A new trailer for my book, "Ready to Learn: A Crash Course in Development, and How Children Experience School." Thank you for sharing. Available now at Friesen Press BookStore: books.friesenpress.com/store… The book will become available in the coming days at your fav bookstores.

This is only my personal opinion. Scholars everywhere work and work and work to acquaint themselves with the findings of the day in their own and neighbouring disciplines. But here on X, I regularly see scholars who have, in a way, stopped working. They select and wear encountered research findings like favourite clothes—because they resonate with personal identity or purpose. Strictly speaking, research findings do not determine truth but only serve to guide next questions. Those scholars who selectively choose and champion particular (families of) findings are not only lost, they soon become at some level and to some degree a detriment to their academic community.

I think she's sleuthing down the correct path. In the animal kingdom, action is all-important because it preserves one's life. Knowledge (and memory in general) functions in the service of action.

Socioeconomic conditions exert an enormous influence on brain development, with research mapping 649 variables to children's brains revealing that socioeconomic status shows the strongest overall associations. doi.org/10.1126/science.aee6…

Show me a classroom that is "learner-centered" and I'll show you one where the educator is using evidence to inform their practice.

“…to completely analyze what we do when we read would almost be the acme of a psychologist’s dream for it would be to describe very many of the most intricate workings of the human mind, as well as to unravel the most remarkable specific performance that civilization has learned in all of its history.” — E. B. Huey, 1908

Five-year-old children engage temporal but not frontal mechanisms duri… sciencedirect.com/science/ar…

In this Q&A with Learning Forward, Zaretta Hammond discusses how understanding the brain and cognition can help educators ensure access to rigorous instruction for all learners. 📖 Read the conversation: learningforward.org/journal/…

"Breaking Barriers: Excellence and Equity for All" by Avis Glaze et al. (2011) is my favourite book on equity and equity strategies in public education. Expertise that is practical and timeless.

Seidenberg on phonemic awareness instruction, Nov2025: “...a core element of the “science of reading” approach that is based on a deep misunderstanding of what phonemes are and how phonemic awareness develops.” seidenbergreading.net/blog/p…

On situational sensory system dominance in childhood: "Do sensory systems sometimes operate independently?" jdylansmith.com/post/3-3-do-…

Correction: June *11* 8pm, I will give the PSW public science lecture at the Cosmos Club in DC And you (yes, you) can watch online: pswscience.org/meeting/2537/ Thought Emerges from Neural Dynamics How Science is Unraveling the Nature of Cognition and Consciousness. #neuroscience

I just read "Developing Metacognition in K–12 Education" on @EdCanNet. Take a look: edcan.ca/articles/developing… We need more conversations about student thinking especially in a time of AI. How can we best encourge/model thoughtful understanding? #learning

In the way that some people interpret the term, maybe. But the term "learning style" has a reasonably precise definition in psychology, and anyone denying differences in the way students learn is (a) not really talking about learning styles and (b) knows nothing about children.

I think we need to be careful when we say that learning styles do not exist because (a) they may exist but we haven't found them yet and (b) it depends what you mean by learning styles:

I have observed that conservative educators seem to have little confidence in children. They assume students Cannot inquire or think for themselves Do not bring useful knowledge to the classroom Must be protected from difficult books and social questions Should be sitting still and listening

Scottish Guidelines for AI in Schools - released March 2026 - focus on guardrails along with practical implementation and use cases gov.scot/binaries/content/do… #ai #aiEDU #aiLeadership

Indeed, in Lakatos' terms how theories deal with anomalies is part of being a progressing or degenerating theory.