A new report from researchers at Stanford University that identifies the design features of high-quality test can shift the focus of the debate on testing to where it belongs: on what tests measure and how they measure it.
Kathleen Cushman describes how the culminating exhibition of a social justice project gave fourth grade English learners a deep understanding of their history and culture.
A lesson about social justice for English learners in California shows how young students can develop a deep understanding and think critically about their history, writes Kathleen Cushman.
The Every Student Succeeds Act (ESSA) offers opportunities for states, districts, and schools to strengthen teacher and school capacity to improve student learning.
At Bank Street College of Education, supervised fieldwork helps teacher-candidates make meaning from their classroom experiences, writes Dean Cecilia Traugh.
The International Baccalaureate serves as a model for a "subsystem" that would encourage schools to adopt project-based learning and certify that students have attained deeper-learning competencies, Jal Mehta argues.
A report by Magdalene Lampert for Jobs for the Future provides a vivid picture of how teachers in a student-centered classroom support deeper learning.
Research on how educational practices produce good outcomes—like how LEGO pieces can fit together—can improve teaching and learning.
Providing access to deeper learning to English-language learners requires changing the mindset that suggests that English-language learners are not capable of challenging content.
Iowa BIG, a competency-based program option for high school students in Cedar Rapids, Iowa, exemplifies qualities of transformational leadership for student-centered learning.