In the waning hours of the 111th Congress, New Jersey Democratic Rep. Rush Holt introduced a bill to help educators translate research into usable classroom knowledge.
Two of the nation's oldest programs for paving the way to college may have a bigger impact than previously thought.
Education research saw an influx of federal money this year, but scholars voice continuing frustration with translating research into practice.
The Education Department has established 10 new regional advisory committees intended to help shape the future of federal comprehensive centers.
Great Britain, like the United States, is in the middle of a major push to use student achievement data to improve instruction and school policy. And, like us, the implementation is still a bit hit or miss, in part because teachers find their classroom data more accurate and useful.
A new study of brain images of dyslexic students shows differences in students who are better able to compensate for their disability. The research holds promise for better targeted screening and interventions in the future.
The Senate has filled several longstanding holes in leadership at the Institute of Education Sciences and its advisory board.
Call it DIY differentiated learning: A new study at the University of Texas at Austin suggests students are more invested and learn more when they get a say in class assignments. Erika A. Patall, an assistant professor of educational psychology at the University of Texas at Austin and lead author of the study, randomly assigned 207 high school students in 14 urban science, social studies, psychology and other classrooms to one of two lesson plans for a regular content unit. In one group, students were assigned one of two homework assignments that were in different modes but covered "essentially identical ...
A study suggests that an additional year of schooling may curb rates of obesity among teenage girls.
A new University of Iowa study published in this month's Psychological Science found that toddlers who play with similar but distinct objects learn words faster than students who play only with similar objects.