Second edition of seminal report reflects new research amidst growing momentum for evidence-based instruction in teacher preparation and PK-12
AUSTIN, Texas, May 19, 2026 /PRNewswire-PRWeb/ -- Deans for Impact (DFI) today released the second edition of The Science of Learning, a report translating cognitive-science research into practical implications for teaching. The updated edition includes new research on memory, attention, motivation, and learning misconceptions, offering educators a research-based foundation for understanding how to support durable student learning.
First released in 2015, The Science of Learning is DFI's most widely-used and cited resource, with more than one million downloads. Since its publication, DFI has supported nearly 300 teacher-preparation programs to make instructional quality a priority in the way teachers are prepared, directly impacting more than 110,000 teachers over the last decade.
The second edition arrives at a moment when more than 40 states have made meaningful investments in strengthening evidence-based instruction, particularly in early literacy, mathematics, and the use of high-quality instructional materials. The science of learning supports future teachers to build a comprehensive foundation for instructional decision-making that cuts across content areas and grade levels.
"Over the last decade, we have seen important positive shifts in teacher preparation, including a stronger focus on research-based practices, a commitment to bridging preparation with the realities of PK-12 classrooms, and a greater emphasis on district and community partnerships," said Valerie Sakimura, CEO of DFI. "There is still much more work to do, but we are encouraged by the progress taking shape across the field. Embedding learning science into teacher preparation is an important lever for instructional improvement. When future teachers understand how learning happens, they are better equipped to make instructional decisions that help all students thrive."
The Science of Learning, Second Edition serves as a practical resource for current and future teachers, mentor teachers, and anyone in the education field interested in connecting research to practice. It was created in collaboration with cognitive science researchers, educators, and teacher-preparation leaders, and reflects DFI's ongoing work across the country to ground teacher preparation in a scientific understanding of how students learn.
The report has been endorsed by more than 100 field experts and leading organizations across the United States and internationally.
Download the report at deansforimpact.org/thescienceoflearning.
About Deans for Impact (DFI)
DFI is a national nonprofit organization with a mission to ensure every child is taught by well-prepared teachers. We support educator-preparation programs to bring the science of learning into teaching practice; partner with policymakers to ensure pathways into teaching are accessible, practice-based, instructionally-focused, and innovative and responsive; and equip leaders with the tools to address today's most pressing challenges in educator preparation. Guided by principles of cognitive science, we aim to help aspiring and early-career teachers create rigorous and affirming classrooms where all children thrive. To learn more, visit deansforimpact.org.
Media Contact
Cece Zhou, Deans for Impact, 1 248-854-0630, [email protected], deansforimpact.org
SOURCE Deans for Impact
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