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Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
7book volumes
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1 reference
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- Vol 2 RE: App D
- Vol 5 RE: Chapters 1, 2, 4, 9, 10, 13, 15, App A
prior knowledgecultural responsivenesslearner motivationself-regulated learningknowledge transferlearning environmentslearner identityReport Evidence summaryAt a glance
How People Learn II updates the learning-science synthesis for a world in which people learn across formal education, work, families, communities, and digital environments. The report explains that learning is shaped by prior knowledge, culture, motivation, emotion, identity, social interaction, and the physical and institutional context.
Key ideas
Memory is constructive, expertise organises knowledge for flexible use, and transfer depends on recognising relevant structure rather than merely possessing information. Learners regulate attention, strategy, effort, and understanding, but these capacities develop through support and opportunity. The report also examines developmental change, informal learning, technology, and the effects of adversity and stereotype. It rejects a single universal teaching recipe: productive environments build on what learners bring, provide appropriately challenging practice and feedback, foster belonging and agency, and connect knowledge across settings.
Why it matters
For educators, assessment should reveal learners’ thinking and guide adaptation while avoiding deficit interpretations of cultural or linguistic difference.
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What it contributes
Evidence summaries explain the central idea and why the source matters to educators.
How to access it
Entries link to lawful full text where available, or to a publisher, library or purchase page.
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.
From sources to a coherent pathway