Research and practice.

Effective education strategies deliberately consider the various ways in which people learn and are evident in how well students draw on their existing knowledge and competencies as they master new skills and acquire new information. Given this dynamic, the development of effective strategies needs to be grounded in and informed by the research on teaching and learning. demonstrates how to incorporate the insights from research on teaching and learning into classroom practice in order to increase student academic achievement. It also advocates an ongoing dialogue between researchers, teachers, administrators, curriculum specialists, and education policy makers. This report reviewed recent findings about the many and complex processes involved in human learning, and presented new information from various branches of science that have considerably improved the understanding of what it means to acquire knowledge: from the neur-al processes that occur during learning to the influence of culture on what people perceive and absorb. The report also explored what and how educators teach, and how they have assessed what both children and adults learn. The implications of this research on the ways that people learn have both short-and long-term significance, especially in their application to all aspects of schooling, including the design of curricula, instruction, assessments, and learning environments. This article summarizes findings and recommendations about how to apply the research on teaching and learning to classroom practice presented in How People Learn: Bridging Research and Practice. first considered how research and practice are normally linked, and concluded that, except for the direct link between a small number of teachers involved in design experiments with researchers, the influence of research on practice is tenuous. Since knowledge about education and the Minority High Achievement Program at the College Board. Through this publication, these institutions will provide information that has been digested and reflected upon. Pedagogical Inquiry and Praxis is designed to meet the needs of practitioners, policy makers, scholars of practice, and research scientists as they produce and utilize knowledge and techniques to improve the quality of academic achievement in diverse learners. It emphasizes the bi-directionality of knowledge production through practice and research, and issues associated with increasing the number of high academic achieving students who come from African American, Latina/o, and Native American families. —Edmund W. Gordon