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This brief from EdPrepLab describes how the University of California, Los Angeles - Los Angeles Unified School District Community of Practice (CoP) initiative serves as a model for leveraging research-based approaches from the science of learning and development to inform professional development for educators.
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This brief from EdPrepLab describes California State University, Fresno’s Reading and Literacy Leadership Specialist Credential program, a one-year, online, clinically focused program designed to prepare educators as literacy specialists and coaches.
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This EdPrepLab brief highlights how the Leaders for Equity and Democracy (LEAD) program at the University of California, Berkeley, redesigned the ED Year 1 course, Methods in Educational and Psychological Research, to align with Science of Learning and Development (SoLD) principles.
Laura E. HernándezLinda Darling-HammondNatalie Nielson
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The science of learning and development demonstrates that when young people maintain positive school-based relationships, their learning and well-being is supported and enhanced. Secondary school educators and staff can implement practices that prioritize relationships and caring in order to optimize student learning, well-being, and agency.
Laura E. HernándezLinda Darling-HammondNatalie Nielson
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The science of learning and development demonstrates the value of positive relationships for student success and well-being. Secondary schools can integrate structures to cultivate the conditions that enable healthy attachments to grow between teachers and students, as well as between and among school staff and students’ families.
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The science of learning and development reveals how to design high schools so that learners can thrive in environments that support individualized development; where they have strong, supportive relationships; and where their social, emotional, physical, and cognitive needs are met.
Linda Darling-HammondMatt AlexanderLaura E. Hernández
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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.
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Providing engaging learning experiences to all students requires school leaders to implement new school structures and classroom practices. Leadership programs can help school leaders acquire and apply the knowledge and skills needed to support this transformation, and policies can bolster adoption of the practices that lead to deeper learning.
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This brief from EdPrepLab and Trinity University describes the development, implementation, and impact of Trinity’s Natural Environment and Well-Being course designed by faculty members who sought ways to incorporate the benefits of natural environments and science of learning and development to support the well-being of teacher candidates.
