1st Edition
From the Laboratory to the Classroom Translating Science of Learning for Teachers
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.
Introduction
Section 1: The How and Why of Science of Learning
- A Framework for Organizing and Translating Science of Learning Research
- Teaching for Good Work, Teaching as Good Work
- Motivation and Attention as Foundations for Student Learning
- Memory and Metamemory Considerations in the Instruction of Human Beings Revisited: implications for Optimizing Online Learning
- The Benefits of Interleaved Practice for Learning
- Improving Student Learning: Two Strategies to make it Stick
- Science of Learning and Digital Learning Environments
- Aligning Neuroscience Findings with Socio-Cultural Perspectives on Learning in Science
- Supporting Students’ Learning with Multiple Visual Representations
- Investigating Dyscalculia: a Science of Learning Perspective
- Learning to Read: the Science of Reading in the Classroom
- Developmental Characteristics of Gifted Children: Educational Approaches
- Educational Approaches for Students Experiencing Learning Difficulties
- Neuroscience Research and Classroom Practice
- Laboratory Schools: Bridging Theory, Research and Practice to Improve Education
Jared Cooney Horvath – Melbourne Graduate School of Education and Jason M. Lodge - Melbourne Graduate School of Education
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
Deirdre C. Greer – Columbus State University
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
Sean H.K. Kang – Dartmouth University
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
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
George Aranda - Deakin University and Russell Tytler – Deakin University
Martina A. Rau – University of Wisconsin - Madison
Brian Butterworth – University College London and Diana Laurillard – University College London
Donna Coch – Dartmouth University
Section 4: Special Student Groups
Evie Malaia – Netherlands Institute for Advanced Study, Vicki K. Hinesley – Grapevine-Colleyville ISD, Texas and Elena Egorova – Lyceum #44, Cheboksary, Russia
Anne Bellert – Southern Cross University and Loraine Graham – Melbourne Graduate School of Education
Section 5: Looking Ahead – The Future of Educational Research
Paul Howard-Jones – University of Bristol and Wayne Holmes – University of Bristol
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
Biography
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 Senior Lecturer 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 focuses on the application of the learning sciences to higher education and the ways in which technology is influencing learning.
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 and Literacy by Corwin and Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn, Visible Learning into Action, and The International Guide to Student Achievement, all published by Routledge.