Integrating Research on How People Learn and Learning Across Settings as a Window of Opportunity to Address Inequality in Educational Processes and Outcomes

Carol D. Lee*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

24 Scopus citations

Abstract

This chapter addresses how fundamental principles regarding how people learn in the last decade open up possibilities for conceptualizing a broad ecological culturally rooted framework for the design of robust learning environments in a variety of settings, especially schools. These cross-disciplinary principles emerging from across relevant disciplines run against the persistent metanarratives warranting inequitable educational and life course outcomes for youth in minoritized nondominant communities and those living in persistent poverty in deficit claims. This chapter synthesizes research findings from across cognition, human development, the neurosciences, and learning in academic disciplines to document emerging consensus around generative principles that can inform the design of robust learning environments.

Original languageEnglish (US)
Pages (from-to)88-111
Number of pages24
JournalReview of Research in Education
Volume41
Issue number1
DOIs
StatePublished - Mar 1 2017

ASJC Scopus subject areas

  • Education

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