Learning: Research and Practice最新文献

{"title":"The promises of educational neuroscience: examples from literacy and numeracy","authors":"F. Kwok, D. Ansari","doi":"10.1080/23735082.2019.1677405","DOIUrl":"https://doi.org/10.1080/23735082.2019.1677405","url":null,"abstract":"ABSTRACT This commentary reviews and summarises the strides which neuroscience has made in our present understanding of the development of literacy and numeracy in children. Specifically, it draws attention to key insights from studies which have elucidated the possible neural mechanisms that may account for difficulties in the development of these fundamental learning abilities. It also discusses the possible future applications of neuroscience in providing early detection of these learning difficulties in children, and in guiding the design of appropriate interventions aimed at mitigating these difficulties. Finally, it identifies challenges that will arise as the field of educational neuroscience matures. Importantly, it emphasises that educational neuroscience research must be considered in tandem with research in other fields in order to develop a holistic understanding of the process of learning.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"102 1","pages":"189 - 200"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79634645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Brain literacy empowers educators to meet diverse learner needs","authors":"Z. Walker, J. B. Hale, S. Annabel Chen, K. Poon","doi":"10.1080/23735082.2019.1674910","DOIUrl":"https://doi.org/10.1080/23735082.2019.1674910","url":null,"abstract":"ABSTRACT The potential of educational neuroscience in teacher training and continuing professional development has been debated extensively, yet knowledge translation is largely absent in this field. Without objective methods for translating and disseminating educational neuroscience evidence, the impact of training on educators and the children they serve will remain limited. This position paper addresses this critical teacher education need by providing a rationale for why brain literacy training is vital as teachers learn to meet the needs of diverse learners. The authors offer three important factors for consideration regarding the utility of educational neuroscience for educators and allied school practitioners. First, the foundations and history of professional educator development in educational neuroscience will be considered. Second, a brief review of the empirical learning science literature within the context of science-based education will be considered. Third, a rationale for including a more intensive brain literacy training for educators is provided by comparing the impact traditional teaching practices and brain literate strategies have on curriculum and instruction, and how standard practices may actually undermine student brain development. Finally, three recommendations for developing educator brain literacy are offered to guide future policy, research, and practice decisions.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"73 1","pages":"174 - 188"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76105056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developments in educational neuroscience: implications for the art and science of learning","authors":"Azilawati Jamaludin, David Hung Wei Loong, L. Xuan","doi":"10.1080/23735082.2019.1684991","DOIUrl":"https://doi.org/10.1080/23735082.2019.1684991","url":null,"abstract":"ABSTRACT Learning is a complex phenomenon where a learner constitutes a system operating at neural, physiological, cognitive and social levels, with interactions between and across processes and levels, effecting neural to cognitive to social levels and vice versa. In tracing historical paradigms, theories of learning have been traditionally fragmented in nature, typically focusing on sub-process or sub–levels of the system. For example, theories of cognitivism focuses on internal processes and connections that take place during learning, negating observed behaviours or outward behaviours of learning, while theories of social constructivism place strong emphasis on human development and knowledge construction that is socially situated, with less attention paid to individual differences and variations. In recognizing inherently complex interrelated learning systems, a more integrated and comprehensive understanding of learning is necessary. Such an understanding entails research endeavours that can harness multiple, complex parameters of the learner system through mapping and understanding interactions between and across learning processes and levels. Such endeavours entail the use of multiple sources of scientific evidence, across multi-modal data capture modes and multi-levels of analyses, informed by multi-disciplinary theoretical framings. In this paper, we argue that an overarching scientific ethos towards learning optimizations need artful implementations of pedagogies and interventions that close the circle—from scientific findings translated into practical applications in education and back to addressing problems in education as impetus for evidence-informed theorizations of learning.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"149 1","pages":"201 - 213"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86124844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reviewers (2018 -2019)","authors":"A. A. Rahman, Hyunjin Cha, Bodong Chen, Srécko Joksimovíc, Mi Song Kim, H. Leng, Emmanuel Manalo, Sheryl Lyn C. Monterola, Joon Hyeong Park","doi":"10.1080/23735082.2019.1698425","DOIUrl":"https://doi.org/10.1080/23735082.2019.1698425","url":null,"abstract":"Aishah Abd Rahman, National Institute of Education, Nanyang Technological University, Singapore Norasnita Ahmad, Universiti Teknologi Malaysia, Malaysia John Airey, Uppsala University, Sweden Roger Azevedo, University of Central Florida, United States Melissa Barnes, Monash University, Australia Brian Butterworth, University College London, United Kingdom Hyunjin Cha, Hanyang University, South Korea Mo Chen, National Institute of Education, Nanyang Technological University, Singapore Bodong Chen, University of Minnesota, United States Maurice Cheng, University of Waikato, New Zealand Jude Chua, National Institute of Education, Nanyang Technological University, Singapore Shien Chue, Nanyang Technological University, Singapore Kah Loong Chue, National Institute of Education, Nanyang Technological University, Singapore Samantha Clarke, The University of Sydney, Australia Lise Eliot, Rosalind Franklin University of Medicine & Science, United States Fiona Ell, University of Auckland, New Zealand Ola Erstad, University of Oslo, Norway Susanne Garvis, University of Gothenburg, Sweden Helen Georgiou, University of Wollongong, Australia Alicia Goodwill, Nanyang Technological University, Singapore Andy Goodwyn, University of Bedfordshire, United Kingdom Mark Hackling, Edith Cowan University, Australia Frank Hellmich, University of Paderborn, Germany Paul Howard Jones, University of Bristol, United Kingdom Liz Jackson, The University of Hong Kong, Hong Kong SAR Kamini Jaipal, Brock University, Canada Srecko Joksimovic, University of South Australia, Australia Khng Kiat Hui, National Institute of Education, Nanyang Technological University, Singapore LEARNING: RESEARCH AND PRACTICE 2019, VOL. 5, NO. 2, i–iii https://doi.org/10.1080/23735082.2019.1698425","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"78 1","pages":"214 - 216"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80082324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educational neuroscience: bridging theory and practice","authors":"Azilawati Jamaludin, A. Henik, J. B. Hale","doi":"10.1080/23735082.2019.1685027","DOIUrl":"https://doi.org/10.1080/23735082.2019.1685027","url":null,"abstract":"Research advancements in the field of educational neuroscience (EN) have been remarkably compelling with proponents extolling its potential impact on educational practices. Through the development of judicious interrelation of insights associated with diverse theoretical perspectives – from neuroscientific, pedagogical and classroom praxis – EN draws upon an ethos of evidence-informed scientific understandings about brain–behaviour relationships to inform the development of new teaching and learning strategies. Yet the application of EN remains limited in its direct impact on teacher training or classroom practice. Horvath, Lodge, and Hattie (2017) note that although there may be varied reasons, a primary concern is the lack of a proper translation framework from theoretical and ‘neat’ laboratory research to effective teaching and learning strategies in ‘complex’ classrooms. While theoretical advances have led to controlled laboratory experiments that have the potential to improve education, but translation into effective teaching and learning strategies that positively impact learners in classrooms remain absent from the field. Educational neuroscience is frequently associated with the ‘science’ of learning. While it encompasses a broad range of scientific disciplines, from basic neuroscience to cognitive psychology to computer science to social theory, at its core is a resonant objective to determine and develop methods that teachers and students can use to improve the learning experience. Bowers (2016) identified a rapidly growing number of researchers engaged in work across disciplines that include neuroscience and education, under more contemporary interdisciplinary labels such as ‘Mind, Brain, and Education’ and ‘Neuroeducation’. However, there exists a contention that “research and findings from EN are trivial and are unlikely to add value to the improvement of classroom teaching and learning beyond insights from psychological and behavioural research” (p. 601). Within this vein, Howard-Jones et al. (2016) highlighted that there has been confusion about the scope of EN that has been framed as focusing only on neural levels of explanation for educational efficacy, in isolation from psychology or other disciplines (e.g., see Bowers (2016)). Theoretically, such claims have proven to be underestimations. On the contrary, EN is an expanding field characterised by interdisciplinary research spanning from “neuroimaging centres to psychological labs to classrooms” (HowardJones et al., 2016, p. 620), concerned with making links between the neural substrates of mental processes and behaviours, particularly that related to learning, but not solely favouring neural levels of explanation and “certainly does not suggest that educational efficacy should be evaluated solely on the basis of neural function” (p. 621). Within this vein, exploitation of data from neuroscience research is situated within part of a larger sphere of ecological influences (Jamalu","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"42 1","pages":"93 - 98"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76836317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interpreting the preliminary outcomes of the arrowsmith Programme: a neuroimaging and behavioural study","authors":"Rachel C Weber, Ronan Denyer, Negin Motamed Yeganeh, Rachel A Maja, Meagan Murphy, Stephanie Martin, Larissa K. Chiu, Veronique Nguy, K. White, L. Boyd","doi":"10.1080/23735082.2019.1674908","DOIUrl":"https://doi.org/10.1080/23735082.2019.1674908","url":null,"abstract":"ABSTRACT Learning disabilities are currently conceptualised as involving underlying weaknesses in cognitive processing, which has prompted growing interest in cognitive interventions that may alleviate learning challenges. One such programme , the Arrowsmith programme, targets a broad array of cognitive domains, but has not been evaluated. This study evaluated the cognitive and academic growth of students who participated in one academic year of the Arrowsmith programme and examined whether baseline MRI-derived myelin water fraction (MWF) and cognitive abilities were correlated with intervention outcomes. Participants demonstrated overall cognitive and academic growth as well as individual areas in which they improved after one year. Some areas of cognitive and academic growth were significantly correlated, suggesting a relationship in skill improvement. Baseline MWF and cognitive processing were related to higher or lower degrees of skill improvement in some areas. These results suggest that the Arrowsmith programme may be associated with improvements in cognitive and academic skills. In addition, they reflect the importance of considering individual characteristics at baseline when evaluating intervention outcomes.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"27 1","pages":"126 - 148"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87308356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Will the future BE POSITIVE? Early life experience as a signal to the developing brain pre school entry","authors":"A. Rifkin-Graboi, Kiat Hui Khng, Pierina Cheung, S. Tsotsi, He Sun, F. Kwok, Yue Yu, Huichao Xie, Yang Yang, Mo Chen, C. C. Ng, P. L. Hu, N. Tan","doi":"10.1080/23735082.2019.1674907","DOIUrl":"https://doi.org/10.1080/23735082.2019.1674907","url":null,"abstract":"ABSTRACT We suggest that prior to school entry, our earliest “teachers” and “learning settings” —that is, our parents, caregivers, and homes—provide signals about our environmental conditions. In turn, our brains may interpret this information as cues indicating the types of environments we will likely face and adapt accordingly. We discuss ways in which two such early-life cues—bilingual exposure and sensitive caregiving quality, influence “domain general” neurocircuitry and associated functioning (e.g., temperament and emotional reactivity, emotion regulation, relational memory, exploratory play, and executive functioning), as well as pre-academic outcomes. We conclude by discussing the need for early upstream intervention programmes, as well as the need for additional research including our upcoming “BE POSITIVE” study, designed to help bridge the gap between the community, home, and school environments.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"1 1","pages":"125 - 99"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84271218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning innovations from research to practice: dilemmas in the field","authors":"Elizabeth Koh, S. Lee","doi":"10.1080/23735082.2019.1584449","DOIUrl":"https://doi.org/10.1080/23735082.2019.1584449","url":null,"abstract":"ABSTRACT Educational research has been at the forefront of educational transformation by examining how learning occurs and enabling ways of learning notably through designing and implementing learning innovations. However, learning innovations are complex. There are multiple embedded contexts involving classrooms, schools, communities, homes and the wider education landscape. This article is a reflection from two researcher-innovators who have partnered with schools and teachers in their innovation and change journeys in Singapore. We have encountered several tensions amongst teachers and raise three of those dilemmas relating to stakeholder perspectives, sustainability and the customisation of the innovation. Learning innovations in the field, while creating various dilemmas for the key teacher stakeholder, translates research to practice and enables teachers to learn and grow their professionalism. An effortful resolution is required.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"76 1","pages":"87 - 92"},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89022234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Facing the challenges of the future of education","authors":"J. Yeo","doi":"10.1080/23735082.2019.1585120","DOIUrl":"https://doi.org/10.1080/23735082.2019.1585120","url":null,"abstract":"The nature of work is changing, perhaps at a pace that we have not fully grasped. While no one is certain about the kind of work that will exist in the future, what is clear is that many of the manual, repetitive work will be replaced by automation and Artificial Intelligence. Faced with an uncertain tomorrow, there is an urgent need to transform education to prepare the people for the future of work. The articles in this issue of Learning: Research and Practice address some of the concerns related to the future of education. In the face of job replacement and job extinction in the future, professional skills are no longer sufficient to navigate in this VUCA (volatile, uncertain, complex, and ambiguous) world. It is equally, if not more important, for individuals to develop intrapersonal competencies (National Research Council [NRC], 2012). Often considered as soft-skills, they include attributes such as curiosity, imagination, resilience, and self-regulated learning (OECD, 2018) needed to prepare them for jobs that are not yet created. The importance of developing soft skills in our future workers is highlighted in two of the articles on selfregulated learning in this issue. The first article is “Investigating students’ situation-specific emotional state and motivational goals during a learning project within one primary school classroom” by Järvenoja. The study examines how primary school students’ emotional state and motivational goals (situational motivation) fluctuated while working on a 2-month-long project, and how these goals were connected with students’ descriptions of motivation regulation strategies and learning outcomes. One interesting finding of the study is that students’ ability to recognise different regulatory strategies need not necessarily lead to actualised regulation. Qualitative difference was also found in students’ use of regulatory strategies and their levels of awareness of theirmotivation and emotional state. These findings highlight the importance of increasing students’ awareness of their emotional state and motivational goals if perseverance in learning is desired. The second article on the topic of self-regulation is “Metacognition, calibration and self-regulated learning: An exploratory study of undergraduates in a Business School” by Stoten. Focusing on undergraduates in a business programme at a university, this study investigated the impact of learning diary as a tool to engender metacognitive awareness. Findings show that while the students might develop a sense of metacognitive experience/mastery in using a learning diary, their diary entries indicated that they might not have developed metacognitive knowledge, and were even less aware of how to develop metacognitive skills. If soft skills like self-regulatory learning are key in preparing individuals for the future of work, these two articles signal the need for more research to look into how learners’ awareness of their self-regulatory state can be improve","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"17 1","pages":"1 - 3"},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85060468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Factors that influence teachers’ decisions to use smartphone clicker apps to enhance teacher-student interactions in university classrooms in Saudi Arabia","authors":"A. Aljaloud, W. Billingsley, P. Kwan","doi":"10.1080/23735082.2018.1459802","DOIUrl":"https://doi.org/10.1080/23735082.2018.1459802","url":null,"abstract":"ABSTRACT Smartphone clicker apps are increasingly used in university classrooms to facilitate teacher–student interaction and collaborative learning. This study aimed to identify the factors that influence teachers’ decisions to adopt smartphone clicker app technology to enhance teacher–student interactions in university classrooms in Saudi Arabia. A mixed-method study design was employed in this study. Thirty-three teachers from a Computer Science faculty completed a questionnaire and 14 of them participated in focus group interviews to provide their views. Two main findings emerged in this study: positive and significant relationships between teachers’ perceptions of the smartphone clicker app’s ease of use and its perceived usefulness; and a significant relationship between teachers’ perceptions of the usefulness of the smartphone clicker app and their attitude towards its use in the classroom. This study also identified that training on how to implement the smartphone clicker app effectively in lesson activities is a significant influence on teachers’ perceptions of the usefulness of, and their decision to use, the app. The main implication of these findings is that smartphone clicker app developers and user training coordinators must consider teachers’ perceptions of the suitability of the technology and their desire to design learning tasks to facilitate student participation and engagement.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"15 1","pages":"67 - 86"},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78570264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}