After participating in coursework centered on learning science, these teacher-candidates have changed their approach to instructional decision-making.

This event launches a new year of learning for programs participating in the Common Indicators System Network.

These 24 fellows will create transformative change in educator preparation together.

Imagine you’re observing a third-grade classroom. The teacher has just finished a multiplication lesson, and is walking down the rows of desks,…

What does science tell us is the most effective way for humans to learn? That’s the question that drove the Louisiana Resource Center for Educators (LRCE) — one of the state’s oldest and largest alternative teacher-certification programs — to join the Learning by Scientific Design (LbSD) Network.

As an adult attending college for the first time in her fifties, Lesli Kathman knows firsthand that instructors’ assumptions about what students bring to the classroom can be detrimental to learning if they’re not accurate.

Every morning, when future teacher Ben Mueller turns on the light in his bedroom, his fingers brush against a taped-on index card that reads, “Memory is the residue of thought.”

One teacher-candidate shares how she moved from believing in neuromyths to implementing evidence-based instruction with students.

Explore how one teacher-preparation program used tutoring to help candidates complete field experiences while simultaneously supporting local elementary school students.

On a bright winter day in a classroom 30 miles north of the Louisiana coast, a class of third-grade students listened carefully as their teacher,…