Project-based learning provides ways to make students known--to their teachers, to their peers, and to themselves--says Drew Schrader of New Tech Network.


Kathleen Cushman finds a potential model for deeper learning and equity for young children in a preschool in New York City.


A look at preschools in New York City raises questions about how to foster deeper learning in four-year-olds in a standards-based environment, writes Kathleen Cushman.


An EL Education school in New York City shows how structures to support teachers' learning can empower students from low-income families to produce powerful learning.


An Iowa system that provides leadership opportunities and higher pay for teachers supports professional learning for all educators.


Theater provides a model for engaged, authentic learning, but few of the supports for this kind of learning are available in regular school, writes Jal Mehta.


A new study finds that school stratification and segregation has an effect on how students attribute their success and failure, and ultimately their performance.


A school in Springfield, Massachusetts, works after the 2016 election to help students and staff understand themselves and their place in this changing world.


During this political transition, giving students real material to engage with and supporting them to do work that matters to them will help them become ethical adults who contribute to a better world.


Schools can promote democracy--and build academic skills--by engaging students in consequential projects that contribute to the public good, says Ron Berger of EL Education.


The opinions expressed in Learning Deeply are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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