The Learning Sciences Framework in Educational Leadership

Abstract

The learning sciences clarify how people learn best under which conditions and how human variability influences outcomes. Despite great advancements in some learning sciences over the past 30 years, there has been relatively little change in educational science, a sub-field of the learning sciences. To determine why knowledge from the learning sciences has not had a greater impact on educational policy, this study considered evidence from the learning sciences through a previously published systematic review of the literature followed by a Delphi panel of experts on the learning science (Tokuhama-Espinosa, 2017). This was compared with a literature review of the trends in leadership decision-making models (data-based; context; distributed; transformative; goal-orientated, results-oriented) (Appendix A in Supplementary Material). This review found 30 current educational policies that contradict evidence from the learning sciences, suggesting a disconnect between educational science and other learning sciences. While there are some initiatives underway in a small number of educational leadership sectors to incorporate more learning science data into decision-making, it is not a norm. The current business-oriented model in educational policy design may explain this divide. The analysis of these results considers how switching from a business to a learning science model may result in different educational priorities. Such a vision offers a distinct and possibly more universally acceptable measure of "quality" education, detached from the immediate social and political goals and independent of the historical times in which they are taken. This paper suggests further research into this new learning sciences evidence-based framework on which educators base policy decisions.

What Does the General Public Know (or Not) About Neuroscience? Effects of Age, Region and Profession in Brazil

“…Interestingly, since the 1990s (known in the United States as the Decade of the Brain), interest in and the pursuit of knowledge in this field have only seemed to grow (OECD, 2002;Dekker et al, 2012). According to PubMed, in the mid 1960's, an average of 3,000 articles including the word "brain" were published per year; in 2019, this number increased to 94,615 (Markram, 2013;Fan and Markram, 2019;Tokuhama-Espinosa, 2019).…”

Lifelong learning-centred community-based leadership development in higher education.

“…Language and thought are intricately intertwined and lead to the establishment of mindsets. As the HE administrative level, the literature presents data that more than half of educational leadership standards come from business models (Houchens & Keedy, 2009;Tokuhama-Espinosa, 2019), strengthening the argument that business is intertwined with the language and learning of education. As a result, it is not surprising then that policy development, outcome and goal development, and strategic thinking initiatives are business oriented.…”

“…Basic Adapted Learning Sciences Overview Adapted from (Tokuhama-Espinosa, 2019 The use of in-between spaces within disciplines and amongst related disciplines takes advantage of integration opportunities, promoting potential LL, SEL, and LC development for all HE administration, faculty, and students. The opportunity to integrate KF, create continuity between KF and to promotes engagement in new directions.…”

“…The majority of HE language, thought, and initiatives in the current generation come from business backgrounds (Houchens & Keedy, 2009;Tokuhama-Espinosa, 2019;Webber & Scott, 2008). The reasons are twofold.…”

“…HE professional development and leadership need to bring holistic development to the forefront by emphasizing the tripartite synergy between (a) LL, (b) Social Emotional Learning (SEL), and (c) a community-based approach with Learning Communities (LC). This article proposes a Learning Sciences epistemological framework, grounded in a humanistic development approach (McKenney, 2018;Sommerhoff et al, 2018;Tokuhama-Espinosa, 2019. This is applied through a community-based leadership lens (McMillan & Chavis, 1986).…”