This paper discusses brain-based learning and its relation to classroom instruction. A rapidly growing quantity of research currently exists regarding how the brain perceives, processes, and ultimately learns new information. In order to maximize their teaching efficacy, educators should have a basic understanding of key memory functions in the…

Three articles explore current research and theory regarding children's learning styles, covering: (1) four basic ways children approach learning and corresponding teaching methods; (2) "multiple intelligences" and new thought about the boundaries of innate ability; and (3) classroom teachers' perspectives and instincts about the mystery of…

New research on brain development has profound implications in the areas of child development and education. This review of the research describes how the brain develops to shape children's growing intelligence, addressing such questions as: (1) What are the brain's functions? (2) What are the critical or sensitive periods in brain development?…

Briefly reviews current understandings of learning that have direct implications for teaching practice, and includes references to other work that may be useful. Discusses five general topics: multiple domains of competence (multiple intelligences); socioemotional factors in cognitive processes; collaborative learning; pathways to competence; and…

The purpose of this literature review is to look at brain research and its effect on educational practice. For the last several years, educators, parents and policymakers have become increasingly interested in the potential role of positive early childhood experiences in promoting a child's emotional and intellectual well-being (Ellison, 2001).…

Cognitive intelligence is often equated with eventual success in many areas. However, there are many instances where people of high IQ flounder whereas those of modest IQ do surprisingly well. Author and renowned psychologist Daniel Goleman believes that the explanation for this fact lies in abilities called "emotional intelligence,"…

Over the past 50 years, brain researchers have stated that human beings probably use less than 1 percent of the brain's potential, and research findings about human intelligence have transformed almost all previous definitions of intelligence. This booklet addresses the following key findings in intelligence research: intelligence is not fixed or…

The Adult Multiple Intelligences Study was the first systematic effort related to multiple intelligences (MI) theory in adult literacy education. The study's findings regarding MI theory served as the foundation for a study of MI theory's implications for adult literacy practice, policy, and research. The study was conducted across 10 different…

A practitioner's model of the processes of learning and knowing was developed through a review of global, societal, individual, and personal perspectives on learning. The first phase of the model's development consisted of using a method of exploration based on determining who, what, where, when, why, and how to investigate the following 10…