Learning and Teaching (Classroom)

Resources

Abel, M., & Roediger III, H. L. (2018). The testing effect in a social setting: Does retrieval practice benefit a listener? Journal of Experimental Psychology: Applied, 24(3), 347. doi.org/10.1037/xap0000148

Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345. doi.org/10.1016/j.compedu.2018.07.021

Awidi, I. T., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers & Education, 128, 269-283. doi.org/10.1016/j.compedu.2018.09.013

Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning.  Journal of Research & Method in Education, 5(6), 66-70. doi: 10.9790/7388-05616670

Bailey, R., Stickle, L., Brion-Meisels, G., & Jones, S. M. (2019). Re-imagining social-emotional learning: Findings from a strategy-based approach. Phi Delta Kappan, 100(5), 53-58. https://www.wellbeingbc.ca/images/school-toolkit/12g_Re-imagining_Social-Emotional_Learning_-_Findings_from_a_Strategy-based_Approach.pdf

Barber, W., King, S., & Buchanan, S. (2015). Problem based learning and authentic assessment in digital pedagogy: Embracing the role of collaborative communities. Electronic Journal of e-Learning, 13(2), 59-67. https://files.eric.ed.gov/fulltext/EJ1060176.pdf

Basso, D., & Cottini, M. (2023). Cognitive neuroscience and education: Not a gap to be bridged but a common field to be cultivated. Sustainability, 15(2), 1628. doi.org/10.3390/su15021628

Bdiwi, R., De Runz, C., Faiz, S., & Cherif, A. A. (2019). Smart learning environment: Teacher’s role in assessing classroom attention. Research in Learning Technology, 27. dx.doi.org/10.25304/rlt.v27.2072

Bertozzi, G., Paciarotti, C., & Crivellini, A. (2022). Visible Learning and synchronous online lesson in higher education: a study in engineering education. European Journal of Engineering Education, 1-23. doi.org/10.1080/03043797.2022.2092721

Bevilacqua, D., Davidesco, I., Wan, L., Chaloner, K., Rowland, J., Ding, M., ... & Dikker, S. (2019). Brain-to-Brain synchrony and learning outcomes vary by student–teacher dynamics: evidence from a real-world classroom electroencephalography study. Journal of Cognitive Neuroscience, 31(3), 401-411. doi.org/10.1162/jocn_a_01274

Bhargava, A. V., & Ramadas, V. (2022). Implications of neuroscience/neuroeducation in the field of education to enhance the learning outcomes of the students. Journal of Positive School Psychology, 6502-6510. https://www.journalppw.com/index.php/jpsp/article/view/8636/5643

Biesta, G. (2015). Freeing teaching from learning: Opening up existential possibilities in educational relationships. Studies in Philosophy and Education, 34(3), 229-243. doi.org/10.1007/s11217-014-9454-z

Black, P., & Wiliam, D. (2010). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 92(1), 81-90. https://www.jstor.org/stable/20439383

Brown, J., Brock, B., & Závodská, A. (2019). Higher education in the 21st century: A new paradigm of teaching, learning and credit acquisition. Proceedings of The 14th IAC 2019, 87.

Bruner, J. S. (1965). The growth of mind. American Psychologist, 20(12), 1007. doi.org/10.1037/h0023276

Bruner, J. S. (1966). Learning about learning: A conference report. United States Department of Health and Human Services.

Bruner, J. S. (1996). The culture of education. Cambridge, MA: Harvard University Press. doi:10.1111/j.1548-1352.2008.00002.x

Bruner, J. S. (2008). Culture and mind: Their fruitful incommensurability. Ethos, 36(1), 29-45. doi.org/10.1111/j.1548-1352.2008.00002.x

Bruner, J. S. (2009). The process of education. Cambridge, MA: Harvard University Press.

Buchan, L., Hejmadi, M., Abrahams, L., & Hurst, L. D. (2020). A RCT for assessment of active human-centred learning finds teacher-centric non-human teaching of evolution optimal. NPJ Science of Learning, 5(1), 1-20. doi.org/10.1038/s41539-020-00078-0

Canada, G. (2013). Our failing schools: Enough is enough. TedTalk. [video] (17:07 minutes) Available at http://www.ted.com/talks/geoffrey_canada_our_failing_schools_enough_is_enough

Chen, K. S., Monrouxe, L., Lu, Y. H., Jenq, C. C., Chang, Y. J., Chang, Y. C., & Chai, P. Y. C. (2018). Academic outcomes of flipped classroom learning: a meta‐analysis. Medical Education, 52(9), 910-924. doi: 10.1111/medu.13616

Chi, M. T., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219-243.doi.org/10.1080/00461520.2014.965823

Clark, R. C., & Mayer, R. E. (2010). Instructional strategies for directive learning environments. In K. H. Silber & W. R. Foshay (Ed.), Handbook of improving performance in the workplace (pp. 329-360). Wiley. doi.org/10.1002/9780470592663.ch10

Clark, A. (2013). Whatever next? Predictive brains, situated agents, and the future of cognitive science. Behavioral and Brain Sciences, 36(03), 181-204. doi.org/10.1017/S0140525X12000477

Cruz, L., Cunningham, K., Smentkowski, B., & Steiner, H. (2019). The SoTL scaffold: supporting evidence-based teaching practice in educational development. To Improve the Academy, 38(1), 50-66. doi.org/10.1002/tia2.20090

Daly-Smith, A. J., Zwolinsky, S., McKenna, J., Tomporowski, P. D., Defeyter, M. A., & Manley, A. (2018). Systematic review of acute physically active learning and classroom movement breaks on children’s physical activity, cognition, academic performance and classroom behaviour: understanding critical design features. BMJ Open Sport & Exercise Medicine, 4(1), e000341. dx.doi.org/10.1136/bmjsem-2018-000341

Dan, A., & Reiner, M. (2017). EEG based analysis of cognitive load enhance instructional analysis. JEDM| Journal of Educational Data Mining, 9(2), 31-44. doi.org/10.5281/zenodo.3554719

Daniel, DB (2012). Promising principles: Translating the science of learning to educational practice. Journal of Applied Research in Memory and Cognition, 1(4), 251–253. https://psycnet.apa.org/record/2013-30973-006

Daniel, D. B., & Chew, S. L. (2013). The tribalism of teaching and learning. Teaching of Psychology, 40(4), 363-367. doi.org/10.1177/009862831350103

Daniel, D. B., & De Bruyckere, P. (2021). Toward an ecological science of teaching. Canadian Psychology/Psychologie canadienne. doi.org/10.1037/cap0000291

De Smedt, B. (2014). Advances in the use of neuroscience methods in research on learning and instruction. Frontline Learning Research, 2, 7-14.  https://journals.sfu.ca/flr/index.php/journal/article/view/115

Dewey, J. (2013). The school and society and the child and the curriculum. Chicago, IL: University of Chicago Press.

Doroudi, S. (2021). A primer on learning theories. University of California at Irvine, school of Education. Doi.org_10.35542_osf.io_ze5hc

Dubinsky, J. M., Roehrig, G., & Varma, S. (2022). A place for neuroscience in teacher knowledge and education. Mind, Brain, and Education. doi.org/10.1111/mbe.12334

Dweck, C. (2012). Mindset: How you can fulfill your potential. Random House.

Dweck, C. (2014). Teachers’ mindsets: “Every student has something to teach me”. Educational Horizons, 93(2), 10-15. hdoi.org/10.1177/0013175X14561420

Eiland, L. S., Helmer, A. M., Kelley, K. W., & Hester, E. K. (2020). Redesigning classroom and experiential teaching peer evaluation tools to strengthen the peer review process. New Directions for Teaching and Learning, 2020(162), 177-185. doi.org/10.1002/tl.20402

Eliasmith, C., Stewart, T. C., Choo, X., Bekolay, T., DeWolf, T., Tang, Y., & Rasmussen, D. (2012). A large-scale model of the functioning brain. Science, 338(6111), 1202-1205. doi: 10.1126/science.1225266

Espinet, M. (2014). An analysis of context and learning environment models in science education research and practice. Strand 8 Scientific literacy and socio scientific issues, 205. https://ddd.uab.cat/pub/poncom/2013/133209/ESERA_2013_Espinet.pdf

Fiorella, L., & Mayer, R. E. (2013). The relative benefits of learning by teaching and teaching expectancy. Contemporary Educational Psychology, 38, 281-288. doi.org/10.1016/j.cedpsych.2013.06.001

Fiorella, L., & Mayer, R. E. (2014). The role of explanations and expectations in learning by teaching.  Contemporary Educational Psychology, 39, 75-85. doi.org/10.1016/j.cedpsych.2013.06.001

Fiorella, L., & Mayer, R. E. (2016). Effects of observing the instructor draw diagrams on learning from multimedia messages. Journal of Educational Psychology, 108, 528-546. doi.org/10.1037/edu0000065

Frith, C. (2013). Making up the mind: How the brain creates our mental world. John Wiley & Sons. https://www.uni-muenster.de/imperia/md/content/psyifp/aeechterhoff/wintersemester2011-12/seminarsozialekognitionundattribution/frith_makingupthemind_2007_chapter6.pdf

Gardner, H. (2009). Reevaluating intelligence. [video]. (9:29). BigThink.

Gentrup, S., Lorenz, G., Kristen, C., & Kogan, I. (2020). Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement. Learning and Instruction, 66, 101296. doi.org/10.1016/j.learninstruc.2019.101296

Gleason, B. L., Peeters, M. J., Resman-Targoff, B. H., Karr, S., McBane, S., Kelley, K., ... & Denetclaw, T. H. (2011). An active-learning strategies primer for achieving ability-based educational outcomes. American Journal of Pharmaceutical Education, 75(9), 186. doi: https://doi.org/10.5688/ajpe759186

Godwin, K. E., Leroux, A. J., Scupelli, P., & Fisher, A. V. (2022). Classroom design and children's attention allocation: Beyond the laboratory and into the classroom. Mind, Brain, and Education. doi.org/10.1111/mbe.12319

Gola, G., Angioletti, L., Cassioli, F., & Balconi, M. (2022). The teaching brain: Beyond the science of teaching and educational neuroscience. Frontiers in Psychology, 13, 823832-823832. doi.org/10.3389/fpsyg.2022.823832

Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age?.  Medical Teacher, 38(10), 1064-1069. doi.org/10.3109/0142159X.2016.1173661

Goldwater, M. B., Hilton, C., & Davis, T. H. (2022). Developing an educational neuroscience of category learning. Mind, Brain, and Education, 16(2), 167-182. doi.org/10.1111/mbe.12306

Grossberg, S. (2013). Adaptive Resonance Theory: How a brain learns to consciously attend, learn, and recognize a changing world. Neural Networks, 37, 1-47. doi.org/10.1016/j.neunet.2012.09.017

Guerreiro, S. (Ed.). (2017). Educational research and innovation pedagogical knowledge and the changing nature of the teaching profession. OECD Publishing.

Hamid, S., Waycott, J., Kurnia, S., & Chang, S. (2015). Understanding students' perceptions of the benefits of online social networking use for teaching and learning. The Internet and Higher Education, 26, 1-9. doi.org/10.1016/j.iheduc.2015.02.004

Hanna, D., David, I., & Francisco, B. (Eds.). (2010). Educational research and innovation: The nature of learning using research to inspire practice. OECD Publishing. https://books.google.com/books?hl=en&lr=&id=306PApBeLTwC&oi=fnd&pg=PA3&dq=dumont,+Istance,+%26+Benavides,+2010,&ots=-IyhBHRJkL&sig=EUaymJu9G9B9brTltmIjkiSI08c#v=onepage&q=dumont%2C%20Istance%2C%20%26%20Benavides%2C%202010%2C&f=false

Hardiman, M. M. (2012). The brain-targeted teaching model for 21st-century schools. Corwin Press.

Harland, T. (2003). Vygotsky's zone of proximal development and problem-based learning: Linking a theoretical concept with practice through action research. Teaching in Higher Education, 8(2), 263-272. doi: 10.1080/1356251032000052483

Harvard University. (2016). Assessment to improve student learning: Transforming a large introductory physics course. [video] (17:38). Available at https://www.youtube.com/watch?v=M9ZZbHVKl94

Hattie, J. (2013). Why are so many of our teachers and schools so successful? TedxNorrkoping. [video]. (16:41 minutes) Retrieved from https://www.youtube.com/watch?v=rzwJXUieD0U

Hattie, J. (2015). Visible learning. [website]. https://visible-learning.org/

Hattie, J., & Zierer, K. (2017). 10 Mindframes for visible learning: Teaching for success. Routledge. https://books.google.com/books?hl=en&lr=&id=unBTDwAAQBAJ&oi=fnd&pg=PP1&dq=john+hattie&ots=Q10Q6CwzCD&sig=KjjDu3ronaPheZXkxJUfi58xkAo#v=onepage&q=john%20hattie&f=false

Henderson, M., Selwyn, N., & Aston, R. (2017). What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education, 42(8), 1567-1579. doi.org/10.1080/03075079.2015.1007946

Herrington, J., & Parker, J. (2013). Emerging technologies as cognitive tools for authentic learning. British Journal of Educational Technology, 44(4), 607-615. doi.org/10.1111/bjet.12048

Herrington, J., Reeves, T. C., & Oliver, R. (2014). Authentic learning environments. In Handbook of research on educational communications and technology (pp. 401-412). Springer, New York. https://ro.uow.edu.au/cgi/viewcontent.cgi?referer=&httpsredir=1&article=2212&context=edupapers

Hinton, C., & Fischer, K. W. (2010). Learning from the developmental and biological perspective. The Nature of Learning, 113. https://books.google.com.ec/books?hl=en&lr=&id=306PApBeLTwC&oi=fnd&pg=PA113&dq=kurt+fischer&ots=-ICfGLSHiM&sig=anwGE94irzz03jCBmDuIfNd0amA#v=onepage&q=kurt%20fischer&f=false

Hinton, C., & Fischer, K. W. (2008). Research schools: Grounding research in educational practice.  Mind, Brain, and Education, 2(4), 157-160. doi.org/10.1111/j.1751-228X.2008.00048.x

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27, 1-12. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

Hook, C. J., & Farah, M. J. (2013). Neuroscience for educators: what are they seeking, and what are they finding?. Neuroethics, 6(2), 331-341. /doi.org/10.1007/s12152-012-9159-3

Howard-Jones, P. (2015). Neuroscience and education: How can we play, learn and be more creative? MNDebats Educació, Catalunya. [video]. (1:17:36). Available at https://www.youtube.com/watch?v=docSZBq3juY

Howard-Jones, P., Ioannou, K., Bailey, R., Prior, J., Yau, S. H., & Jay, T. (2018). Applying the science of learning in the classroom. Teacher Journal, 2, 6. https://impact.chartered.college/article/howard-jones-applying-science-learning-classroom/

Howard-Jones, P. A., Varma, S., Ansari, D., Butterworth, B., De Smedt, B., Goswami, U., ... & Thomas, M. S. (2016). The principles and practices of educational neuroscience: Comment on Bowers (2016).  Psychological Review. doi.org/10.1037/rev0000036

Hulleman, C. S., & Barron, K. E. (2015). Motivation interventions in education: Bridging theory, research, and practice. In Handbook of educational psychology (pp. 174-185). Routledge.

Indiana University Bloomington. (2015). Universal design for differentiated instruction (UDDI). Available at http://www.iidc.indiana.edu/index.php?pageId=3348

Jamaludin, A., Wei Loong, D. H., & Xuan, L. P. (2019). Developments in educational neuroscience: Implications for the art and science of learning. Learning: Research and Practice, 5(2), 201-213. doi.org/10.1080/23735082.2019.1684991

Jensen, J. L., McDaniel, M. A., Kummer, T. A., Godoy, P. D., & St. Clair, B. (2020). Testing effect on high-level cognitive skills. CBE—Life Sciences Education, 19(3), ar39. doi.org/10.1187/cbe.19-10-0193

Kalra, P. B., & Richland, L. E. (2022). Relational reasoning: A foundation for higher cognition based on abstraction. Mind, Brain, and Education, 16(2), 149-152. doi.org/10.1111/mbe.12323

Kelleher, I., & Whitman, G. (2018). A bridge no longer too far: A case study of one school's exploration of the promise and possibilities of mind, brain, and education science for the future of education. Mind, Brain, and Education, 12(4), 224-230. doi.org/10.1111/mbe.12163

Kleickmann, T., Richter, D., Kunter, M., Elsner, J., Besser, M., Krauss, S., & Baumert, J. (2013). Teachers’ content knowledge and pedagogical content knowledge the role of structural differences in teacher education. Journal of Teacher Education, 64(1), 90-106. doi: 10.1177/0022487112460398

Larsen, S. A., Little, C. W., & Byrne, B. (2022). Teaching the teachers the genetics of learning: An application of the mixed blessings model. Mind, Brain, and Education, 16(4), 328-337. doi.org/10.1111/mbe.12315

LeCun, Y., Bengio, Y., & Hinton, G. (2015). Deep learning. Nature, 521(7553), 436-444. doi.org/10.1038/nature14539

Lieberman, D. A. (2012). Human learning and memory. Cambridge University Press.

Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(1), 1-22. doi.org/10.1186/s41039-016-0044-2

Lagoudakis, N., Vlachos, F., Christidou, V., & Vavougios, D. (2022). The effectiveness of a teaching approach using brain-based learning elements on students’ performance in a Biology course. Cogent Education, 9(1), 2158672. doi.org/10.1080/2331186X.2022.2158672

Logan, J. A., Justice, L. M., Yumus, M., & Chaparro-Moreno, L. J. (2019). When children are not read to at home: The million word gap. Journal of Developmental & Behavioral Pediatrics, 40(5), 383-386. https://crane.osu.edu/files/2020/01/When_Children_Are_Not_Read_to_at_Home__The_Million.9.pdf

Lubianiker, N., Paret, C., Dayan, P., & Hendler, T. (2022). Neurofeedback through the lens of reinforcement learning. Trends in Neurosciences. doi.org/10.1016/j.tins.2022.03.008

Lyons, E., Mesghina, A., & Richland, L. E. (2022). Complicated gender gaps in mathematics achievement: elevated stakes during performance as one explanation. Mind, Brain, and Education, 16(1), 36-47. doi.org/10.1111/mbe.12312

MacMahon, S., Leggett, J., & Carroll, A. (2022). Partnering to learn: A collaborative approach to research translation for educators and researchers. Mind, Brain, and Education. doi.org/10.1111/mbe.12317

Mailybayeva, Z., Yermentayeva, A. R., Aikinbayeva, G. K., Akhmadiyeva, Z. K., & Bekova, Z. K. (2022). Features of the development of future teachers-psychologists' ability to a narrative. Mind, Brain, and Education. doi.org/10.1111/mbe.12343

Massey, S. (2022). Practical applications of mind brain education for classroom teachers. [Dissertation] Texas A & M Corpus Cristi University. https://hdl.handle.net/1969.6/90550

Mathias, B., Andrä, C., Schwager, A., Macedonia, M., & von Kriegstein, K. (2022). Twelve-and fourteen-year-old school children differentially benefit from sensorimotor-and multisensory-enriched vocabulary training. Educational Psychology Review, 1-32. doi.org/10.1007/s10648-021-09648-z

Matthews, K. E., Cook-Sather, A., Acai, A., Dvorakova, S. L., Felten, P., Marquis, E., & Mercer-Mapstone, L. (2019). Toward theories of partnership praxis: an analysis of interpretive framing in literature on students as partners in teaching and learning. Higher Education Research & Development, 38(2), 280-293. https://repository.brynmawr.edu/cgi/viewcontent.cgi?article=1040&context=edu_pubs

Mayer, R. E. (2001). Teaching for thinking. In N.J. Smelser & P. B. Baltes (Eds.). International encyclopedia of the social and behavioral sciences (pp. 15476-15479). Oxford: Pergamon.

Mayer, R. E. (2004). Should there be a three strikes rule against pure discovery? The case for guided methods of instruction. American Psychologist, 59(1), 14-19. doi: 10.1037/0003-066X.59.1.14

Mayhew, K. C., & Edwards, A. C. (1966). The Dewey school: The laboratory school of the University of Chicago, 1896-1903. Transaction Publishers. https://books.google.com.ec/books?hl=en&lr=&id=FDLlQoQttioC&oi=fnd&pg=PR8&dq=Mayhew,+K.+C.,+%26+Edwards,+A.+C.+(1966).+The+Dewey+school:+The+laboratory+school+of+the+University+of+Chicago,+1896-1903.+Transaction+Publishers.&ots=YZGHpLxfwJ&sig=kD12zwsFK2wuea7-nEsD9Dg6teI#v=onepage&q&f=false

Mnih, V., Kavukcuoglu, K., Silver, D., Rusu, A. A., Veness, J., Bellemare, M. G., ... & Petersen, S. (2015). Human-level control through deep reinforcement learning. Nature, 518(7540), 529-533. doi.org/10.1038/nature14236

Mitsea, E., Drigas, A., & Skianis, C. (2022). ICTs and speed learning in special education: High-consciousness training strategies for high-capacity learners through metacognition lens. Technium Social Science Journal, 27, 230. ISSN: 2668-7798

Mitra, S. (2007). Kids can teach themselves. Ted Talk [video]. (20:47 minutes). Available on: http://www.ted.com/talks/sugata_mitra_shows_how_kids_teach_themselves?language=en

Mitra, S. (2013). Build a school in the cloud. Ted Talk, winning talk of 2013 [video]. (22:24 minutes). Available on: https://www.ted.com/talks/sugata_mitra_build_a_school_in_the_cloud?language=en

Mitra, S. (2010). New experiments in self-teaching. [video]. (17:25 minutes). Available on: https://www.youtube.com/watch?v=dk60sYrU2RU

Moreno-Gómez, A. J., & Cejudo, J. (2019). Effectiveness of a mindfulness-based social–emotional learning program on psychosocial adjustment and neuropsychological maturity in kindergarten children. Mindfulness, 10(1), 111-121. doi.org/10.1007/s12671-018-0956-6

National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. National Academies Press. https://www.informalscience.org/sites/default/files/how%20people%20learn%20ii.pdf

Ng, B., & Ong, A. K. (2018). Neuroscience and digital learning environment in universities: What do current research tell us? Journal of the Scholarship of Teaching and Learning, 18(3). doi.org/10.14434/josotl.v18i3.22651

Nurnberger-Haag, J., & Thompson, C. A. (2022). Simplest shapes first! But let's use cognitive science to reconceive and specify what “simple” means. Mind, Brain, and Education. doi.org/10.1111/mbe.12338

Oke, A., & Fernandes, F. A. P. (2020). Innovations in teaching and learning: Exploring the perceptions of the education sector on the 4th industrial revolution (4IR). Journal of Open Innovation: Technology, Market, and Complexity, 6(2), 31.doi.org/10.3390/joitmc6020031

O’Leary, M., & Wood, P. (2019). Reimagining teaching excellence: why collaboration, rather than competition, holds the key to improving teaching and learning in higher education. Educational Review, 71(1), 122-139. doi:10.1080/00131911.2019.1524203

Osborne, J. F., Borko, H., Fishman, E., Gomez Zaccarelli, F., Berson, E., Busch, K. C., ... & Tseng, A. (2019). Impacts of a practice-based professional development program on elementary teachers’ facilitation of and student engagement with scientific argumentation. American Educational Research Journal, 0002831218812059. doi.org/10.3102/0002831218812059

Oxford, R. L. (2018). Emotion as the amplifier and the primary motive: Some theories of emotion with relevance to language learning. In Challenges of second and foreign language education in a globalized world (pp. 53-72). Springer, Cham. https://www.ceeol.com/search/article-detail?id=330134

Pellegrino, J. G., & Hilton, M. (Eds). (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. National Academies Press. https://www.nap.edu/resource/13398/dbasse_070895.pdf

Piaget, J. (1952). The origins of intelligence in children 8(5), 18-1952. International Universities Press. https://www.bxscience.edu/ourpages/auto/2014/11/16/50007779/Piaget%20When%20Thinking%20Begins10272012_0000.pdf

Piaget, J. (1976). Biology and cognition. In Piaget and his school (pp. 45-62). Springer, Berlin, Heidelberg. doi.org/10.1007/978-3-642-46323-5_5

Powell, J. J., Merz-Atalik, K., Ališauskienė, S., Brendel, M., Echeita, G., Guðjónsdóttir, H., ... & Persson, B. (2019). Teaching diverse learners in Europe: Inspiring practices and lessons learned from Germany, Iceland, Lithuania, Luxembourg, Spain and Sweden. SAGE handbook of inclusion and diversity in Education.

Prokofieva, V., Kostromina, S., Brandt‐Pomares, P., Hérold, J. F., Fenouillet, F., & Velay, J. L. (2022). The relationship between assessment-related stress, performance, and gender in a class test. Mind, Brain, and Education. doi.org/10.1111/mbe.12316

Reimers, F., Schleicher, A., Saavedra, J., & Tuominen, S. (2020). Supporting the continuation of teaching and learning during the COVID-19 Pandemic. OECD, 1(1), 1-38. https://globaled.gse.harvard.edu/files/geii/files/supporting-the-continuation-of-teaching-and-learning-during-the-covid-19-pandemic.pdf

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Date of last update: 19-Jan-2023 CB

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