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Implications for educational practice of the science of learning and development

Linda Darling-Hammond, Lisa Flook, Channa Cook-Harvey, Brigid Barron & David Osher

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This article draws out the implications for school and classroom practices of an emerging consensus about the science of learning and development, outlined in a recent synthesis of the research. The resource synthesizes evidence regarding well-vetted strategies that support the kinds of relationships and learning opportunities needed to promote children’s well-being, healthy development, and transferable learning. In addition, the article reviews research regarding practices that can help educators respond to individual variability, address adversity, and support resilience, such that schools can enable all children to find positive pathways to adulthood.

Implications for educational practice of the science of learning and development

Published

February 17, 2019

Topic

Alignment and Coherence Getting Started

Category

Evidence Base & Research Professional Learning & Practice

Audience

Educators & Caregivers Local Leaders States & Policymakers

Resource Type

Knowledge/Articles

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