Research base for improved classroom learning: Brain or behavior?

Executive summary Implicit in recent Evidence Speaks postings is the need to develop evidence-based interventions for improving student achievement. Comparative analysis of the education research literature versus the educational neuroscience literature suggests that education research, grounded in the behavioral and cognitive sciences, is currently the better research base for instructional design, particularly if our goal is to improve educational outcomes in the near to intermediate future. Introduction In recent Evidence Speaks postings, authors have discussed the implications of NAEP scores (Dynarksi, Kane, Whitehurst), the apparent inability of a pre-K curriculum to deliver lasting academic improvement (Farran & Lipsky), and the small percentage of educational interventions that produce positive classroom effects (Jacobs).[i] These data point to concerns among educators and policy makers about the need to improve classroom instruction. The learning…


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