Project

Science of Learning and Development

Findings from the science of learning development (SoLD), when taken together, reveal many powerful lessons for transforming education systems, advancing equity, and helping every young person thrive.

LPI, in partnership with the American Institutes for Research (AIR), EdCounsel, the Forum for Youth InvestmentPopulace, and Turnaround for Children, has launched this initiative to integrate insights across multiple scientific fields. These findings have critical implications for education policy and for school and classroom practices.

The Alliance’s work includes the publication of research reports and other resources to inform policy and practice.* This includes Design Principles for Schools: Putting the Science of Learning and Development Into Action, a playbook for schools and school systems with key design principles that show how schools can utilize the science of learning and development to reshape systems, structures, and practices to improve student outcomes. This work also includes Design Principles for Community-Based Settings: Putting the Science of Learning and Development Into Action, which points to principles to nurture innovations and effective teaching and learning practices in community-based learning settings.

The Alliance also has other initiatives underway, including a collaboration with Edutopia to develop a video series that pairs research insights with a variety of illustrative strategies from schools, all grounded in the science of human learning and development.

Implications for educational practice of the science of learning and development
Linda Darling-Hammond, Lisa Flook, Channa Cook-Harvey, Brigid Barron, and David Osher

LPI Publications

Educating the Whole Child: Improving School Climate to Support Student Success
Linda Darling-Hammond and Channa Cook-Harvey

Educator Learning to Enact the Science of Learning and Development
Linda Darling-Hammond, Lisa Flook, Abby Schachner, and Steven Wojcikiewicz in collaboration with Pamela Cantor and David Osher

Social Justice Humanitas: A Community School Approach to Whole Child Education
Marisa Saunders, Lorea Martinez, Lisa Flook, and Laura E. Hernández

Teaching for Powerful Learning: Lessons from Gateway Public Schools
Channa Cook-Harvey, Lisa Flook, Emily Efland, and Linda Darling-Hammond

Teaching the Way Students Learn Best: Lessons from Bronxdale High School
Jacqueline Ancess, Bethany L. Rogers, DeAnna Duncan Grand, and Linda Darling-Hammond

Preparing Teachers to Support Social and Emotional Learning: A Case Study of San Jose State University and Lakewood Elementary
Hanna Melnick and Lorea Martinez

Related Resources

 

Funders

Funding for this project is provided by the Chan Zuckerberg Initiative. Additional core operating support is provided by the Heising-Simons Foundation, William and Flora Hewlett Foundation, Raikes Foundation, Sandler Foundation, and Mackenzie Scott and Dan Jewett.

Partners

 

*Two foundational studies were published in the Applied Developmental Science in 2018 and have provided the foundation for subsequent work. These are Malleability, Plasticity, and Individuality: How children learn and develop in context, by Pamela Cantor, M.D., David Osher, Juliette Berg, Lily Steyer and Todd Rose; and Drivers of Human Development: How relationships and context shape learning and development, by David Osher, Pamela Cantor,  M.D., Juliette Berg, Lily Steyer and Todd Rose.