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Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
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1 reference
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- Vol 3 RE: Chapter 14
- Vol 6 RE: Chapters 1, 3, 4, 6, App D
- Vol 7 RE: Chapter 16, App B, App D
developmental relationshipsidentity-supportive environmentsculturally responsive practicesocial-emotional developmentformative assessmentdevelopmental ecosystemsJournal article Evidence summaryAt a glance
Darling-Hammond and colleagues translate an interdisciplinary synthesis of learning and development science into principles for educational practice.
Key ideas
Development is dynamic, shaped by interactions among biology, relationships, experiences, and context; adversity can disrupt learning, while supportive environments foster resilience and plasticity. The review organises evidence around four connected priorities: positive developmental relationships; safe, inclusive, identity-supportive environments; rich learning experiences that build on prior knowledge and promote active, collaborative, and meaningful work; and integrated systems of academic, social, emotional, and health support. It also discusses formative assessment, explicit teaching of learning strategies and social-emotional skills, culturally responsive practice, restorative approaches, and opportunities for agency. Rather than treating these as isolated programmes, schools should create coherent developmental ecosystems.
Why it matters
The article cautions that learners vary and contexts matter, so educators need flexible supports, strong family and community partnerships, and organisational conditions that allow adults to know students well and respond constructively.
A transparent research trail
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What it contributes
Evidence summaries explain the central idea and why the source matters to educators.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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