Abstract
This chapter reviews publications from the past year on the psychology of learning and instruction from the perspective of their relevance to school practice. The features of these publications are also compared with those from a decade ago. This study suggests that research in this area can be classified into two types : developing instructional strategy for a specific aspect of a school subject, and specifying and drawing correlations between general factors related to education. Compared with a decade ago, certain research themes have changed. For example, studies on cooperative learning and self-regulated learning have increased, as have studies in clinical research in which researchers themselves participate in a given school practice. Finally, this work proposes new directions for how research should be conducted.
