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Education and Learning - An Evidence-based Approach
of: Jane Mellanby, Katy Theobald
Wiley-Blackwell, 2014
ISBN: 9781118728086 , 438 Pages
Format: PDF, ePUB, Read online
Copy protection: DRM
Cover
1
Title page
5
Copyright page
6
Dedication
7
Contents
9
Acknowledgements
11
Preface
13
Chapter 1: Introduction: What Can We Learn from the History of Education?
17
Lessons from History
22
Education in Ancient Greece
22
Education in Ancient China
24
Teaching in medieval Europe
26
Pedagogical Methods
27
The Organization of This Book
29
References
33
Chapter 2: Memory: How Do We Remember What We Learn?
34
Learning
35
Non-associative learning
35
Classical and operant conditioning
36
How is conditioning relevant to human behaviour?
37
Memory
38
Short-term and working memory/executive function
38
Can working memory training improve intelligence?
41
Stress and working memory
42
Long-term memory
43
Implicit memory
43
Rote-learning and practice
44
Explicit/declarative memory
46
Depth of learning increases memorability
47
Physical Changes in the Brain
49
Where in the brain?
49
What sort of physical changes underlie memory?
50
The possible role of newly born neurons – neurogenesis
53
Retrieval of Information
53
Factors that Affect Memory
54
Sleep
54
Exercise
57
Diet
59
Summary
60
Classification of learning and memory
60
Educational applications
62
References
63
Chapter 3: Language: What Determines Our Acquisition of First and Second Languages?
66
Acquisition of Our First Language
67
Stages of language acquisition
69
Environmental factors affecting acquisition of first language
70
Is there a ‘critical period’ for first-language acquisition?
76
Can we improve children’s mastery of their first language?
81
Teaching Second Languages
85
Learning a second language by ‘immersion’
85
Learning a second language in the classroom
86
How should the second language be taught in the classroom?
87
At what age should second-language learning in the classroom start?
89
Acquiring the correct accent of a foreign language
90
Summary
92
First-language acquisition
92
Second-language acquisition
92
Implications for educators
93
References
94
Chapter 4: Reading: How Do We Learn to Read and Why Is It Sometimes so Difficult?
97
Problems with Learning to Read
103
What is dyslexia (specific reading disability)?
103
Dyslexia causes
106
Visual problems in dyslexia
107
Auditory problems in dyslexia
109
Magnocellular theory of dyslexia
110
Dyslexia
114
Is there a spatial advantage?
114
Remediation
116
Poor comprehenders
117
Causes
117
Remediation
117
Summary
118
Reading acquisition
118
Dyslexia
118
Educational implications
119
References
120
Chapter 5: Intelligence and Ability: How Does Our Understanding of These Affect How We Teach?
125
The Brain, Intelligence and Ability
137
Nature and nurture
144
Interventions to Affect Abilities and Intelligence
146
Attitudes to Ability in the Education System
149
Summary
151
Educational implications
152
References
153
Chapter 6: Sex Differences: Do They Matter in Education?
158
Sex Differences in Educational Outcomes
162
Are boys better at mathematics?
163
Are girls better at reading?
164
Single-sex or co-educational schools?
167
Sex differences in higher education
168
Men and Women at Work
171
Sex Differences in Cognitive Ability
173
Intelligence
173
Verbal ability
176
Spatial skills
177
Differences in brain structure and function
179
Origins of sex differences in behaviour and anatomy
180
Summary
183
Implications for educators
184
References
185
Chapter 7: Metacognition: Can We Teach People How to Learn?
189
What Is Meant by Deep and Surface Learning?
193
Measuring approaches to learning
194
What are the effects of deep and surface approaches on learning?
196
Factors affecting use of deep learning
197
Metacognition, Self-Regulation and Learning
200
Studies of self-regulated learning and metacognitive skills
202
Reading comprehension
202
Mathematics
205
Modern foreign languages
208
The Impact of IT on the Way Students Learn
210
Studies of metacognition in computer-based learning environments
210
Overall Impact of Self-Regulated Learning Interventions
213
Summary
214
Educational implications
216
References
216
Chapter 8: Academic Selection: Do We Need to Do It and Can We Make It Fair?
223
Selection in Secondary Schools
225
Placement by SAT score: Potential vs attainment
229
SAT vs CAT
230
VESPARCH: Trying to tap potential
233
The impact of setting on pupils’ performance
234
Selecting Students for University
237
Current assessment methods
238
Lessons from the United States: SATs for selection
241
Intelligent personalities
245
Learning styles and course requirements
246
The right measure for the job
248
Summary
249
Educational implications
250
References
251
Chapter 9: Creativity: What Is It, and How and Why Should We Nurture It?
255
What Do We Mean by Creativity?
256
The Development of Creativity
264
Born creative or achieving creativeness?
265
Heritable factors in creativity
266
Everyday creativity and mental illness
267
Creativity and the brain
268
Creativity and Intelligence
270
Do you need to be intelligent to be creative?
270
Academic performance, creativity and intelligence
272
Fostering Creativity in the Education System
273
Creative environments
273
Grading and evaluation
274
Creativity and the curriculum
276
The role of knowledge in creativity
278
Teaching for creativity
278
Creative thinking
280
The Benefit of Fostering Creativity
282
Summary
283
Educational implications
284
References
285
Chapter 10: Education Policy: How Evidence Based Is It?
292
Inequalities in the Early Years
293
Intervention in the early years
295
Unequal Outcomes in Primary Education
298
Do smaller class sizes help raise attainment?
301
Attainment in Secondary School
303
Expectations and performance
304
Charter schools, free schools and academies
307
Post-Compulsory Education
310
Summary
317
Educational implications
318
References
319
Chapter 11: Comparative Education: What Lessons Can We Learn from Other Countries?
325
International Comparisons
326
Values and Ideologies
329
Attainment and ability
331
Pedagogical Approaches and Learning Styles
332
Responding to individual abilities
333
Rote-memorization and learning styles
334
Motivation
336
Systems across the World
338
The early years
340
General education: Elementary and secondary
342
Vocational Education
345
Learning from the Best
351
Asian reforms
351
The Finnish approach (and UK response)
354
Let’s Not Forget . . .
356
Summary
357
Educational implications
358
References
359
Chapter 12: Life-long Learning: How Can We Teach Old Dogs New Tricks?
364
What Declines with Age and What Does Not?
369
Short-Term Working Memory/Executive-Function/Attention
370
Declarative Memory: Where Did I Get That Hat?
372
Episodic memory
372
Semantic memory
372
Implicit/Procedural Memory: One Doesn’t Forget How to Drive a Car
374
Neuroanatomical and Functional Basis of Behavioural Changes in Ageing
375
Individual Differences
378
Can We Improve Cognitive Functions?
379
Cognitive interventions
379
Exercise
382
Effects of diet
383
Summary
385
Implications for the education of elderly people
386
References
387
Chapter 13: Technology: How Is It Shaping a Modern Education and Is It Also Shaping Young Minds?
390
Digital Natives and Net Generations: Is Technology Changing How We Think?
391
Lessons for the Younger Generation
394
Hypermedia and the role of knowledge in the Internet age
395
Computer-Aided Learning
398
Using CAL to tackle social inequities
399
Interactive Technologies in Schools
400
Interactive whiteboards
400
Classroom response systems
403
Learning from Paper and Screen
406
Do we remember more if we hand-write notes?
407
Do we learn more when reading from paper?
408
Do we perform differently on computerized tests?
410
Inequalities in the Digital Age
411
Summary
413
Educational implications
414
References
414
Chapter 14: Conclusions: What Does the Future Hold for Education?
419
Index
422
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