List of Posted Podcasts and Transcripts

Episode 4 –

How to Leverage the Science of Learning and Development to Foster Robust Academic, Social, and Emotional Learning

It is in five parts, plus a short introduction to the episode. The discussions are with:

Mary Helen Immordino-Yang, Stephanie Jones, Annemaree Carol, Jim Pellegrino, and

Carol Lee.

What also makes these conversations so important is that they bring together many of the leading scholars who have helped define, extend, and translate the science of learning and development across disciplines, institutions, and countries.You will hear from researchers whose work spans developmental psychology, neuroscience, learning sciences, cultural studies, educational policy, assessment, social-emotional development, and human flourishing.Mary Helen Immordino-Yang, for example, is a professor of education, psychology, and neuroscience at the University of Southern California and founding director of the USC Center for Affective Neuroscience, Development, Learning and Education. Her groundbreaking work has transformed how we understand the relationship between emotion, meaning-making, reflection, civic reasoning, and deep learning.Stephanie Jones, director of Harvard's EASEL Lab and faculty director of the Harvard Center on the Developing Child, has helped shape international understanding of social, emotional, and behavioral development and how learning environments can foster wellbeing and thriving from early childhood through adolescence.

Annemaree Carroll is the co-founder and head of the University of Queensland Learning Lab, where multidisciplinary researchers work in partnership with education and industry professionals to identify and address important learning and training priorities.

Her research has helped educators think more carefully about co-regulation, emotional climate, teacher well-being, stress, and the conditions that allow learning communities to function in healthy and sustainable ways. Her cutting-edge research also shows how classroom emotional climate can be measured and addressed in ways that have already improved outcomes for students in Australia.Jim Pellegrino has been one of the central architects of contemporary learning sciences and assessment research. His work on deeper learning, transfer, adaptive expertise, and the design of meaningful assessment has influenced educational policy and practice around the world. He has chaired or co-chaired multiple National Academy of Sciences committees, including landmark studies on assessment, deeper learning, and educational practice.Carol Lee, immediate past president of the National Academy of Education, has fundamentally reshaped how educators understand culture, identity, literacy, and intellectual development. Her pioneering work on cultural modeling helped establish the idea that the lived experiences and cultural practices young people bring into classrooms are intellectual resources for rigorous learning. She also co-edited both The Handbook of Cultural Foundations of Learning and the 2023 Review of Research in Education volume focused on the science of learning and development.And while the first three episodes in this series were primarily U.S.-focused, the conversations that follow are intentionally both American and global in scope.That reflects an essential reality: the science of learning and development is not the work of any one discipline, institution, or nation. It is an evolving international conversation shaped by scholars, educators, and practitioners across the world.You will hear that global dimension reflected throughout this series in the scholarship of our guests, in examples drawn from multiple countries and cultures, and in the growing international dialogue around equity-centered thriving, human development, civic participation, and the future of education.That international conversation is also reflected in two webinars from the Global Science of Learning Network linked on the podcast website, as well as in the 2023 and 2025 volumes of the Review of Research in Education, which examine the implications of the science of learning and development and equity-centered thriving for schools, communities, and democratic societies.Together, these conversations invite us to think not only about how young people learn, but about what kinds of societies, relationships, and futures education can help create.

Please note that the transcripts are AI generated.

Introduction and context setting – David Osher
Interview		English Transcript		Spanish Transcript
Introduction		English Transcript		Spanish Transcript
Part A – Mary Helen Immordino-Yang and Stephanie Jones
Interview		English Transcript		Spanish Transcript
Part B- Stephanie Jones (in two parts)
Interview 1		English Transcript 1		Spanish Transcript 1
Interview 2		English Transcript 2		Spanish Transcript 2
Part C – Mary Helen Immordino
Interview		English Transcript		Spanish Transcript
Part D – Annemaree Carroll
Interview		English Transcript		Spanish Transcript
Part E – Jim Pelligrino & Carol Lee
Interview		English Transcript		Spanish Transcript

Episode 3 - has three 30 minute parts

John King with commentary from Linda Darling-Hammond and Robert Pianta: Creating safe, nurturing environments that engage learners and foster thriving and robust learning.

Welcome to a framing conversation, one that provides intellectual orientation and a cornerstone conversation in the architectural sense upon which the entire podcast series rests.

John reminds us that the school at its best is not merely an academic institution. It is a sanctuary, a place of safety, a place of intellectual challenge, a place where a young person is known, and that knowing can change a life trajectory. His story is not abstract. It's grounded in his lived experience and teachers who built community, who combined rigor with nurturance, who created classrooms where a child could both belong and stretch.

That insight is echoed and deepened in the accompanied dialogue with Linda Darling-Hammond and Bob Pianta. They remind us that education is fundamentally relational, that the brain develops through experiencing connection. That excessive stress inhibits cognition, while psychological safety and belonging enhances it.

Part A - John King

Interview 

English Transcript

Spanish Transcript

Part B - Linda Darling-Hammond and Bob Pianta in two parts

First Part

Interview

English Transcript

Spanish Transcript

Second Part

Interview

English Transcript

Spanish Transcript

Episode 2 -

Part 1 - Sarah Woulfin, and Robert Jagers (Part 1 - From Recovery to Coherence: Implementation, Relationships, and the Conditions for Learning)

Audio Podcast English Transcript Spanish Transcript

Part 2 - From Engagement to Partnership: Sharing Power in Learning Ecosystems

Audio Podcast English Transcript Spanish Transcript

Part 3 – A - - Commentators Joe Bishop and Karen Pittman 

Audio Podcasts EnglishTranscripts Spanish Transcript

Part 3 – A  Part 3 – A Parte 3 – A 

Part 3 – B Part 3 - B Parte 3 – B

Episode 1 - Addressing Educational Inequities in the wake of Covid-19

Part 1 - Gloria Ladson-Billings & Michael Feuer

Audio Podcast English Transcript Spanish Transcript

Part 2 - Governor Bob Wise

Audio Podcast English Transcript Spanish Transcript

Part 3 - Scott Palmer

Audio Podcast English Transcript Spanish Transcript

AI has generated all transcripts, and some of the names cited and punctuation used have been distorted. 

The music is “A River Runs through my Soul” has been provided by and used with permission from Jane Sapp as a part of her Songs from the Dream Project – We’ve all got stories.  The complete recording is available on YouTube and Spotify.  The lyrics are by Rose Sanders.