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 Also available in: Polish, French, Slovenian


Implementing innovation: from visionary models to everyday practice

Centre for Educational Research and Innovation

Lauren Resnick, James Spillane, Pam Goldman and Elizabeth Rangel observe the lack of impact of the learning sciences on teachers’ practice, identifying the reliance on “telling” as professional development and overly individualised perspectives as at cause. They also note the in-built conservatism and resistance to innovation of schools and school systems, and the gap between classroom practice, on the one hand, and the policies of organisations and systems, on the other. The authors argue for much greater attention to be given to the sociological understanding of organisations, organisational routines, and the role of professional learning communities. To enable change to happen, they identify the importance of “kernel routines” for seeding and propagating change focused on teaching and learning. Resnick et al. present and discuss two such routines. The first develops instructionally-focused leadership teams in schools and the second aims at direct improvement of teaching and learning through content-focused professional development.

English Also available in: French

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