Fordham Institute and the RAND Corp., asked more than 1,200 K-3 teachers in the fall of 2025 about their perspectives on reading instruction, the practices they use in their classrooms, the training ...

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 ...

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 ...

There are many sounds in English that don’t exist in Spanish, and vice versa. Take the sound the letter “z” makes in English, or the rolled “r” in Spanish. In the Southside independent school district ...

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 ...

We hear a lot these days about the "Science of Reading" and, increasingly, the "Science of Math." And while focusing on the specific evidence-based practices within these domains is crucial, it's high ...

This interactive session explores the science of learning—what educators, advisors and students should know about the brain, learning, neuroplasticity and the power of practice, feedback and ...

What's the best way for children to learn arithmetic—memorizing number values and multiplication tables, or studying math at a deeper, conceptual level? Educators have long debated the merits of these ...

In my 29 years of teaching, I have often reflected on the balance between memorization and understanding. I recall one conversation where a math teacher shared the belief that “memorization no longer ...