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The evidence behind the series
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Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
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5 references
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- Vol 5 RE: Chapter 8
artificial intelligenceself-regulated learninglearner agencylearning analyticsadaptive feedbacktheoretical alignmentethical reportingJournal article Evidence summaryAt a glance
This systematic mapping review analyses 84 studies at the intersection of artificial intelligence and self-regulated learning.
Key ideas
Using a framework organised around who is involved, what theories and constructs are addressed, how the research is conducted, and why AI is applied, the authors map publication patterns, stakeholders, methods, technologies, and objectives. The review finds rapid growth but uneven theoretical grounding and limited attention to some phases and actors in self-regulation. Much work focuses on higher education and on using learner data to predict, recommend, prompt, or provide feedback. The authors call for clearer links between AI functions and established self-regulated-learning theory, broader contexts, stronger ethical and methodological reporting, and more attention to learner agency.
Why it matters
For educators, the review offers a structured way to judge whether an AI tool genuinely supports planning, monitoring, reflection, or adaptation.
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- Vol 3 RE: Chapters 14, 16
classroom assessmentpedagogical decision-makingformative feedbacklearner agencyclassroom discoursetask designteacher judgmentJournal article Evidence summaryAt a glance
Black and Wiliam embed classroom assessment within a theory of pedagogy rather than treating it as a separate set of techniques.
Key ideas
They analyse teaching as the creation and regulation of learning environments in which teachers, peers, and learners make contingent decisions. Assessment evidence matters because it informs those decisions, while curriculum, task design, classroom discourse, and relationships shape what evidence can be produced and how it is used. The article examines the roles of feedback, learner agency, disciplinary content, and teachers' professional judgment, arguing that formative practice cannot be reduced to generic routines. For educators, it recommends designing tasks and dialogue that expose relevant thinking, interpreting responses through knowledge of the subject and learner, and adapting instruction while preserving meaningful educational aims.
Why it matters
Assessment quality is therefore inseparable from pedagogical quality.
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- Vol 4 RE: Chapter 18
self-directed learninglearner autonomyteacher facilitationinstructional scaffoldinggoal settingresource evaluationreflective practicelearner agencyJournal article Evidence summaryAt a glance
Botha, du Toit-Brits, and Blignaut synthesise theoretical perspectives on self-directed learning and the changing role of teachers.
Key ideas
Self-directed learners diagnose needs, formulate goals, identify resources, choose and implement strategies, and evaluate outcomes, but this agency develops through supportive educational relationships rather than teacher absence. The article discusses motivation, creativity, adaptability, learner diversity, digital contexts, and the capabilities teachers need to create environments that gradually transfer responsibility. Teachers act as designers, facilitators, models, coaches, and providers of feedback while ensuring that learners have sufficient knowledge and structure to make productive choices.
Why it matters
For educators, the review recommends explicit instruction in goal setting, planning, resource evaluation, monitoring, and reflection; meaningful choice within clear expectations; responsive scaffolding; and assessment practices that help students become increasingly capable of directing future learning.
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- Vol 3 RE: Chapter 1, App A
- Vol 3 TE: App C
cultural meaning-makingnarrative learninglearner agencyconstructivist pedagogymetacognitioninstitutional participationeducational identityBook Evidence summaryAt a glance
Bruner argues that education cannot be understood apart from culture because human minds develop through shared systems of meaning, language, narrative, tools, and social interaction.
Key ideas
The essays challenge views of learning as the isolated acquisition of information and examine how schooling distributes agency, constructs identity, and inducts learners into ways of interpreting the world. Bruner develops postulates concerning perspective, constraints, constructivism, interaction, externalisation, instrumentalism, institutional life, identity, and narrative. He considers folk pedagogy, collaboration, metacognition, the teaching of the past, and the place of stories in organising experience. Education both reproduces culture and offers a forum for renegotiating it.
Why it matters
For educators, the book supports treating learners as active meaning-makers, making assumptions and perspectives discussable, using dialogue and narrative, connecting school knowledge with cultural life, and recognising how institutional arrangements shape participation and possibility.
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- Vol 2 RE: Chapters 11, 12
- Vol 3 RE: Chapter 13
- Vol 7 RE: Chapters 9, 10, 12, App D
universal design for learninglearner agencyengagementmultiple representationsaction and expressionlearner variabilityaccessible assessmentbelonging and inclusionGuideline Evidence summaryAt a glance
CAST's Universal Design for Learning Guidelines 3.0 provide design prompts for reducing barriers and supporting learner agency.
Key ideas
The framework organises options under engagement, representation, and action and expression, oriented toward learners who are purposeful and reflective, resourceful and authentic, and strategic and action-oriented. Version 3.0 strengthens attention to identity, belonging, bias, exclusion, interdependence, joy, and collective learning while retaining accessibility as foundational. The guidelines do not prescribe a checklist or separate accommodations for fixed learner types. They encourage anticipating predictable variability and offering purposeful options aligned with clear goals.
Why it matters
For educators and designers, the resource supports examining whose participation a goal, method, material, environment, or assessment may restrict; providing accessible ways to perceive information and demonstrate learning; supporting choice, collaboration, strategy development, and reflection; and revising designs from learner feedback rather than locating barriers within individuals.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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