A Boston school's study of the Ferguson, Missouri, police department engaged students in a real-world problem about social justice and encouraged them to see themselves as agents of social change.

Responding to comments about a call to "end professional development as we know it," Jal Mehta suggests some challenges in creating new systems for professional learning.

With the passage of the Every Student Succeeds Act (ESSA), states now have the opportunity to explore and implement design elements into their accountability systems that support deeper learning.

A new report argues for a new kind of professional learning that is embedded in teaching, connected to content, and differentiated to teachers' needs—just like PD in other professions.

The stories of Deeper Learning Equity Fellows show varied experiences and approaches to the problem of ensuring that all students have access to deeper learning.

The executive director of Envision Learning Partners outlines the structural and functional shifts in schools necessary for deeper learning to thrive.

By immersing themselves in a real-world project, as students are expected to do, a group of education leaders learn deeply about equity.

A New York City school has developed a systematic way of identifying and tracking interventions designed to raise the school's graduation rate to 94 percent.

A New York City high school shows how a systemic approach toward reducing absenteeism can help improve the school's graduation rate.

A new report from the Organization for Economic Cooperation and Development identifies the characteristics of students who perform poorly on an international test.

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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