Introducing Neuroeducational Research

In this book, Paul Howard-Jones explores the differences between science and education, drawing on the voices of educators and scientists to argue for a new field of enquiry: neuroeducational research.

This book brings together contributions from scientists and educators at the forefront of interdisciplinary research efforts involving neuroscience and education. It includes consideration of what we know about brain function that may be relevant to educational areas including reading, mathematics, music and creativity. The increasing interest of educators in neuroscience also brings dangers with it, as evidenced by the proliferation of neuromyths within schools and colleges. For this reason, it also reviews some of the more prominent misconceptions, as well as exploring how educational understanding can be constructed in the future that includes concepts from neuroscience more judiciously. This book will be of interest to educators, policymakers and scientists seeking fresh perspectives on how we learn. This book was published as a special issue in Educational Research, a journal of the National Foundation for Educational Research (NFER).

Educational Neuroscience provides an overview of the wide range of recent initiatives in educational neuroscience, examining a variety of methodological concerns, issues, and directions. Encourages interdisciplinary perspectives in educational neuroscience Contributions from leading researchers examine key issues relating to educational neuroscience and mind, brain, and education more generally Promotes a theoretical and empirical base for the subject area Explores a range of methods available to researchers Identifies agencies, organizations, and associations facilitating development in the field Reveals a variety of on-going efforts to establish theories, models, methods, ethics, and a common language

This book brings together a group of top scholars on ethics and moral neuroeducation to cover the specific field of moral learning. Although there are many studies on neural bases of human learning and the application processes in different fields of human activity, such as education, economics or politics, very few of them have delved into the specific field of moral learning. This book brings forward a discursive and cordial ethical concept suitable for the theoretical-practical development of moral neuroeducation, as well as a set of guidelines for the design of an educational model that, based on moral neuroeducation, contributes to the resolution of social problems and the eradication of undesirable patterns and behaviors such as hate speech, corruption, intolerance, nepotism, aporophobia or xenophobia. Furthermore it contains a management approach for the application of this educational model to the different areas of activity involved in social and human development. A must read for students, educators and researchers in the field of moral philosophy, (applied) ethics ethics and any other discipline working with reciprocity (economics, politics, health, etc.).

Learning to teach involves hard work and careful preparation. To become an effective teacher requires pedagogical and subject knowledge, an understanding of your pupils and how they learn, and the confidence to respond to dynamic classroom situations. Learning to Teach in the Secondary School is the market leading text for all undergraduate, postgraduate and school-based routes to qualified teacher status. It offers an in-depth and practical introduction to the knowledge, skills and understanding needed to become a confident and effective teacher. With a focus on evidence-based practice, the book includes a wealth of examples to demonstrate how to successfully apply theory to practice, and how to critically analyse your practice to maximise pupil learning. This 7th edition is fully updated in light of the latest initiatives, evidence and research in the field, offering comprehensive coverage, unit by unit, of the key concepts and skills addressed on initial teacher education courses in preparation for work in schools. The wide range of pedagogical features support both university based work - including that up to Masters Level - and school-based initial teacher education, and are designed to help you develop those qualities that lead to good practice and a successful future in education. Written by expert practitioners, thirty-six essential units include: • adopting a positive approach to managing behaviour to support learning • ways pupils learn • planning lessons, units of work and schemes of work • motivating pupils • assessment • inclusion and special educational needs • using ICT and digital technologies • pupil grouping, progression and differentiation • managing time, workload and stress • getting your first teaching post. Learning to Teach in the Secondary School provides practical help and guidance for many of the situations and potential challenges you are faced with in school. Supported by the Learning to Teach Subjects in the Secondary School Series, it is an essential purchase for every aspiring secondary school teacher.

This unique book offers a timely analysis of the effects of our rapidly growing knowledge about the brain, mind, and behavior on public policy and practice. Jessica Pykett examines the interactions of developments in neuroscience, education, architecture and design, and workplace training, showing how the global spread of neuroscientific understandings of brain functioning has led to changes in--and questions about--how we approach issues of policy, governance, and the encouragement and enforcement of particular behaviors. Researchers and practitioners in both the social and behavioral sciences, as well as policy makers, will find its insights surprising and valuable.

The International Science and Evidence Based Education (ISEE) Assessment is an initiative of the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), and is its contribution to the Futures of Education process launched by UNESCO Paris in September 2019. In order to contribute to re-envisioning the future of education with a science and evidence based report, UNESCO MGIEP embarked on the first-ever large-scale assessment of knowledge of education.

This volume makes a philosophical contribution to the application of neuroscience in education. It frames neuroscience research in novel ways around educational conceptualizing and practices, while also taking a critical look at conceptual problems in neuroeducation and at the economic reasons driving the mind-brain education movement. It offers alternative approaches for situating neuroscience in educational research and practice, including non-reductionist models drawing from Dewey and phenomenological philosophers such as Martin Heidegger and Merleau-Ponty. The volume gathers together an international bevy of leading philosophers of education who are in a unique position to contribute conceptually rich and theoretically framed insight on these new developments. The essays form an emerging dialogue to be used within philosophy of education as well as neuroeducation, educational psychology, teacher education and curriculum studies.