Second Look Education

second look education
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Second Look Education is a practitioner-scholar podcast hosted by experienced educators. Each episode begins with real moments from classrooms, teacher preparation, policy, and professional life — the moments that make us pause and take a second look. From there, we engage in shared inquiry, examining development, relationships, professional judgment, and the systems shaping teaching and learning. Thoughtful, evidence-informed, and grounded in practice, this podcast resists oversimplification and centers the conditions that make good teaching possible.

  1. 4d ago

    When Behavior Charts Work, What Actually Changed?

    A child moves their clip down. The talking stops.So…did the behavior system work?In this episode of Second Look Education, Amy and Candace take a closer look at behavior charts and the larger systems schools use to manage, monitor, and respond to student behavior.Starting with a clip chart Amy encountered during a recent kindergarten classroom visit, we explore a deceptively simple question: When a behavior system “works,” what actually changed?We talk about the difference between getting compliance in the moment and helping children develop self-control and self-regulation over time. We also examine what happens when behavioral feedback becomes public, how children may begin to understand themselves through labels like “good kid” or “bad kid,” and why understanding behavior does not mean eliminating consequences or accountability.The conversation moves beyond clip charts to restorative practices, PBIS, individual behavior reports, family-school connections, and student self-monitoring. Throughout, we come back to the complexity teachers face: classrooms have to function in real time, children need opportunities to learn behavioral skills, and schools have to create conditions that make thoughtful responses possible.In this episode, we consider:- What a behavior chart actually tells us when a child's behavior changes- Compliance, self-control, and self-regulation- Public versus private behavioral feedback- Shame, guilt, comparison, and children's developing sense of identity- Behavior as communication and the role of functional behavior assessment- Accountability, consequences, and restorative practices- PBIS and the challenge of moving from external rewards toward internal regulation- Daily and weekly behavior reports- The role of family reinforcement and communication- Student self-monitoring—and the difference between monitoring adult expectations and developing one's own meaningful goals- What teachers need from schools in order to respond to behavior thoughtfullyThere isn't a simple “behavior charts are good” or “behavior charts are bad” answer here. Our goal is to look more closely at what different systems are designed to accomplish, what children may actually be learning from them, and what happens when the same behavioral difficulty keeps occurring.Our question to leave you with: When a behavior system works, what actually changed?Readings & Resources DiscussedAugustine, C. H., et al. (2018). Can Restorative Practices Improve School Climate and Curb Suspensions? RAND Corporation.https://www.rand.org/pubs/research_reports/RR2840.htmlCompise, K. D. (2019). Student Perceptions of the Clip Chart Management System. Doctoral dissertation, University of the Pacific. https://scholarlycommons.pacific.edu/uop_etds/3625/Riden, B. S., Taylor, J. C., Lee, D. L., & Scheeler, M. C. (2018). _A Synthesis of the Daily Behavior Report Card Literature from 2007 to 2017. https://doi.org/10.58729/2167-3454.1062Jurbergs, N., Palcic, J. L., & Kelley, M. L. (2010). _Daily Behavior Report Cards with and without Home-Based Consequences. https://doi.org/10.1080/07317107.2010.500501Smith, T. E., Thompson, A. M., & Maynard, B. R. (2022). _Self-Management Interventions for Reducing Challenging Behaviors Among School-Age Students: A Systematic Review. https://doi.org/10.1002/cl2.1223Brené Brown — work on shame, guilt, comparison, and worth https://brenebrown.com/articles/2015/07/27/the-most-dangerous-stories-we-make-up/Baltimore Ravens — _Mini Mic: What Color Were You on the Elementary School Behavior Chart?https://www.baltimoreravens.com/video/mini-mic-what-elementary-school-behavior-chartIf this conversation gave you something to think about, subscribe to Second Look Education and join us for the next one.

  2. Sep 24

    When Did We Decide We Were Too Old to Play?

    Amy begins with a memory from her first years of teaching, when she wanted to join in during school assemblies but often held back. Candace connects that hesitation to her own experience of avoiding something after embarrassment, then trying again years later. From there, they explore how play changes as we move through adolescence and adulthood. The conversation looks at competence, comparison, evaluation, vulnerability, relationships, and the growing awareness of how we are perceived by others. Amy and Candace also consider the many forms adult play can take and why we often feel pressure to make play useful, productive, or justified. The episode returns to a quieter idea: we may not outgrow play at all. The conditions around us can shape where it still feels available. Key Question: What makes play harder to enter as we get older? Topics Discussed: How play changes from childhood into adolescence and adulthood Identity development, peers, belonging, and social evaluation Beginnerhood and the discomfort of being seen doing something badly How evaluation and performance pressure can change an experience The many forms adult play can take Trust, relationships, and Stuart Brown’s idea of “play signals” Why adults often feel the need to justify play through productivity or outcomes Noticing the conditions that make play easier—or harder—to enter Readings & Resources Mentioned Practitioner & Teaching Perspectives National Institute for Play — Resources on play across the lifespan and the work of Stuart Brown. https://nifplay.org/ Research Sources Mentioned in the Episode National Academies of Sciences, Engineering, and Medicine (2019). The Promise of Adolescence: Realizing Opportunity for All Youth. https://www.nationalacademies.org/read/25388/chapter/1 Venticinque, J. S., McMillan, S. J., & Guyer, A. E. (2024). “Expanding understanding of adolescent neural sensitivity to peers: Using social information processing theory to generate new lines of research.” Developmental Cognitive Neuroscience, 67. https://www.sciencedirect.com/science/article/pii/S1878929324000562?via%3Dihub Layland, E. K., Hill, B. J., & Nelson, L. J. (2018). “Freedom to explore the self: How emerging adults use leisure to develop identity.” The Journal of Positive Psychology, 13(1), 78–91. https://www.tandfonline.com/doi/full/10.1080/17439760.2017.1374440 Foundational Research & Further Reading Brené Brown — Daring Greatly https://brenebrown.com/book/daring-greatly/ Stuart Brown with Christopher Vaughan — Play: How It Shapes the Brain, Opens the Imagination, and Invigorates the Soul https://www.penguinrandomhouse.com/books/303738/play-by-stuart-brown/ Brian Sutton-Smith — The Ambiguity of Play https://www.jstor.org/stable/j.ctv1q16s5b Peter Gray — “The Playful Mind Is a Creative Mind” https://petergray.substack.com/p/33-the-playful-mind-is-a-creative Related Second Look episode: Does Play Still Count as Learning?Episode 16 begins this two-part conversation by looking at what children learn through play and what happens when schools struggle to make room for it. https://podcasts.apple.com/us/podcast/does-play-still-count-as-learning/id1879331024?i=1000788806312 Try this after Listening: Parents:Ask your child or teenager: What is something you would try if you knew no one was judging you? Teachers:Notice a moment when you or your students hesitate to try something new. What about the setting, relationships, or expectations might be shaping that hesitation? We don’t outgrow play. As we become more aware of how we’re seen, competence, self-consciousness, and relationships shape where play still feels available. Follow us on Instagram: @secondlookeducationListen on Spotify & Apple Podcasts | Watch on YouTube @secondlookeducation

  3. Sep 10

    Does Play Still Count as Learning?

    Candace begins with something she keeps hearing from preservice teachers: they know play matters, but once they enter classrooms, they struggle to find room for it. In this episode, we look at what children are actually doing when they play—imagining, negotiating, moving, problem-solving, communicating, taking risks, and adjusting to other people. We also distinguish between free play, guided play, and direct instruction and consider the role adults have in creating the conditions for meaningful play. But knowing what children need and having the conditions to provide it are not the same thing. Research from New Hampshire kindergarten classrooms shows that teachers can strongly value play while still facing pressure from academic benchmarks and limited planning time. So the question becomes larger than how to fit more play into the day: What gets protected when time gets tight, and what does that tell us about what schools consider learning? Key Question What do we protect when time gets tight—and what does that tell us about what we consider learning? Topics Discussed What children learn through play Free play, guided play, and direct instruction Agency, imagination, movement, and social learning Play as learning—not separate from it Teacher knowledge versus classroom conditions What schools measure and protect Play beyond early childhood Readings & Resources Mentioned National Association for the Education of Young Children — Developmentally Appropriate Practicehttps://www.naeyc.org/resources/position-statements/dap/definition Related Second Look episode: When Learning Has to Leave a Trace https://podcasts.apple.com/us/podcast/when-learning-has-to-leave-a-trace/id1879331024?i=1000751712332 Related Second Look episode: The Teachers We Learn to Be https://podcasts.apple.com/us/podcast/the-teachers-we-learn-to-be/id1879331024?i=1000786191456 Braham et al. (2026), Institute of Education Sciences — play-based learning in New Hampshire kindergarten classrooms Bassok, Latham, & Rorem (2016), “Is Kindergarten the New First Grade?” Stuart Brown — Play https://www.porchlightbooks.com/products/play-stuart-brown-9781583333785 Peter Gray — Free to Learn https://letgrow.org/book/free-to-learn/ Try This After Listening Parents:What kind of play does your child wish they had more time for? Teachers:When time gets tight, what do you protect? Follow us on Instagram: @secondlookeducationListen on Spotify & Apple Podcasts | Watch on YouTube @secondlookeducation

  4. Aug 27

    The Teachers We Learn to Be

    It started with a familiar August scene: teachers returningto their classrooms before their contract days begin, getting rooms ready before students arrive. But the more we looked at that behavior, the less interested we became in whether teachers should come in early—and the more interested we became in the expectations underneath it. In this episode, we ask how educators learn what being“ready,” committed, caring, or professional is supposed to look like when no one necessarily teaches those expectations directly. Drawing on Judith Warren Little’s research on teachers’ professional relationships and Edgar Schein’swork on organizational culture, we examine how everyday interactions, visible practices, shared values, and underlying assumptions can shape what begins to feel normal within a profession. We also consider what happens when extraeffort becomes recognizable as evidence of commitment—and when personal choices quietly become professional standards. The goal isn’t to decide which expectations teachers shouldkeep or reject. It is to notice how they formed, what we have learned to believe they mean, and whether we still choose them deliberately. Key Question How do professional cultures shape what becomes normal? Topics Discussed How teachers develop a picture of what it means to be “ready” What educators learn from colleagues through everyday interactions and visible pieces of practice The limits of what we can actually see about another teacher’s work Edgar Schein’s three levels of organizational culture: artifacts, espoused beliefs and values, and basicunderlying assumptions How visible preparation can become associated with care, commitment, and professional worth What happens when repeated “extra” effort begins to feel like part of the expectation Learning anxiety, psychological safety, and why stepping outside a professional norm can feel difficult Separating what we personally value from the standards we use to interpret other teachers’ work Readings & Resources Mentioned in this Episode Practitioner & Teaching Perspectives Harry K. Wong & Rosemary T. Wong — The First Days of Schoolhttps://www.effectiveteaching.com/store/products/books/the-first-days-of-school-5th-edition Research Sources Referenced in the Episode Judith Warren Little — “The Persistence of Privacy: Autonomy and Initiative in Teachers’ Professional Relations” (1990)https://eric.ed.gov/?id=EJ412496 Edgar H. Schein — Organizational Culture and Leadershiphttps://www.oreilly.com/library/view/organizational-culture-and/9780470190609/ Diane L. Coutu with Edgar H. Schein — “TheAnxiety of Learning” (2002)https://pubmed.ncbi.nlm.nih.gov/11894378/ Foundational Research & Further Reading Dan C. Lortie — Schoolteacher: A Sociological Studyhttps://press.uchicago.edu/ucp/books/book/chicago/S/bo3645184.html Judith Warren Little — “Norms of Collegiality and Experimentation: Workplace Conditions of School Success” (1982) https://journals.sagepub.com/doi/10.3102/00028312019003325 Ilana Seidel Horn & Judith Warren Little —“Attending to Problems of Practice: Routines and Resources for Professional Learning in Teachers’ Workplace Interactions”https://doi.org/10.3102/0002831209345158 Try This After Listening Parents:Ask your child: What does a “good teacher” look like to you? What makes you think that? Teachers:Think of one practice that feels completely normal in teaching. When did you start believing that was part of being a good teacher? Follow us on Instagram: @secondlookeducationListen on Spotify & Apple Podcasts | Watch on YouTube @secondlookeducation

  5. Aug 13

    When Teacher Me Wakes Up: Why Going Back Begins Before School Starts

    Have you ever been walking through Target, turned the corner, and suddenly felt like summer was over? For many educators, the back-to-school season doesn't begin with the first contract day. It begins with a feeling. A display of notebooks. A classroom supply aisle. The first district email. A recurring dream that you're somehow unprepared. In this episode, Candace shares a familiar moment that many teachers experience but rarely talk about: the moment "Teacher Me" begins waking up before "Summer Me" is ready to let go. Together, Candace and Amy explore why our brains begin preparing long before the school year officially starts, why even exciting transitions can feel emotionally heavy, and how the stories we carry from previous school years shape the way we anticipate the next one. Instead of asking how to eliminate the back-to-school nerves, they invite listeners to ask a different question: What might those feelings be trying to tell us? Key Question What happens when "Teacher Me" begins waking up before summer is over? Topics Discussed Why simple cues—like school supplies—can trigger surprisingly strong emotions. How our brains begin preparing for future demands before they arrive. Why positive transitions can still leave us emotionally exhausted. The stories teachers carry from one school year into the next. What it means when "Teacher Me" begins showing up before summer is over. How curiosity can replace guilt during seasonal transitions. Readings & Resources MentionedPractitioner & Teaching Perspectives William Bridges Associates Managing Transitions: Making the Most of Changehttps://wmbridges.com/Susan David Emotional Agilityhttps://www.susandavid.com/ Research Sources Referenced in the Episode Lisa Feldman Barrett How Emotions Are Made: The Secret Life of the Brain (2017) Official Website: https://lisafeldmanbarrett.com/ Book: https://www.hmhbooks.com/shop/books/How-Emotions-Are-Made/9780544133310 Richard Lazarus & Susan Folkman Stress, Appraisal, and Coping(1984) https://link.springer.com/book/10.1007/978-1-4419-1005-9 William Bridges Managing Transitions: Making the Most of Change https://wmbridges.com/ Nancy Schlossberg Transition Theory (The Four S's) https://transitionsthroughlife.com/the-4-s-system/ Dan McAdams The Stories We Live By Faculty Profile: https://psychology.northwestern.edu/people/faculty/core/profiles/dan-mcadams.html Book: https://global.oup.com/academic/product/the-stories-we-live-by-9781462547739 Daniel Gilbert Stumbling on Happiness Faculty Profile: https://psychology.fas.harvard.edu/people/daniel-gilbert Book: https://www.penguinrandomhouse.com/books/293263/stumbling-on-happiness-by-daniel-gilbert/ Hazel Markus & Paula Nurius "Possible Selves" (1986) APA Record: https://psycnet.apa.org/record/1986-21948-001 Foundational Research & Further Reading Barrett, L. F. (2017). How Emotions Are Made: The Secret Life of the Brain. Lazarus, R. S., & Folkman, S. (1984). Stress, Appraisal, and Coping. Bridges, W. Managing Transitions: Making the Most of Change. Schlossberg, N. K. Counseling Adults in Transition.https://www.springerpub.com/counseling-adults-in-transition-9780826135261.html McAdams, D. P. The Stories We Live By. Gilbert, D. Stumbling on Happiness. Markus, H., & Nurius, P. (1986). "Possible Selves." Try This After ListeningParents:Ask your child what tells them a new school year is beginning. Listen for the emotions underneath the answer—not just the events. Teachers:The next time you notice "Teacher Me" beginning to show up, pause and ask: What am I feeling right now? What story has my brain already started writing about this year? What assumptions am I making that haven't happened yet? Which version of myself is already beginning to wake up? Approach your answers with curiosity instead of judgment. Follow us on Instagram, Facebook, TikTok: @secondlookeducationListen on Spotify & Apple Podcasts | Watch on YouTube @secondlookeducation

  6. Jul 30

    When Does Commitment Become Compulsion? | A Conversation with Dr. Matthew Cooney

    What happens when the very behaviors that earn us praise are also the ones quietly causing harm? In this episode, Amy and Candace sit down with Dr. Matthew Cooney to explore the connections between achievement, addiction, identity, and the cultures we create in education. Matt shares his personal recovery journey and how it reshaped not only his life, but also his research on recovery support in higher education. Together, they examine why educators often celebrate overwork, why productivity becomes tied to self-worth, and how institutions can better support the people within them. Rather than focusing only on addiction, this conversation asks broader questions about the systems that reward exhaustion, the stories we tell about commitment, and the communities we need to sustain meaningful work Key Question: What happens when the very behaviors that earn us praise are also the ones quietly causing harm? Topics Discussed: Achievement, perfectionism, and identity Recovery and redefining success Productivity, validation, and educator culture Why asking for help can feel so difficult Community as a foundation for healingBuilding healthier cultures in educationReadings & Resources Mentioned bell hooks. Teaching to Transgress: Education as the Practice of Freedom (1994) https://academictrap.files.wordpress.com/2015/03/bell-hooks-teaching-to-transgress.pdf  Parker J. Palmer. The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life (1998) https://people.wou.edu/~girodm/library/palmer.pdf  David Carr. The Night of the Gun (2008) https://www.simonandschuster.com/books/The-Night-of-the-Gun/David-Carr/9781416541530  Foundational Research & Further Reading Victoria F. Burns' research on recovery-supportive campuses: https://scholar.google.com/scholar?q=Victoria+Burns+recovery+higher+education  Support Resources If today's conversation brought up difficult emotions or concerns for you or someone you care about, please know that support is available. Recovery is possible, and reaching out is a sign of strength. 988 Suicide & Crisis Lifeline Call or text 988 https://988lifeline.org SAMHSA National Helpline 1-800-662-HELP (4357) https://www.samhsa.gov/find-help/national-helpline Alcoholics Anonymous https://www.aa.org Narcotics Anonymous https://na.org SMART Recovery https://smartrecovery.org Al-Anon Family Groups https://al-anon.org Nar-Anon Family Groups https://www.nar-anon.org For Educators Many schools, districts, colleges, and universities also offer confidential support through Employee Assistance Programs (EAPs), counseling services, wellness initiatives, and mental health benefits. If you're struggling, consider reaching out to learn what resources are available through your employer. Try This After Listening Parents: Talk with your children about how they define success. Is it based on what they accomplish, or who they are becoming? Teachers: Reflect on one area where you've equated exhaustion with commitment. What might it look like to measure success differently this year? Follow us on Instagram: @secondlookeducation Listen on Spotify & Apple Podcasts | Watch on YouTube @secondlookeducation

  7. Jul 16

    Authentic Self Care: Beyond Bubble Baths

    After a serious illness forced Candace to slow down, she started asking a question many educators quietly carry: When did exhaustion become normal? In this episode, Candace and Amy explore why conversations about self-care often miss the realities educators face. They unpack the differences between burnout, compassion fatigue, secondary trauma, moral injury, and the collective stress many educators have carried since 2020. Rather than offering another list of wellness tips, they examine how educator wellbeing is shaped by both personal practices and the systems in which teachers work. They discuss why boundaries matter, why recovery is often treated as something we have to earn, and why sustainable teaching requires more than individual resilience. Key Question: How do we become so accustomed to depletion that we stop recognizing what genuine care and recovery look like? Topics Discussed Burnout, compassion fatigue, secondary trauma, and moral injuryWhy educator wellbeing is both personal and systemicThe limits of traditional "self-care" conversationsCollective trauma and the realities of post-pandemic teachingSelf-compassion and sustainable professional practiceBoundaries, recovery, and modeling healthy care for childrenReadings & Resources Mentioned Professional Quality of Life (ProQOL) Self-Assessment Toolhttps://proqol.org Kristin Neff – Self-Compassion Resourceshttps://self-compassion.org Maslach, C., & Jackson, S. E. (1981)The Measurement of Experienced Burnout. Journal of Occupational Behaviour, 2(2), 99–113.https://doi.org/10.1002/job.4030020205 Figley, C. R. (Ed.). (1995)Compassion Fatigue: Coping with Secondary Traumatic Stress Disorder in Those Who Treat the Traumatized.https://www.routledge.com/Compassion-Fatigue-Coping-with-Secondary-Traumatic-Stress-Disorder-in-Those-Who-Treat-the-Traumatized/Figley/p/book/9780876307595 Dean, W., Talbot, S., & Dean, A. (2019)Reframing Clinician Distress: Moral Injury, Not Burnout. Federal Practitioner, 36(9), 400–402.https://www.mdedge.com/fedprac/article/208986/mental-health/reframing-clinician-distress-moral-injury-not-burnout Neff, K. D. (2003).The Development and Validation of a Scale to Measure Self-Compassion. Self and Identity, 2(3), 223–250.https://doi.org/10.1080/15298860309027 Noddings, N. (2003).The Challenge to Care in Schools: An Alternative Approach to Education (2nd ed.).https://www.tcpress.com/the-challenge-to-care-in-schools-2nd-edition-9780807746097 Hernández, P., Gangsei, D., & Engstrom, D. (2007).Vicarious Resilience: A New Concept in Work With Those Who Survive Trauma. Family Process, 46(2), 229–241.https://doi.org/10.1111/j.1545-5300.2007.00206.x Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013).Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy.https://pubmed.ncbi.nlm.nih.gov/23489570/ Roeser, R. W., et al. (2013).Mindfulness Training and Reductions in Teacher Stress and Burnout: Results from Two Randomized, Waitlist-Controlled Field Trials.https://psycnet.apa.org/record/2013-29029-001 Brouwers, A., & Tomic, W. (2000).A Longitudinal Study of Teacher Burnout and Perceived Self-Efficacy in Classroom Management.https://doi.org/10.1016/S0742-051X(99)00057-8 Skaalvik, E. M., & Skaalvik, S. (2016).Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to Leave the Teaching Profession.https://doi.org/10.1007/s11218-015-9326-4 Try This After Listening: Parents: What do your children learn about rest, boundaries, and asking for help by watching the adults in their lives? Teachers: What have you been calling burnout that might actually be something different? What kind of support would address the real issue rather than simply helping you endure it? Follow us on Instagram: @secondlookeducation Listen on Spotify & Apple Podcasts | Watch on YouTube @secondlookeducation

  8. Jul 2

    What Do We Think Summer Is For?

    July arrived, and somehow it already felt like we were behind. Not because anything was wrong. The kids were reading, swimming, building forts, arguing with siblings, and finding ways to fill their days. But underneath it all was a nagging feeling that summer should be accomplishing something more. In this episode, we explore where that pressure comes from. Along the way, we revisit the history of summer break, examine what research actually says about summer learning loss, and consider what might be happening when we focus so heavily on what children could lose that we overlook what they might be gaining. From reading and boredom to play, conflict, and independence, this conversation asks a simple question: What do we think summer is for? Key Question What do we think summer is for? Topics Discussed • Feeling behind when nothing is wrong • The stories we tell about summer • Summer learning loss and what the research says • Reading, play, boredom, and conflict • Growth that is difficult to measure • Teacher rest, recovery, and productivity • What summer might be offering that we often overlook Readings & Resources Mentioned Practitioner & Teaching Perspectives The Truth About Teachers’ Summershttps://www.edweek.org/teaching-learning/the-truth-about-teachers-summers/2024/07 In Defense of Summer Break for Teachers and Academicshttps://existential-therapy.com/in-defense-of-summer-break-for-teachers-and-academics-what-critics-need-to-know/ Why Teachers Need a Summer Breakhttps://theeducatorsroom.com/why-teachers-need-a-summer-break/ The Exhausted Teacher’s Guide to a Rejuvenating Summer Breakhttps://newapproachesme.com/the-exhausted-teachers-guide-to-a-rejuvenating-summer-break/ Summer Recharge: Essential Self-Care Tips for Teachershttps://learnwellservices.com/summer-recharge-essential-self-care-tips-for-teachers/ Making Rest a Priority in the Summerhttps://medium.com/@spencerideas/making-rest-a-priority-in-the-summer-52e5dc99746c Research Sources Referenced in the Episode Why Do American Schools Have Such Long Summer Breaks?https://www.pbs.org/newshour/education/debunking-myth-summer-vacation Summer Learning at a Glancehttps://www.summerlearning.org/at-a-glance/ Summer Learning Loss: What Is It and What Can We Do AboutIt?https://www.brookings.edu/articles/summer-learning-loss-what-is-it-and-what-can-we-do-about-it/ Summer Learning Loss: What We Know, What We're Learninghttps://www.nwea.org/blog/2026/summer-learning-loss-what-we-know-what-were-learning/ Evidence Matters: Is the Summer Slide a Slippery Slope?https://www.furman.edu/riley/evidence-matters-is-the-summer-slide-a-slippery-slope/ Whether Real or Not, Beware the Summer Slidehttps://news.miami.edu/stories/2024/06/whether-real-or-not-beware-the-summer-slide.html Foundational Research & Further Reading The Power of a Slow Summer: Why Kids Need Time to Just Behttps://instituteofchildpsychology.com/the-power-of-a-slow-summer-why-kids-need-time-to-just-be/ Summertime = Playtimehttps://www.gse.harvard.edu/ideas/usable-knowledge/18/06/summertime-playtime 27 Reasons Why Freedom and Play Are Important During theSummerhttps://www.aaastateofplay.com/27-reasons-why-freedom-and-play-are-important-during-the-summer/ Tinker Dabble Doodle Tryhttps://tinkerdabble.com/ The Power of Playful Learning in the Early Childhood Settinghttps://www.ncbi.nlm.nih.gov/books/NBK552659/ Playful Learning Landscapeshttps://www.ncbi.nlm.nih.gov/books/NBK552668/ Try This After Listening Parents: What is one thing your child learned this summer that wouldnever appear on a report card? Teachers: What would change if you viewed rest and recovery as part ofprofessional growth rather than a break from it? Follow us on Instagram: @secondlookeducationListen on Spotify & Apple Podcasts | Watchon YouTube @secondlookeducation

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About

Second Look Education is a practitioner-scholar podcast hosted by experienced educators. Each episode begins with real moments from classrooms, teacher preparation, policy, and professional life — the moments that make us pause and take a second look. From there, we engage in shared inquiry, examining development, relationships, professional judgment, and the systems shaping teaching and learning. Thoughtful, evidence-informed, and grounded in practice, this podcast resists oversimplification and centers the conditions that make good teaching possible.

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  • Creator
    second look education
  • Years Active
    2026
  • Episodes
    18
  • Rating
    Clean
  • Copyright
    © second look education
  • Show Website
    Second Look Education