New article from E. D. Hirsch and me on (1) the evidence for the importance of knowledge in reading; (2) why it’s taken so long for people to acknowledge the evidence; (3) what we predict if the role of knowledge is taken seriously. https://t.co/JJONYhQCxQ
The recording of Dr. Groshell's webinar, How DI Embodies the Science of Learning, is now available on our YouTube channel! This hour-long video explores how DI programs align with the research in cognitive science and educational psychology. Watch: https://t.co/jbSlA9wzok
60% of teachers in new Ed Week survey say student behavior has worsened over the past two years:
“We’ve seen a large increase in the inability for students to cope when things don’t go their way. We see a lot of crying, yelling, shutting down, gross overreactions”
https://t.co/B5Vu3rrbY3
Grateful to @The74 for the feature on The Teach Like a Champion Guide to the Science of Reading 📚
...and to the educators bringing this work to life every day. ✨
Schools need to align their "support" for struggling students with the core curriculum, two new reports argue. Otherwise, "incoherent" instruction holds kids back.
Makes sense--unless the core curriculum itself is incoherent.
More in my new post:
https://t.co/MfcDccUMq5
Faculty excellence drives discovery at @UofAlabama. Congratulations to Dr. Andrew Billings on receiving the 2026 @SEC Faculty Achievement Award in recognition of his leadership in sports media scholarship. Read more: https://t.co/BrIKs0gS8K