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From the Laboratory to the Classroom
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Table of Contents

Introduction

Section 1: The How and Why of Science of Learning

    1. A Framework for Organizing and Translating Science of Learning Research
    2. Jared Cooney Horvath - Melbourne Graduate School of Education and Jason M. Lodge - Melbourne Graduate School of Education
    3. Teaching for Good Work, Teaching as Good Work
    4. Amelia Peterson - Harvard Graduate School of Education, Danny Mucinskas - Harvard Graduate School of Education and Howard Gardner - Harvard Graduate School of Education Section 2: Domain General Issues and Classroom Strategies
    5. Motivation and Attention as Foundations for Student Learning
    6. Deirdre C. Greer - Columbus State University
    7. Memory and Metamemory Considerations in the Instruction of Human Beings Revisited: implications for Optimizing Online Learning
    8. Veronica X. Yan - University of California: Los Angeles, Courtney M. Clark - University of California: Los Angeles and Robert A. Bjork - University of California: Los Angeles
    9. The Benefits of Interleaved Practice for Learning
    10. Sean H.K. Kang - Dartmouth University
    11. Improving Student Learning: Two Strategies to make it Stick
    12. Adam L. Putnam - Washington University in St. Louis, John F. Nestojko - Washington University in St. Louis and Henry L. Roediger, III - Washington University in St. Louis
    13. Science of Learning and Digital Learning Environments
    14. Jason M. Lodge - Melbourne Graduate School of Education and Jared Cooney Horvath - Melbourne Graduate School of Education Section 3: Domain Specific Issues and Classroom Strategies
    15. Aligning Neuroscience Findings with Socio-Cultural Perspectives on Learning in Science
    16. George Aranda - Deakin University and Russell Tytler - Deakin University
    17. Supporting Students' Learning with Multiple Visual Representations
    18. Martina A. Rau - University of Wisconsin - Madison
    19. Investigating Dyscalculia: a Science of Learning Perspective
    20. Brian Butterworth - University College London and Diana Laurillard - University College London
    21. Learning to Read: the Science of Reading in the Classroom
    22. Donna Coch - Dartmouth University Section 4: Special Student Groups
    23. Developmental Characteristics of Gifted Children: Educational Approaches
    24. Evie Malaia - Netherlands Institute for Advanced Study, Vicki K. Hinesley - Grapevine-Colleyville ISD, Texas and Elena Egorova - Lyceum #44, Cheboksary, Russia
    25. Educational Approaches for Students Experiencing Learning Difficulties
    26. Anne Bellert - Southern Cross University and Loraine Graham - Melbourne Graduate School of Education Section 5: Looking Ahead - The Future of Educational Research
    27. Neuroscience Research and Classroom Practice
    28. Paul Howard-Jones - University of Bristol and Wayne Holmes - University of Bristol
    29. Laboratory Schools: Bridging Theory, Research and Practice to Improve Education
Sharon M. Carver - Carnegie Melon University, Wendell McConnaha - University of Pittsburgh & Tsinghua University, Richard Messina - University of Toronto, Elizabeth Morley - University of Toronto and Yingmin Wang - Tsinghua University

About the Author

Jared Cooney Horvath is a postdoctoral researcher at the Science of Learning Research Centre, University of Melbourne, a fellow at St. Vincent's Hospital, Melbourne, and co-founder of the Science of Learning Group-a team dedicated to bringing the latest in educationally relevant research to educators and students at all levels. Jason M. Lodge is a psychological scientist and Senior Lecturer in the Australian Research Council funded Science of Learning Research Centre and the Melbourne Centre for the Study of Higher Education, University of Melbourne. His research focuses on the application of the learning sciences to higher education and the ways in which technology is influencing learning. John Hattie is Professor and Director of the Melbourne Education Research Institute at the University of Melbourne, and Honorary Professor at the University of Auckland, New Zealand. He is the author of Visible Learning and Literacy by Corwin and Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn, Visible Learning into Action, and The International Guide to Student Achievement, all published by Routledge.

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