As federal lawmakers slash funding for the $250 million Striving Readers Comprehensive Literacy program, continuing research from the program that inspired it is starting to show benefits for struggling adolescent readers.
Joan Ferrini-Mundy has been appointed the assistant director for the National Science Foundation's Directorate for Education and Human Resources, the section responsible for the majority of the NSF's research into learning.
A study set to be published in the April issue of Psychological Science may point to why peer pressure is so hard to fight: It changes the brain itself.
Advocates of the regional education laboratories are hitting the Senate this week, hoping to save the labs after the House approved eliminating their funding early Sunday.
Javier Movellan, director of the Machine Perception Laboratory at the University of California San Dieago, makes a passionate argument in favor of throwing out the traditional linear education research model in favor of a more flexible process that allows researchers to work more closely with educators.
American Association for the Advancement of Science President Alice S. Huang plans to dedicate part of her keynote address to open the conference tonight on ways to encourage K-12 students to get and stay interested in science, technology, engineering and math fields.
A pair of studies of the brain activity and hand movements of children with Attention Deficit Hyperactivity Disorder may point to more accurate ways to measure the cause and severity of their problems.
K-12 education research faces an uncertain budget picture, even as President Obama calls for greater investment in the field in the fiscal year 2012 budget proposal.
The Institute of Education Sciences, the Education Department's research agency, expects this spring to release its first in-depth report on the schools implementing turnaround under the School Improvement Fund, but participating schools should no longer expect "real-time" feedback on their strategies.
As hundreds of districts work to turnaround low-performing schools via federal school improvement grants, administrators' strategies for supporting the schools can sometimes hinder their progress, warns a new report by the Center for American Progress and the Broad Foundation.