Educating teachers to enact the science of learning and development

Darling‐Hammond, Linda; Schachner, Abby; Wojcikiewicz, Steven K.; Flook, Lisa

doi:10.1080/10888691.2022.2130506

Cited by 13 publications

(11 citation statements)

References 55 publications

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“…Therefore, it is conceivable that individual differences in learning cessation may relate to performance in other educational outcomes. It is also intriguing to speculate whether attempts to promote deep learning through educational practices in humans may have some bearing on the likelihood to cease learning ( Darling-Hammond et al, 2019 ; Mehta and Fine, 2019 ; Rickles et al, 2019 ; Song et al, 2022 ). Caution is warranted though as the time scale of the present task was microanalytic as cessation was measured on a trial-by-trial basis.…”

Section: Discussionmentioning

confidence: 99%

Conditions under which college students cease learning

Coldren

2023

Front. Psychol.

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IntroductionEffective learning involves the acquisition of information toward a goal and cessation upon reaching that goal. Whereas the process of learning acquisition is well understood, comparatively little is known about how or when learning ceases under naturalistic, open-ended learning conditions in which the criterion for performance is not specified. Ideally, learning should cease once there is no progress toward the goal, although this has never been directly tested in human learners. The present set of experiments explored the conditions under which college students stopped attempting to learn a series of inductive perceptual discrimination problems.MethodsEach problem varied by whether it was solvable and had a criterion for success. The first problem was solvable and involved a pre-determined criterion. The second problem was solvable, but with no criterion for ending the problem so that learners eventually achieved a highly accurate level of performance (overlearning). The third problem was unsolvable as the correct answer varied randomly across features. Measures included the number of trials attempted and the outcome of each problem.Results and DiscussionResults revealed that college students rarely ceased learning in the overlearning or unsolvable problems even though there was no possibility for further progress. Learning cessation increased only by manipulating time demands for completion or reducing the opportunity for reinforcement. These results suggest that human learners show laudable, but inefficient and unproductive, attempts to master problems they should cease.

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Section: Discussionmentioning

confidence: 99%

Conditions under which college students cease learning

Coldren

2023

Front. Psychol.

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“…The foundation of evidence accumulated over the past two decades has increased awareness of the role of EF in children's reading acquisition. Deep understanding of student learning and development is increasingly seen as foundational for educators (Darling‐Hammond, Schachner, Wojcikiewicz, & Flook, 2023). In line with this idea, we see educators' increased interest in EF skills as a promising step toward identifying strategies for promoting students' EF development in school.…”

Section: Educational Implicationsmentioning

confidence: 99%

Informing the Development of School‐Based Strategies to Promote Children's Executive Function Skills: Considerations, Challenges, and Future Directions

Grammer

Ahmed

2023

Mind Brain and Education

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In recent years awareness of the importance of executive function (EF) skills for students' academic growth has increased. Research suggests that experience in school promotes EF development; however, recommendations regarding evidence‐based practices that educators can use to support EF in their classrooms are limited. Here we outline two main reasons that this may be the case. First, there are significant challenges in the measurement of EF, which have implications for our understanding of how children use EF skills in support of learning in the moment and in real‐world settings like the classroom. Second, there is limited direct research on the types of classroom experiences that promote EF. In describing both, we highlight emerging evidence and new methods that are helping us better understand the development of EF and the ways in which school experiences shape this growth, which will ultimately inform the development of school‐based strategies to promote these skills.

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“…First, they are grounded in research, including seminal work available at the time the InTASC standards were developed, 121 and they "support a view of teaching as complex and responsive to students' developmental and learning pathways." 122 Second, the InTASC standards have been adopted by states and EPPs across the country, putting Wisconsin in good com pany. 123 On the downside, the state's standards also share a weakness of the InTASC standards-namely, that the last InTASC update was in 2011.…”

Section: Teacher Standards and Preparation Program Approvalmentioning

confidence: 99%

Preparing Wisconsin Teachers: Research and Recommendations for Licensure and Program Approval

Wojcikiewicz¹

2022

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is a member of LPI's Educator Quality team. he is a co-author of the book Preparing Teachers for Deeper Learning and of several case studies of educator preparation programs that participated in that proj ect. his focus is on educator preparation research, practice, and policy. Wojcikiewicz has 2 de cades of experience in varied roles across the field of education. he started his career teaching high school social studies and band in Tulsa, OK, and has worked as an experiential educator aboard sailing vessels. Prior to joining LPI, he was the Director of the Pacific Alliance for Catholic Education educator preparation program and a faculty member in the School of Education at the University of Portland in Oregon. his first faculty position was at Western Oregon University, where he taught aspiring and practicing teachers, published and presented on educational philosophy and psy chol ogy, ran the Undergraduate Teacher Preparation program for 2 years, served as a state and local union officer, and earned tenure and promotion to associate professor. he has also worked in education policy at the American Federation of Teachers in Washington, DC, and at Deans for Impact in Austin, TX. Wojcikiewicz has a Ph.D. in Educational Psy chol ogy and Educational Technology from Michigan State University, an M.A. in Teaching from the University of Portland, and a B.A. in history and Economics from the University of Notre Dame.

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Educating teachers to enact the science of learning and development

Cited by 13 publications

References 55 publications

Conditions under which college students cease learning

Conditions under which college students cease learning

Informing the Development of School‐Based Strategies to Promote Children's Executive Function Skills: Considerations, Challenges, and Future Directions

Preparing Wisconsin Teachers: Research and Recommendations for Licensure and Program Approval

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