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We now know more than at any point in history about how children learn and what schools look like when they work for every child. The question is whether we're willing to build that system—at scale, for every child, in every community.
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The United States persistently falls behind other countries in math achievement, and students are increasingly disengaged. As states adopt new instructional materials, supporting teachers in cultivating classroom environments is essential. This brief examines case studies of 10 middle school math teachers and the school- and district-level factors that enabled or impeded efforts.
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This brief from EdPrepLab describes how the University of South Carolina’s College of Education redesigned its teacher education core to create a more integrated preparation program grounded in the science of learning and development (SoLD) and informed by state-level educator workforce data.
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The brief from EdPrepLab describes how the Teaching Fellows program at Arizona State University (ASU) creates an accelerated pathway for paraeducators to earn a teaching degree and certification while continuing to work in schools.
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Steep declines in math achievement driven by COVID-19-era school disruptions have renewed interest in improving math instruction. A study of 10 California middle school teachers identifies the classroom conditions needed for students to thrive as math learners: positive relationships, a sense of belonging, growth mindsets, and high-quality instruction.
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Steep declines in math achievement driven by COVID-19-era school disruptions have renewed interest in improving math instruction. A study of 10 California middle school teachers identifies the classroom conditions needed for students to thrive as math learners: positive relationships, a sense of belonging, growth mindsets, and high-quality instruction.
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This brief from EdPrepLab explores how integrating play as both a mindset and a pedagogical approach can strengthen teacher preparation and influence how candidates design learning experiences for their PreK–12 students.
Mary Helen Immordino-YangLinda Darling-HammondDouglas Knecht
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Research points to adolescence as a critical period of opportunity and development. School design that centers relationships, meaningful inquiry, civic reasoning, and identity development can foster powerful adolescent learning. Policies supporting systemic and structural redesign across California can create environments that honor adolescents’ needs and help develop their full potential.
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This practice brief from EdPrepLab highlights the partnership between Montclair State University’s Network for Educational Renewal and the Paterson Public School District in northern New Jersey, illustrating how a coherent, transparent structure grounded in mutual accountability can sustain effective collaboration over time.
Linda Darling-HammondMatt AlexanderLaura E. HernándezCheryl Jones-Walker
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The traditional factory model of school does not prepare students for our modern global economy. To meet student needs, research points to 10 features for redesigning schools that foster deeper learning, stronger relationships, and equitable outcomes for students.
