The Nature of Learning
Using Research to Inspire Practice
What do we know about how people learn? How do young people’s motivations and emotions influence their learning? What does research show to be the benefits of group work, formative assessments, technology applications, or project-based learning and when are they most effective? How is learning affected by family background? These are among the questions addressed for the OECD by leading researchers from North America and Europe. This book brings together the lessons of research on both the nature of learning and different educational applications, and it summarises these as seven key concluding principles.
Among the contributors are Brigid Barron, Monique Boekaerts, Erik de Corte, Linda Darling-Hammond, Kurt Fischer, Andrew Furco, Richard Mayer, Lauren Resnick, Barbara Schneider, Robert Slavin, James Spillane, Elsbeth Stern and Dylan Wiliam.
The Nature of Learning: Using Research to Inspire Practice is essential reading for all those interested in knowing what research has to say about how to optimise learning in classrooms, schools and other settings. It aims, first and foremost, to inform practice and educational reform. It will be of particular interest to teachers, education leaders, teacher educators, advisors and decision makers, as well as the research community
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The effects of family on children's learning and socialisation
Centre for Educational Research and Innovation
Barbara Schneider, Venessa Keesler and Larissa Morlock address (a) how families influence children’s learning development, (b) what families influence and (c) when this influence takes place. Socio-economic status exercises a profound influence on student learning yet is not simply deterministic as individual families play a key role, arguably a more important one than schools in shaping educational expectations, occupational aspirations and academic performance. Research shows how children’s well-being and development are influenced by the engagement of both mothers and fathers. Children are more likely to learn when they have structured home environments with clear expectations about learning but adapted to child-specific needs and personalities. The socialisation received at home is critical to the development of ambition and perceived self-efficacy. Engaging in extracurricular activities and parental involvement in schooling both show positive results, but they are beneficial particularly when they are consistent with the goals and activities of the school.
Also available in: French
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