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.

Even primary-grade students can take ownership of their learning by leading conferences with parents, educators at an EL Education school in Decatur, Ga., found.

Student-led conferences at a New York City school put power in students' hands and help them develop a growth mindset.

Engaging students in discussions of their work with parents and teachers helps students take ownership of the culture of a school in Detroit.

What unites states is the need and desire to engage with local stakeholders to build a new definition of school quality for the ESSA era.

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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