Education and Learning: An Evidence-based Approach by Jane Mellanby

By Jane Mellanby

Education and studying offers an obtainable creation to the newest evidence-based learn effects into educating, studying, and our schooling system.


  • Presents a variety references for either seminal and modern study into studying and teaching
  • Examines the facts round topical concerns corresponding to the effect of Academies and unfastened colleges on scholar attainment and the robust overseas functionality of different countries
  • Looks at evidence-based alterations within the attainment of scholars from various socioeconomic and ethnic backgrounds, and explores the robust overseas functionality of Finnish and East Asian students
  • Provides available reasons of key stories which are supplemented with real-life case examples

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Example text

We can learn a lot from research conducted in other cultures, not least the extent to which cultural assumptions rather than empirical evidence underpin the structure and pedagogy of our own education system (Chapter 10). For example, we see big differences in attitudes to children’s potential in Eastern and Western countries: these feed into beliefs about the extent to which academic performance depends on innate ability rather than effort, and consequently about the appropriateness of ability grouping and individualized teaching.

All of these are acquired by practice, at first consciously but later becoming automatic and even difficult to access consciously – a skilled tennis player’s performance is impaired by thinking about how to serve the ball, and the concert pianist playing a sonata is likewise impaired by wondering which finger goes where. The advantage of automatic retrieval is that it works without putting a load on the limited capacity of working memory (see above) and therefore can increase the efficiency of performance in many spheres.

2 But of course both sorts of learning are actually taking place during our lifetimes, all the time. Memory Short-term and working memory/executive function William James (1842–1910), the distinguished American philosopher, elder brother of the novelist Henry James, thought and wrote extensively about the nature of the human mind. It was he who first made a clear distinction between short- and long-term memory. We still think about learning and memory in these terms, though the meaning that we attach to them, and the ways in which we define different subcategories of them, are complex and not always agreed upon.

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