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From the Laboratory to the Classroom

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Introduction Section 1: The How and Why of Science of Learning A Framework for Organizing and Translating Science of Learning Research Jared Cooney Horvath - Melbourne Graduate School of Education and Jason M. Lodge - Melbourne Graduate School of Education Teaching for Good Work, Teaching as Good Work 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 Motivation and Attention as Foundations for Student Learning Deirdre C. Greer - Columbus State University Memory and Metamemory Considerations in the Instruction of Human Beings Revisited: implications for Optimizing Online Learning 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 The Benefits of Interleaved Practice for Learning Sean H.K. Kang - Dartmouth University Improving Student Learning: Two Strategies to make it Stick 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 Science of Learning and Digital Learning Environments 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 Aligning Neuroscience Findings with Socio-Cultural Perspectives on Learning in Science George Aranda - Deakin University and Russell Tytler - Deakin University Supporting Students' Learning with Multiple Visual Representations Martina A. Rau - University of Wisconsin - Madison Investigating Dyscalculia: a Science of Learning Perspective Brian Butterworth - University College London and Diana Laurillard - University College London Learning to Read: the Science of Reading in the Classroom Donna Coch - Dartmouth University Section 4: Special Student Groups Developmental Characteristics of Gifted Children: Educational Approaches Evie Malaia - Netherlands Institute for Advanced Study, Vicki K. Hinesley - Grapevine-Colleyville ISD, Texas and Elena Egorova - Lyceum #44, Cheboksary, Russia Educational Approaches for Students Experiencing Learning Difficulties Anne Bellert - Southern Cross University and Loraine Graham - Melbourne Graduate School of Education Section 5: Looking Ahead - The Future of Educational Research Neuroscience Research and Classroom Practice Paul Howard-Jones - University of Bristol and Wayne Holmes - University of Bristol 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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