Abstract
“We hope, in this journal, to foster new ways of thinking about learning and teaching that will
allow the cognitive sciences to have an impact on the practice of education,” Janet Kolodner
wrote in her inaugural editorial of Journal of the Learning Sciences (1991, p. 1). In
subsequent decades, that emphasis has not changed. In fact, the current editors recently
reminded us that this journal could be a leader in supporting real-world improvement in
educational systems (Yoon & van Aalst, 2017). To nourish further growth in this area, the
journal explicitly invites contributions that help us, as a community, understand how the
learning sciences can (better) impact policy and practice.
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