There appears to be a growing appetite among teachers for brain-based findings to guide their work in the classroom: a 2014 survey by the Wellcome Trust found that 91 per cent of teachers have used their understanding of neuroscience to inform at least one aspect of teaching...
educational
WHEN a pupil ‘can’t be bothered’ with school it is often difficult to
have sympathy if they then fail to succeed academically. Even teachers
may struggle to be supportive, seeing the youngster’s lack of success
as self-inflicted. But according to Alan McLean, who is based in the...
The Government’s ‘Every Child Matters’ (ECM) legislation constitutes a major national strategic initiative in the improvement of services provided to children and families (DfES, 2004). The ECM agenda makes outcomes for children central to integrated children’s services that...
Recent research in cognitive neuroscience has advanced our knowledge of the brain areas underpinning imitation – a process often exploited in education that is said to provide a foundation for language acquisition, skill learning, socialisation and enculturation (Brass &...
British Psychological Society (BPS) accredited professional training for educational psychologists (EPs) in England and Wales changed in 2006. The one-year master’s programme was replaced by a three-year full-time programme leading to the doctorate qualification. As a second-...
The last decade has seen something of a step change in efforts to bring cognitive neuroscience and education together in dialogue. This may partly be due to anxieties over the ‘parallel world’ of pseudo-neuroscience found in many schools. Much of this is unscientific and...