A new study from Stanford University shows how schools can infuse social emotional learning with academic instruction and improve student engagement and academic achievement.


Deep learning means that students may initially learn more while they understand less, writes Sam Dyson.


Rather than focus on students' perseverance, schools should create environments students want to attend and work hard in, argues Jal Mehta.


A film collection at the Harvard Graduate School of Education shows how student work reveals the real meaning of standards, says Steve Seidel.


Examples of high-quality student work can inspire students to produce their own high-quality work.


Clear visions of what high-quality student work looks like can enhance instruction and learning, says Ron Berger of Expeditionary Learning.


As federal policy makers signal support for innovation, the time is ripe for state leadership. CCSSO just released a new resource to help state leaders build strategies that support innovation and improve outcomes for all students.


How state systems of accountability can support doing good, not just looking good.


Transforming schools and districts for deeper learning for all students requires a different set of abilities than those required in Industrial Age Schools, writes Carmen Coleman of the University of Kentucky's Center for Innovation.


A systems-thinking approach helps explain the relationships among performance, proficiency , and standards--and how raising standards can mean lower proficiency rates but higher levels of performance.


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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