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,…
This blog post is part of an ongoing series highlighting the work of our Learning by Scientific Design (LbSD) Network, a group of 10…
This blog post is part of an ongoing series highlighting the work of our Learning by Scientific Design Network, a group of 10 educator-preparation…
Since our inception, Deans for Impact has advocated for aspiring teachers to explore our best scientific understanding of how humans learn. We…
In the education world, there’s a lot of skepticism around the frame of “getting back to normal” post-COVID.
It’s not complicated: it’s…
In response to the pandemic, we have advocated for teacher-candidates to serve as tutors in high-need and hard-to-staff schools.
It’s a win-win:…
