1887

The Nature of Learning

Using Research to Inspire Practice

image of The Nature of Learning

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

English Polish, French, Slovenian

.

Foreword

Centre for Educational Research and Innovation

There is intense interest today in the nature of learning and creating the environments for it to flourish. Global drivers are pushing all countries to give priority to generating high levels of knowledge and skills with attention increasingly to more demanding forms of “21st century competences”. The corollary concern is that traditional educational approaches are not adequately delivering on such demanding agendas. There have been major strides in measuring learning outcomes – of which our own PISA surveys are a prime example – which turns the spotlight onto how those outcomes can actually be changed. Meanwhile, despite high levels of educational investment (including in educational technology) and extensive educational reforms in our different countries, we know how difficult it is to make an impact on the “black box” of teaching and learning.

English French

This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error