Overview

Parents want to work with their children’s teachers to help them succeed in school. What Brain Research Says about Student Learning provides parents and teachers the most recent findings in brain research and learning theory in a very approachable way. The reader will see how the child’s brain develops, learns, remembers, and creates new meaning and understanding. User-friendly discussions of learning and teaching theories will show strategies both parents and teachers can use to capitalize on this new understanding about the child’s developing brain. Topics include: learning environment, developmental stages, lesson planning, teaching strategies, assignments, and assessments. The book concludes with a variety of actual samples from these topic areas.

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9781475872088

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Reviews

An insightful and accessible exploration of the brain and learning theory, this book is a must-read for educators and parents alike. With practical applications and engaging insights, it offers a valuable resource for understanding and supporting the learning process. -- Dr. Tim Goss, Ed.D, Principal, Hazel Grove Elementary School and Dr. Susan Goss, Ph. D, Special Education Teacher, Baldwin Elementary School In a post-pandemic society, our educators must be able to fluctuate their teaching styles towards the various ways of learning they will inevitably encounter.With the historical context of the world's most notable scholastic philosophies and today's studies, What Brain Research Says About Student Learning serves as a manual to directly bridge the authors' research to parents, incorporating them into how students learn and the overall vision of tomorrow's education.This book includes tangible tools for parents to reference that enable them to stimulate the most pertinent parts of a child's brain function. -- Marcus Graham II, parent

Author Information

Dr. Rettig draws upon 40 years of experience in higher education and K-12. He has served as a public-school teacher and principal, a professor of educational leadership, and a university vice president and dean. His conceptual research agenda reaches from leadership, decision making, and how people learn with implications for our classrooms. With an emphasis on the Latin root of curriculum, “to run”, professor Dr. Bailey’s research focuses on the procession of our understanding of cognition, and ideological formations along the history of curriculum and instructional practices.

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