From the Laboratory to the Classroom: Translating Science of Learning for Teachers

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Jared Horvath (Science of Learning Research Center, University of Melbourne, Australia) Jason Lodge (Science of Learning Research Center, University of Melbourne, Australia)

From the Laboratory to the Classroom

Translating Science of Learning for Teachers

Jared Horvath (Science of Learning Research Center, University of Melbourne, Australia), Jason Lodge (Science of Learning Research Center, University of Melbourne, Australia), John Hattie (University of Melbourne, Australia)

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English

Routledge
10 August 2016

Physiological & neuro-psychology, biopsychology; Philosophy & theory of education; Educational psychology

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.

Edited by: Jared Horvath (Science of Learning Research Center University of Melbourne Australia), Jason Lodge (Science of Learning Research Center, University of Melbourne, Australia), John Hattie (University of Melbourne, Australia)
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 246mm, Width: 174mm, Spine: 18mm
Weight: 550g
ISBN: 9781138649644
ISBN 10: 1138649643
Pages: 312
Publication Date: 10 August 2016
Audience: College/higher education , Professional and scholarly , Primary , Undergraduate
Format: Paperback
Publisher's Status: Active

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.