Learning is a lifelong process, and everyone has the potential to learn, but individual capacities, experiences and access to resources influence the nature, pace and effectiveness of that learning.

In Maryland, a district's decade of effort to train more than 4,000 educators on how the brain learns best—so they can apply cognitive science in their own classrooms—begins to pay off.

Long before the federal government intruded on the already wavering trust in science, the field of K-12 science education was in trouble. Proper teacher training, the deprofessionalization of ...

We know more today about how humans learn than ever before, so why do most classrooms still look like they did a century ago? Decades of research in cognitive science, neuroscience and educational ...

We hear a lot these days about the "Science of Reading" and, increasingly, the "Science of Math." And while focusing on the specific evidence-based practices within these domains is crucial, it's high ...

While high-quality literacy instruction has remained a cornerstone of education leaders’ priorities, this year, the science of reading has dominated classrooms and discussions around instructional ...

One of the twin goals of The Next 30 Years is to reimagine education reform as a practice-driven enterprise—less about pulling policy levers and more about what happens between teachers and students ...

The ISLL houses two types of courses. The “iBC: integrated Biology and Chemistry” course series delivers interdisciplinary instruction for a broad population of life science majors. Interdisciplinary ...

The world is full of things to learn. Where to start? How to choose what to pay attention to? What motivates someone to seek new knowledge? The desire to learn is partly a preference for novelty: we ...