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181   $ctxt
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200 10$aHow people learn $ebridging research and practice /$fM. Suzanne Donovan, John D. Bransford, and James W. Pellegrino, editors ; Committee on Learning Research and Educational Practice, Commission on Behavioral and Social Sciences and Education, National Research Council
205   $a1st ed.
210   $aWashington, DC $cNational Academy Press$dc1999
215   $a1 online resource (88 p.)
300   $aDescription based upon print version of record.
311 08$a9780309065368 
311 08$a0309065364 
320   $aIncludes bibliographical references (p. 65-69).
327   $a""Front Matter""; ""Acknowledgments""; ""Contents""; ""Summary""; ""2 Key Findings""; ""3 Responses from the Education and Policy Communities""; ""4 Proposing a Research and Development Agenda""; ""References""; ""A Meeting Participants""; ""B Biographical Sketches""
330   $aHow People Learn: Bridging Research and Practice provides a broad overview of research on learners and learning and on teachers and teaching. It expands on the 1999 National Research Council publication How People Learn: Brain, Mind, Experience, and School, Expanded Edition that analyzed the science of learning in infants, educators, experts, and more. In How People Learn: Bridging Research and Practice, the Committee on Learning Research and Educational Practice asks how the insights from research can be incorporated into classroom practice and suggests a research and development agenda that would inform and stimulate the required change. The committee identifies teachers, or classroom practitioners, as the key to change, while acknowledging that change at the classroom level is significantly impacted by overarching public policies. How People Learn: Bridging Research and Practice highlights three key findings about how students gain and retain knowledge and discusses the implications of these findings for teaching and teacher preparation. The highlighted principles of learning are applicable to teacher education and professional development programs as well as to K-12 education. The research-based messages found in this book are clear and directly relevant to classroom practice. It is a useful guide for teachers, administrators, researchers, curriculum specialists, and educational policy makers.
606   $aLearning$xResearch
606   $aLearning, Psychology of
606   $aLearning$xSocial aspects
615  0$aLearning$xResearch.
615  0$aLearning, Psychology of.
615  0$aLearning$xSocial aspects.
676   $a370.15/23
701   $aBransford$b John$01803601
701   $aPellegrino$b James W$01133311
701   $aDonovan$b Suzanne$01803602
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