A new report from OECD shows interest in many countries in developing a broad set of knowledge and skills for students.


Two relatively unheralded events in Washington, DC, show that ideas about the future of education are on the table.


A tool developed by New Visions for Public Schools enables school leaders to use data as a flashlight, rather than as a hammer.


A college professor examines his experience in teaching economics to suggest ways that teachers can develop students' understanding so that they will be able to use their knowledge in the future.


Schools encourage students to get good grades, not to learn the knowledge and skills relevant to the disciplines, argues a graduate student and former English/language arts teacher.


Developing new instructional approaches requires teachers to let go of longstanding practices they might have considered successful.


A physics teacher at High Tech High thinks back on his teaching and considers what to do differently.


Education should build character as well as knowledge, and should support social justice to enable people to live together in the 21st century, says a humanities teacher.


A new report by Christopher Dede offers evidence for ways technology can support effective instruction.


Laura Hamilton and Brian Stecher of RAND call for research to develop better measures of competencies like academic tenacity and collaboration, essential skills that are seldom measured in schools.


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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