Implications for educational practice of the science of learning and development

By Linda Darling-Hammond, Lisa Flook, Channa M. Cook-Harvey, Brigid Barron, D. Osher. Applied Developmental Science, 2019

2,622 citations recorded by the source corpus.

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.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1961cca9d1410a23fff4388b37c02522ea5837e1

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Nurturing Nature: How Brain Development Is Inherently Social and Emotional, and What This Means for Education (2019, background): “These opportunities help them develop a sense of agency, curiosity, habits for reflecting on their own thinking, and a growth mind-set and self-regulation to support their ongoing learning (Darling-Hammond et al., 2019; Farrington et al., 2012).”
Ethno-Stem Project-Based Learning: Its Impact to Critical and Creative Thinking Skills (2020, background): “Recent science teaching and learning, in particular, promoted the ways or techniques on how to understand the concepts, principals, and theories (Darling-Hammond et al., 2019), but it might not yet a means to equip and empower students’ critical and creative thinking skills (Rahmawati et al.”
Learning at home during COVID-19: effects on vulnerable young Australians (2020, background): “For school-aged children and young people, socio-emotional connections (to teachers and peers) have been shown to be linked to better performance at school (Darling-Hammond et al. 2020) so building a sense of community needs to be an important component of any online environment.”
Self-efficacy, Reflection, and Burnout among Iranian EFL Teachers: The Mediating Role of Emotion Regulation (2021, background): “Among the various stakeholders in any educational system, teachers should be considered key figures, having the potential to impact the success/failure of students, and the system as a whole (Darling-Hammond et al., 2020; Derakhshan et al., 2020).”
CRITICAL THINKING SKILLS AND THEIR IMPACTS ON ELEMENTARY SCHOOL STUDENTS (2021, background): “The learning-oriented to critical thinking skills aims so that students with high critical thinking skills can achieve the competency standards set in the curriculum and design and navigate their lives in the future filled with challenges, competition, and uncertainty (Vieira & Tenreiro-Vieira, 2014”