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Many educators developed creative and effective strategies to teach their students by using technology in a variety of ways during the COVID-19 pandemic. As schools return to in-person learning, effective uses of technology should not disappear. Instead, they should become a foundation for students to engage in learning with other students in the classroom and beyond.
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The landscape of the 21st century and scientific advances have significant implications for how we organize schools and student learning experiences. This article elevates findings from the science of learning and development to articulate emerging knowledge about how young people develop and its concrete implications for schools can be effectively designed to optimize learning, success, and well-being.
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Shifting sociopolitical and policy dynamics have put a spotlight on systemic inequities and the need for school systems to implement policies that advance equity. This research synthesis examines education policy research from the past 15 years to illuminate how scholars have investigated reforms intended to redress inequity and what actions the field may undertake to inform equitable schooling and policymaking.
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A positive school climate—where students feel a sense of safety and belonging and where trust prevails—improves academic achievement, test scores, grades, and engagement and helps reduce the negative effects of poverty on academic achievement. To bring about such environments, teachers, paraprofessionals, and school and district leaders must be prepared to create the school and classroom structures that encourage secure relationships.
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The Journal of Professional Capital and Community article, published in 2019, expands on the initial LPI report by situating the study within broader theories of human capital in the economic literature and discussing the implications of the findings for teachers’ professional development, school leadership, policy, and research.
Linda Darling-HammondJeannie OakesSteve WojcikiewiczMaria E. HylerRoneeta GuhaAnne PodolskyTara KiniChanna Cook-HarveyCharmaine MercerAkeelah Harrell
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In today’s knowledge economy, teachers must prioritize problem-solving ability, adaptability, critical thinking, and developing interpersonal and collaborative skills over rote memorization and the passive transmission of knowledge. This has significant implications for teacher preparation programs. This book examines those implications and several programs that are preparing their graduates to provide students with the "deeper learning" that prepares them for college, career, and civic participation.
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Education Policy Analysis Archives by Linda Darling-Hammond, Anne Podolsky, Leib Sutcher, Desiree Carver-Thomas, Tara Kini, Joseph Bishop, et. al. | The articles in this special issue examine the wave of teacher shortages in the United States. The authors describe the current state of the supply, demand, and distribution of America’s public school teachers and highlight the kinds of evidence-based policies that can break the cycle of teacher shortages.
Linda Darling-HammondLisa FlookChanna Cook-HarveyBrigid BarronDavid Osher
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Applied Developmental Science by Linda Darling-Hammond, Lisa Flook, Channa Cook-Harvey, Brigid Barron & David Osher | Our understanding of human development and learning has grown rapidly in recent years, providing insight into how to shape more effective educational practices. This article draws from several branches of educational research about well-vetted strategies to support the kinds of relationships and learning opportunities that promote children’s well-being, healthy development.
Linda Darling-HammondChanna Cook-HarveyLisa FlookMadelyn GardnerHanna Melnick
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The School Development Program (SDP) established by child psychiatrist James P. Comer and the Yale Child Study Center, is grounded in the belief that successful schooling—particularly for children from disadvantaged backgrounds—must focus on the whole child. With the Whole Child in Mind describes SDP’s six developmental pathways and explains how the program's nine key components create a comprehensive approach to educating children for successful outcomes.
