Literaturnachweis - Detailanzeige
| Autor/inn/en | Darling-Hammond, Linda; Flook, Lisa; Cook-Harvey, Channa; Barron, Brigid; Osher, David |
|---|---|
| Titel | Implications for Educational Practice of the Science of Learning and Development |
| Quelle | In: Applied Developmental Science, 24 (2020) 2, S.97-140 (44 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1088-8691 |
| DOI | 10.1080/10888691.2018.1537791 |
| Schlagwörter | Educational Practices; Child Development; Learning; Well Being; Educational Research; Educational Principles; Elementary Secondary Education; Educational Environment; Educational Strategies; Social Development; Emotional Development; Cognitive Development; Pupil Personnel Services |
| Abstract | This article draws out the implications for school and classroom practices of an emerging consensus about the science of learning and development, outlined in a recent synthesis of the research. Situating the review in a developmental systems framework, we synthesize evidence from the learning sciences and several branches of educational research regarding well-vetted strategies that support the kinds of relationships and learning opportunities needed to promote children's well-being, healthy development, and transferable learning. In addition, we review research regarding practices that can help educators respond to individual variability, address adversity, and support resilience, such that schools can enable all children to find positive pathways to adulthood. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/1/01 |
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