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The article discusses the role of empathy in schools in relation to educational leadership. Topics include neuroscience research on the relation between emotions and cognition, the role of a school principal in relation to teachers and staff, and the relation between learning and empathy in light of the recognition of full humanity.

The article discusses the scope of Personalized Learning. It states it is a new trend consisting of several education programs and instructional learning responding to needs of students with different backgrounds allowing students to learn at their convenience adopting to digital learning. It mentions teachers and academicians should learn the new skills and understand the needs of the students and device the programs accommodating students' aspirations overcoming traditional learning.

In the article, the author presents her wishes in U.S. education for the 2022-2023 school year amidst challenges like the coronavirus pandemic. Among them are the teachers should honor both the art and science of teaching, the safety of students in the classroom, the need to raise the students' sense of worth, motivation to learn, and future aspirations, and for students to experience learning as an adventure and joyful activity.

The article discusses equity in U.S. education among low-income and racially and linguistically diverse students, focusing on seven teaching principles which may equalize access to education among these populations. The authors comment on correlations between student race, economic status, and curriculum and achievement levels, the importance of teachers' ability to understand their students' backgrounds and to respond to them, and teaching methods that accommodate different learning abilities. Also discussed are various teaching strategies for small group work and classroom activities.

Discusses five elements that teachers can address to make learning irresistible. Affirmation; Contribution; Purpose; Power; Challenge.

The article describes the author’s experience on student's progress monitoring in schools. According to the author, to gain deeper insight into students’ real learning progress and needs educators need to think what matters in learning most, what and how they teach, how they understand the concept of curriculum, and only then decide how to measure.

The author discusses the concept of personalization in education and mentions working with colleagues and students to develop inquiry-based and problem-based learning experiences. Topics discussed include text analysis by students to learn about the use of figurative language, onomatopoeia, humor, and context clues, students' assessment, and instructional decisions on behalf of students.

The article offers assertions on how teachers can create real learners. Topics discussed include the importance of teaching to reach the hearts, souls and minds of students, the wisdom in teaching with clarity of outcome, and the value of teaching "invitationally" to steer students' enthusiasms to the required curriculum. Also mentioned are the benefits of using standards as starting points for learning rather than boxes that define the perimeters of learning.

A personal narrative is presented which explores the author's experience of imparting meaningful learning to her students while working as a professor of the University of Virginia medical school.

The article compares the learning that takes place for students taking part in a school theatrical production with the learning that happens in the classroom. Topics discussed include the level of motivation students in the play had, the elements of autonomy, competence, and connectedness that are involved in motivation, and the work of psychologists Edward Deci and Richard Ryan.

The author reflects on how teachers can create a school culture that supports learning, suggesting that teachers draw inspiration from Fred Rogers who hosted the children's television series "Mister Rogers' Neighborhood." Citing lessons from Rogers, the author states that teachers should be trustworthy, discuss topical issues, and teach social-emotional skills.

A personal narrative is presented which explores the author's experience of being a teacher who realizes that her attitudes toward grading students were possibly preventing students' success and learning and contributing to their feelings of discouragement.

The article focuses on the use of ability group to deal with student variance in learning the United States. The approach to dealing with student differences is disadvantageous to students who struggle in school and advantageous to advanced learners. Instructional approaches should be designed to maximize the growth of each student.