Report: Schools, teacher ed programs ignore how kids really learn
This post was written by James P. Comer, associate dean of medicine at Yale University and co-founder of the Yale Child Study Center School Development Program, and Robert Pianta, dean of the Curry School of Education at the University of Virginia. At the request of the National Council for the Accreditation of Teacher Education, with funding from a partnership between the Foundation for Child Development and the W. K. Kellogg Foundation, Comer and Pianta co-chaired a panel on developmental science issues for the national organization responsible for assuring the quality of programs that educate the nation’s teachers and school leaders. The panel produced a report, "The Road Less Traveled: How the Developmental Sciences Can Help Educators Improve Student Achievement: Policy Recommendations," summarizing the panel’s two reports, all of which can be found here. It was released today. By James Comer and Robert Pianta Good teachers have always understood that students
