Horvath / Lodge / Hattie From the Laboratory to the Classroom

Translating Science of Learning for Teachers
Erscheinungsjahr 2016
ISBN: 978-1-317-27192-5
Verlag: CRC Press
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 324 Seiten

Over recent years the field of Science of Learning has increased dramatically. Unfortunately, despite claims that this work will greatly impact education, very little research makes it into teacher practice. Although the reasons for this are varied, a primary concern is the lack of a proper translation framework.

From the Laboratory to the Classroom aims to consolidate information from many different research disciplines and correlate learning principles with known classroom practices in order to establish explanatory foundations for successful strategies that can be implemented into the classroom. It combines theoretical research with the diverse and dynamic classroom environment to deliver original, effective and specific teaching and learning strategies and address questions concerning what possible mechanisms are at play as people learn. Divided into five sections, chapters cover:

- A Framework for Organizing and Translating Science of Learning Research

- Motivation and Attention as Foundations for Student Learning

- Memory and Metamemory Considerations in the Instruction of Human Beings

- Science of Learning in Digital Learning Environments

- Educational Approaches for Students Experiencing Learning Difficulties and Developmental Characteristics of Gifted Children

- Brain, Behaviour and Classroom Practice

- Forging Research/Practice Relationships via Laboratory Schools

This fascinating text gathers an international team of expert scientists, teachers, and administrators to present a coherent framework for the vital translation of laboratory research for educational practice. Applying the Science of Learning framework to a number of different educational domains, it will be an essential guide for any student or researcher in education, educational psychology, neuropsychology, educational technology and the emergent field of neuroeducation.

Autoren/Hrsg.

Horvath, Jared Cooney

Horvath, Jared

Lodge, Jason M.

Lodge, Jason

Hattie, John

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie

Inhaltsverzeichnis

Introduction

Section 1: The How and Why of Science of Learning

- A Framework for Organizing and Translating Science of Learning Research

Jared Cooney Horvath – Melbourne Graduate School of Education and Jason M. Lodge - Melbourne Graduate School of Education

- Teaching for Good Work, Teaching as Good Work

Amelia Peterson – Harvard Graduate School of Education, Danny Mucinskas – Harvard Graduate School of Education and Howard Gardner - Harvard Graduate School of Education

Section 2: Domain General Issues and Classroom Strategies

- Motivation and Attention as Foundations for Student Learning

Deirdre C. Greer – Columbus State University

- Memory and Metamemory Considerations in the Instruction of Human Beings Revisited: implications for Optimizing Online Learning

Veronica X. Yan - University of California: Los Angeles, Courtney M. Clark - University of California: Los Angeles and Robert A. Bjork – University of California: Los Angeles

- The Benefits of Interleaved Practice for Learning

Sean H.K. Kang – Dartmouth University

- Improving Student Learning: Two Strategies to make it Stick

Adam L. Putnam – Washington University in St. Louis, John F. Nestojko - Washington University in St. Louis and Henry L. Roediger, III - Washington University in St. Louis

- Science of Learning and Digital Learning Environments

Jason M. Lodge - Melbourne Graduate School of Education and Jared Cooney Horvath - Melbourne Graduate School of Education

Section 3: Domain Specific Issues and Classroom Strategies

- Aligning Neuroscience Findings with Socio-Cultural Perspectives on Learning in Science

George Aranda - Deakin University and Russell Tytler – Deakin University

- Supporting Students’ Learning with Multiple Visual Representations

Martina A. Rau – University of Wisconsin - Madison

- Investigating Dyscalculia: a Science of Learning Perspective

Brian Butterworth – University College London and Diana Laurillard – University College London

- Learning to Read: the Science of Reading in the Classroom

Donna Coch – Dartmouth University

Section 4: Special Student Groups

- Developmental Characteristics of Gifted Children: Educational Approaches

Evie Malaia – Netherlands Institute for Advanced Study, Vicki K. Hinesley – Grapevine-Colleyville ISD, Texas and Elena Egorova – Lyceum #44, Cheboksary, Russia

- Educational Approaches for Students Experiencing Learning Difficulties

Anne Bellert – Southern Cross University and Loraine Graham – Melbourne Graduate School of Education

Section 5: Looking Ahead – The Future of Educational Research

- Neuroscience Research and Classroom Practice

Paul Howard-Jones – University of Bristol and Wayne Holmes – University of Bristol

- Laboratory Schools: Bridging Theory, Research and Practice to Improve Education

Sharon M. Carver – Carnegie Melon University, Wendell McConnaha – University of Pittsburgh & Tsinghua University, Richard Messina – University of Toronto, Elizabeth Morley – University of Toronto and Yingmin Wang – Tsinghua University

Über Autor(innen)

Jared Cooney Horvath is a postdoctoral researcher at the Science of Learning Research Centre, University of Melbourne, a fellow at St. Vincent’s Hospital, Melbourne, and co-founder of the Science of Learning Group – a team dedicated to bringing the latest in educationally relevant research to educators and students at all levels.

Jason M. Lodge is a psychological scientist and Research Fellow in the Australian Research Council funded Science of Learning Research Centre and the Melbourne Centre for the Study of Higher Education, University of Melbourne. His research concentrates on the application of the learning sciences to higher education and the ways in which technology is influencing learning. Jason was the recipient of the 2014 Australian Psychological Society Early Career Teaching Award.

John Hattie is Professor and Director of the Melbourne Education Research Institute at the University of Melbourne and honorary Professor at the University of Auckland, New Zealand. He is the author of Visible Learning, Visible Learning for Teachers, Visible learning and the Science of How we Learn and Visible Learning into Action, all published by Routledge.