Learning is a lifelong process, and everyone has the potential to learn, but individual capacities, experiences and access to resources influence the nature, pace and effectiveness of that learning.

We know more today about how humans learn than ever before, so why do most classrooms still look like they did a century ago? Decades of research in cognitive science, neuroscience and educational ...

Imagine you are watching a movie, a delightfully engaging and entertaining film. Now imagine that the person sitting next to you is an acclaimed director, an expert at making movies. Will you see the ...

For many, the “science of reading” has become synonymous with phonics instruction. Politicians on both sides of the aisle have said the movement to align reading instruction with what the research ...

Long before the federal government intruded on the already wavering trust in science, the field of K-12 science education was in trouble. Proper teacher training, the deprofessionalization of ...

This study will update and extend How People Learn: Brain, Mind, Experience, and School (2000) by examining the research that has emerged across various disciplines that focus on the study of learning ...

The social side of work is in short supply these days. Post-pandemic, many organizations have turned to some form of a hybrid approach: employees splitting their time between remote work and commuting ...

The world is full of things to learn. Where to start? How to choose what to pay attention to? What motivates someone to seek new knowledge? The desire to learn is partly a preference for novelty: we ...