Friday, October 05, 2018

Annemarie Sullivan Palincsar contributes to new National Academies report How People Learn II: Learners, Contexts, and Cultures


How People Learn II: Learners, Contexts, and Cultures is a new report from the National Academies of Sciences, Engineering, and Medicine that highlights the dynamic process of learning throughout the lifespan and identifies frontiers in which more research is needed to pursue an even deeper understanding of human learning. Professor Annemarie Sullivan Palincsar is one of the 16 members of the interdisciplinary Committee on How People Learn II: The Science and Practice of Learning.

To develop How People Learn II, the committee of cognitive scientists, education researchers, psychologists, sociologists, and teacher educators examined research that spanned numerous disciplines, including laboratory-based neuropsychology and cognitive science, work from cultural and social psychology, classroom-based education research, and qualitative studies of adult learning and the workplace. The committee also held multiple public meetings to hear from experts in these and other areas, and then deliberated to identify key findings and advances.

The report says that understanding the developmental, cultural, contextual, and historical diversity of learners is central to understanding how people learn. An individual’s learning and development are affected by the environment in which he or she lives—including not only the family and other close relationships and circumstances, but also the larger context in which families and communities are situated. Researchers have explored how cultural values, historical perspectives, modes of communication, and the importance attached to different kinds of knowledge and skill affect learning.

How People Learn II reviews and synthesizes advances in knowledge since the publication of the first volume, expanding its scope to include learning across the lifespan, educational technology, and other topics. The new report also discusses the implications of research for supporting learners of all ages and recommends areas for future research that can continue to advance the field.

The study was sponsored by the Alfred P. Sloan Foundation, the American Educational Research Association, the Bill & Melinda Gates Foundation, the Institute of Education Sciences of the U.S. Department of Education, the Teagle Foundation, the William and Flora Hewlett Foundation, with additional support from the National Academy of Sciences W. K. Kellogg Foundation Fund and the National Academies of Sciences, Engineering, and Medicine Presidents’ Circle Fund.

Annemarie Sullivan Palincsar is Chair, Educational Studies, Professor of Education; Jean and Charles Walgreen Professor of Reading and Literacy; Arthur F. Thurnau Professor

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