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We work to ensure every student is taught by a well-prepared teacher. To learn more, visit deansforimpact.org.
07/13/2026
On July 20, our Program Director, Kendra Gray and University of Arkansas at Pine Bluff’s Nita R. Bohannon will co-present at the Association of Teacher Educators Summer 2026 conference.
Over the past decade, more programs have embedded evidence-based literacy instruction into coursework and clinical experiences, aligned to new state policies. But a gap remains between adopting these practices and the sustained programmatic change that makes instruction genuinely engaging for teacher-candidates.
Their session examines this "missing middle:" the conditions and shifts that enable faculty to translate evidence-based practices into purposeful, engaging instruction that fosters deep and durable learning for future educators.
Will we see you there? Learn more and register: https://www.ate1.org/summer-conference.html
The notion that students learn better when instruction matches a specific learning style, such as “visual” or “auditory,” has shaped how we think about learners for decades. But cognitive science research suggests that learning styles are a myth
While every student brings their own experiences and prior knowledge and may have preferences for how they like to learn, the strategies that support effective learning are largely universal. So how can teachers adapt their instruction to support all learners? One example is presenting information both visually and verbally, which can benefit all learners, not just the “visual” ones.
Understanding what the research says about how we learn empowers educators to make stronger instructional decisions. We’re curious to know: How have you seen this misconception show up in practice?
Find more strategies in The Science of Learning, Second Edition, which draws upon cognitive science research to break down the principles that drive learning, and the popular myths that get in the way.
Download it here: https://www.deansforimpact.org/tools-and-resources/the-science-of-learning
The idea that we only use 10% of our brain is a premise for a great sci-fi novel. But the research actually tells us a different story: Learning doesn't happen by tapping surplus brain capacity. It happens through hard work, deep thinking, connecting new ideas to prior knowledge, and repeated practice over time.
How can teachers put these ideas into practice? Asking students to recall what they already know about a new topic, or using analogies to map a new idea onto one they already know, are evidence-based strategies that any educator can use to support learning.
The Science of Learning, Second Edition brings together cognitive science research and practical classroom strategies like these, to help educators build on what we actually know about how students learn.
Download the report here: https://www.deansforimpact.org/tools-and-resources/the-science-of-learning
06/23/2026
Recent national data have put the spotlight on literacy. Together, these data show that progress is possible when states prioritize policy and funding for evidence-based reading instruction. But that investment must extend beyond current classroom teachers. As DFI's Cece Zhou and Kathleen Castillo-Clark wrote in a recent op-ed, aspiring educators need access to high-quality reading preparation before they ever stand in front of students. Strong teacher prep doesn't just move the needle on student literacy; it can also spare states the costly work of retraining teachers down the line. The op-ed highlights promising examples from Tennessee, Texas, and New York City, where state policy, district partnerships, and targeted support have helped EPPs implement evidence-based literacy instruction.
Read the full article here:
How can states and systems help teacher preparation programs with the science of reading? For the last several years, as more than 40 states have invested in evidence-based literacy instruction, national attention has understandably focused on the K–12 implementation efforts that have the most direct impacts on students, including widely discussed change efforts like that in Mississipp...
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