In his latest work, Dan Evans fills us with the hope that comes from knowing that all of our students can be successful. To do this, he presents us with ten practical, implementable and impactful 'learning levers' that we can implement within our teaching practice to have an immediate impact on the learning of our students. In his to-the-point and no-nonsense prose, He reminds us that 'school is about meeting student needs, not our own.' As such, we are moved to take a close, hard look at the impact our teaching practices are having on our learners. Importantly, we are directed to recall that relationships and rigor can co-exist within our classroom spaces, and that high expectations for the success of our students makes a lasting impression on our learners. This guide is a valuable, and practical tool to help educators of all experience levels strengthen their teaching to meet the needs of all learners.

Melissa Dean, high school teacher, Hanover School Division, Manitoba, Canada

Dan Evans has written the kind of book every educator needs right now - a rare blend of clarity, courage, and vision that challenges us to think differently about learning itself. Remarkable Learning isn't just a reflection on what's possible in schools; it's a blueprint for reawakening the purpose behind them. This book captures the spirit of transformation that defines the next era of education: one where innovation and humanity coexist, where teachers are architects of cognition, and where students are empowered to lead with both intellect and heart. If you believe learning should prepare students not just for tests, but for life - Remarkable Learning will remind you why you entered education in the first place.

Dr. Dario Sforza, superintendent, Carlstadt-East Rutherford Regional School District, New Jersey

Dan Evans' work has far-reaching potential for readers who engage with the approaches and strategies detailed in this reader-friendly book, whether they are idealistic new teachers or seasoned veterans. Evans ties theory tightly to clear examples of research-based practice and, perhaps even more importantly, includes illustrations of how misunderstandings of either can utterly derail effective practice. If this book were in the hands of all school professional staff, schools would undoubtedly be much more engaging and productive for both the kids and the adults who people them.

Dr. Patricia Hinchey, professor emerita of Education, Penn State University