![]() Social-emotional learning (SEL) is deeply connected to academic achievement. While early “brain research” findings were beginning to emerge 10 years ago (e.g., plasticity of the brain), in the past decade, this knowledge has converged in a growing science of learning and development (SoLD) with many important implications for instructional practices, school climate, and district policy. We now know, with greater clarity and evidence than ever, that learning is a social, emotional, and cognitive process. Stream One: Research on How Students Learn ![]() What happens in the learning process? Why do some students thrive at school and learn more than others, and why does this variation often reflect socially constructed racial and ethnic categories? In the last 10 years, two streams of research have vastly expanded our understanding of the answers to these complex but never-more-important questions. She leads the research, communications, and publications teams while mostly being in complete awe of the mad skills of her brilliant, compassionate, committed colleagues: Miller, Ph.D., serves as the chief knowledge officer at EL Education. research at “Best” Lists o f the Week: Education Research. You might also be interested in many curated resources on ed. Miller, Ph.D., and Jana Echevarria, Ph.D., share their reflections. This series will try to highlight some of the most important findings that we teachers-and our students-can use. There is so much education research out there, and much of it is inaccessible to K-12 teachers either because it’s written in arcane academic language or because it’s locked behind paywalls. What do you think have been the most important education research findings from the past 10 years, and what areas are you hoping researchers focus on in the next 10 years? (This is the first post in a two-part series.)
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