall research has shown that music does indeed have quite a positive effect on many children! I will leave you today with a picture summary of some of the things I have discussed today and hope that maybe the next time you listen to your Ipod, you will wonder too, what your music is doing for you.


Theoretical Thursday: Education, Neurofeedback Training and Attention

Theoretical Thursday: Education, Neurofeedback Training and Attention

Middle School

Hello again!

Today on this Theoretical Thursday I want to continue from Tuesday’s post by expanding our discussion on Neurofeedback. I know, that in my first Theoretical Thursday Blog post last week that I had hinted there was going to be discussion on the scientific literature on study habits, but I feel that this is far more relevant to you, my readers. Don’t you worry, there will be plenty of time to get into that later on.

So, in my Tuesday post, I had defined Neurofeedback as, “ a type of feedback based off of the ionic current flows within the neurons of the brain.The electrical recordings from the scalp measure the flow of the ionic current that changes depending on the mental activity.” I had also mentioned that it is of current scientific interest in how Neurofeedback can be used to reduce attentional issues.

I believe this is an incredibly important issue that needs to be addressed by Science for the sake of our Educational system. The reason for this is because such a growing population struggles with deficits in attention of a neurologically based that affect their ability to learn, and prosper in an academic setting.

Aside from The Study Academy, there have been a good amount of research that has come out recently on the prospects of Neurofeedback training for those diagnosed with ADHD.

At the Tuffs Medical Center in Boston, where the team of the Developmental and Behavioral Pediatrics department, tested the the efficacy of two computer-based attention training systems, one with and one without neurofeedback using 19 schools. Students received three 45 minutes sessions a week over the span of four months. After each session results were measured using three measures:

T-SKAMP- completed by teachers which assessed symptoms of ADHD in the classroom

PERMP- completed by students which was assessed based off of a student’s speed and accuracy.

BOSS- this was a double-blind objective classroom observations

The results indicated that those students in the Neurofeedback group showed improvement in all three measures; improvement in accuracy and speed, a decreased in attentional issues, and increased engagement within the classroom.

These sort of results are particularly exciting for the Educational and Health community when one also considers that Neurofeedback has recently been shown in research to have long term beneficial effects on ADHD! This is a factor that medicine based care has had considerable trouble in doing for those who are diagnosed with ADHD.

Palliative pharmaceutical therapy has dominated both research investment and publication. However, while these methods of palliative care have received the most attention, it leaves the underlying causes predominately unchanged.  It is the the Anterior Cingulate Cortex (ACC) which is so key in regulating attention, and with which whose dysfunction has been shown to be associated with attentional issues.

Studies in Neurofeedback training do in fact show the capacity to counteract, and normalize the dysfunctions in the ACC with regards to attention. Having participants engage in a process where they are attenuating peripheral signals and enhancing relevant signals, individuals initiate one of the necessary conditions for cognitive development. Furthermore, through repetitive reinforcement  of this regime, individuals can further reinforce the same neural pathway.

In this respect, i seem to find Neurofeedback to be an exciting alternative to palliative methods of dealing with attentional issues, especially within our Educational setting.

If you are interested in some extra reading, may I suggest the following:

Gani, C., Birbaumer, N., Strehl, U. (2008) Long term effects after feedback of slow cortical potentials and of theta-beta-amplitudes in children with attention-deficit/hyperactivity disorder (ADHD). International Journal of Bioelectromagnetism, 10 (4), 209 – 232.


Arns, M., De Ritter, D., Strehl, U., Breteler, M., Coenen, A. (2009). Efficacy of neurofeedback treatment in ADHD: The effects on inattention, impulsivity and hyperactivity: A meta-analysis. Clinical EEG and Neuroscience, 40(3), 180-189.


They are both insightful and quite interesting in their conclusions.


Neurofeedback in the Classroom

Neurofeedback in the Classroom

Middle School

Hello Readers,

As I mentioned in my first post, today is the beginning of my new Tuesday series, “The Study Academy Report”. Witty, eh? Well, the intention behind this series is to inform you all of what is going on within the walls of The Study Academy, ranging from the student’s events all the way to the most interesting scientific endeavors. I will give you down to the detail reports as well as interviews and pictures whenever possible.

Attentional Training through NeurofeedbackToday I wanted to tell you all about the fascinating Neurofeedback training going on at The Study Academy. Some of you may be asking, “Well that sounds all fine and dandy, but what IS Neurofeedback?”  Essentially, it is a type of feedback based off of the ionic current flows within the neurons of the brain.The electrical recordings from the scalp measure the flow of the ionic current that change depending on the mental activity.

The Neurofeedback network at The Study Academy utilizes Mindwave hardware with Focus Pocus software to measure attention of the student participants.  Focus Pocus was founded through the cooperation of  University of Wollongong’s Psychology Department and NeuroCog Solutions:


Many of the participants in The Study Academy’s program range in their ability to maintain attention. The training provided through the Neurofeedback

mindwave_1rewards individuals for attending effectively by allowing them to succeed in the game, and this can foster one to further attend one’s attentional resources. As the student increases desired forms of mind patterns, they will improve at playing the game on the computer.

I was fortunate enough to have the opportunity to try one of the games and it was a blast! I played as a wizard who had to use all my power to zap the opposing evil wizard. The only way I could succeed was by focusing my attention. It was actually so much fun I forgot this was science, however the Neurofeedback training research is part of an existing literature seeking to reduce many attentional issues, including ADHD.

The way that Neurofeedback can assist in attention issues is based off of the idea of operant conditioning. This is very important form of learning because it is a reoccurring process throughout our entire development and even into our older years. In theory, Neurofeedback is suppose to reduce attentional issues similar to how one would work out a body- through repetitive training. Having the students participate in Neurofeedback frequently would allow them to repeat particular brain activity pattern and remodel the structure of the brain as a result. This is called neuroplasticity, and can result in new and exciting changes in brain activity.


That being said, The Study Academy endeavors to provide the scientific as well as educational communities, their insights into this developing training regime for attention. In fact, I suggest that you drop by the blog on Thursday and I discuss the scientific research evidenced so far in Neurofeedback training and how other educational institutions take it into consideration.


Cya soon!

Welcome to The Study Academy Blog!

Welcome to The Study Academy Blog!

Middle School

Welcome Readers,

And allow me to introduce to you the new weekly blog post, “Theoretical Thursdays”. Every Thursday, I, your humble blogger, shall be writing on the most recent trends in Neuroscience, Psychology and Education to keep you informed. I will provide short reviews of recent results as well as discuss the relevance it has to our educational system.

We are going to put aside the standard deviations, means and binomial distributions, and understand how Science and Education can mutually interact with one another in a beneficial way.

The scientific interest in a child’s education has had already a long standing history.Therefore, do not be surprised that there has been an ever growing  collaboration between neuroscience, psychology and education that embrace an understanding from each perspective.

So, welcome once again and I hope you drop by next Thursday when we discuss what science has to say about your child’s study habits. Also stay tuned for my other new blog series, “The Study Academy Repot” coming this Tuesday March 12th. Don’t you want to stay informed?