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1.
Miriam Rosenberg‐Lee 《Mind, Brain, and Education》2018,12(1):12-22
The promise of educational neuroscience lies in its potential to uncover mechanistic insights into the science of learning. However, to realize that promise, the field must overcome a fundamental difference between the constituent disciplines: neuroscience is primarily concerned with understanding how the brain works; whereas education attempts to change the brain regardless of its workings. Learning is one domain where these orientations align: it is a deep feature of nervous systems and a target outcome of education. This article proposes coupling training studies with neuroimaging to assess the impact of real‐world learning on brain activity patterns, and simultaneously ask fundamental questions about the causal role of specific patterns of brain activity in academic skill acquisition. Finally, planning and implementing these studies requires multiple forms of expertise and collaborating across disciplines, which will contribute to a more cohesive educational neuroscience research community. 相似文献
2.
Internships play a pivotal role in the future of school psychology, and internship training is influenced by disciplinary trends including (a) an increased focus on accountability and demonstrating the positive impact of trainees' practices on student outcomes and (b) growing emphasis on scientifically based and empirically based practice. These influences also include greater sophistication in decision making as well as different ways of outcome‐focused decision making. System‐wide approaches such as Positive Behavior Support (PBS) and response to intervention (RTI) require high training demands to develop intervention‐related decision and accountability skills. Programmatically, accountability systems to meet the training needs of intervention services require scaling up. This article describes a multiyear developmental project bringing diverse universities together to institutionalize a statewide system of accountability. We share data from 3 years (N of interns = 278) and suggest recommendations for outcome‐oriented evaluation for other universities, agencies, school psychological services delivery units, or states. © 2009 Wiley Periodicals, Inc. 相似文献
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Abstract: Students’ perception of 8 criteria (rationale of the problem; interdisciplinary learning; facilitator asked essential questions; learner's skills; assessments; facilitation procedures; team's use of resources [team collaboration], and facilitator within a problem‐based learning context) were assessed for a food biotechnology course that was part of a 3rd year biotechnology program. The mean score for “perceived learner's skills” was the lowest whereas those for “facilitation” and “facilitator” were the highest. Selected qualitative comments from students were also analyzed. This study demonstrated interdisciplinary learning as the students could make meaningful connections across different science disciplines. Further investigation is needed to develop possible strategies to accommodate the challenges in making meaningful connections across science disciplines as well as to develop a defined hybrid method for analysis of students’ responses. 相似文献
4.
Importance of online learning has become more critical with the advent of a global pandemic. Effective online learning requires design characteristics that support learning that crosses traditional disciplinary boundaries. The example of educational delivery of food safety encompasses multiple disciplines to prepare students for real‐world situations, practical problem‐solving, and to be “future proof” as food safety becomes more quantitative. This study explicates how six simulation‐based learning modules were evaluated, two each in microbiological growth/inactivation, food process dynamics with microbiological growth/inactivation, and risk assessment. Each group of three modules was targeted to the students in undergraduate food science and engineering programs. Altogether, the 6 modules were implemented and assessed in 17 courses at 14 universities over 5 years. The effectiveness of the module‐based approach was sustained across subject matter (microbiology, process, and risk), disciplines (food science and engineering), and their implementations. Students’ and instructors’ survey responses indicated the modules’ value in real‐world and practical problem‐solving ability. Instructors were also motivated to implement the modules as they saw the potential for improvement in student understanding, how modules reinforced course learning outcomes, the quality of support provided with modules, and their ability to replace existing course assessment without adding work for the instructor or the students. This self‐learning, module‐based approach to introduce interdisciplinary content employed has proven successful. The template for making these modules is described in sufficient detail so future modules can be built for a wide variety of subject matter beyond food safety. 相似文献
5.
Employment for individuals with autism spectrum disorders (ASD) is a significant factor in assuring quality of life in adulthood. The research reported in this article examines the effectiveness of video feedback (VFB) in improving the job‐related behaviours of twin adolescents with ASD and learning disabilities. The targeted behaviours included active engagement, decision‐making, responding to others, hygiene, and transition making. A within‐participant multiple‐probe design across targeted job behaviours, replicated across two participants, was used. The experimental phases of the design consisted of (A) baseline, (B) VFB + job coach evaluation, (C) VFB + concurrent job coach and self‐evaluation, and (A) maintenance. Using a modified Behavioral Observation of Students in Schools (BOSS) form broken into one‐minute intervals, job coaches evaluated participants on job‐related behaviours. Data gathered shows that VFB significantly impacted active engagement, responding to others, hygiene and transitioning. Decision‐making was least impacted by the interventions. The use of VFB is one way that job‐related behaviours of adolescents with ASD and other disabilities can be positively influenced. 相似文献
6.
Rosanne Edelenbosch Frank Kupper Lydia Krabbendam Jacqueline E. W. Broerse 《Mind, Brain, and Education》2015,9(1):40-49
Much attention has been given to “bridging the gap” between neuroscience and educational practice. In order to gain better understanding of the nature of this gap and of possibilities to enable the linking process, we have taken a boundary perspective on these two fields and the brain‐based learning approach, focusing on boundary‐spanning actors, boundary objects, and boundary work. In 26 semistructured interviews, neuroscientists and education professionals were asked about their perceptions in regard to the gap between science and practice and the role they play in creating, managing, and disrupting this boundary. Neuroscientists and education professionals often hold conflicting views and expectations of both brain‐based learning and of each other. This leads us to argue that there are increased prospects for a neuroscientifically informed learning practice if science and practice work together as equal stakeholders in developing and implementing neuroscience research. 相似文献
7.
Educational tools claiming to use “right‐brain techniques” are increasingly shaping school curricula. By implying a strong scientific basis, such approaches appeal to educators who rightly believe that knowledge of the brain should guide curriculum development. However, the notion of hemisphericity (idea that people are “left‐brained” or “right‐brained”) is a neuromyth that was debunked in the scientific literature 25 years ago. This article challenges the validity of “right‐brain” teaching, highlighting the fact that neuroscientific research does not support its claims. Providing teachers with a basic understanding of neuroscience research as part of teacher training would enable more effective evaluation of brain‐based claims and facilitate the adoption of tools validated by rigorous independent research rather than programs based on pseudoscience. 相似文献
8.
Elena Pasquinelli 《Mind, Brain, and Education》2011,5(4):186-195
Education is in need of reform, and the development of the sciences of mind and brain are candidates to contribute to the renovation of the way people are instructed and of the tools that mediate learning. Knowledge‐ and evidence‐based approaches to education put forward the fact that educational systems are inadequate to provide an answer to the challenges of the 21st century and claim that education should be guided by scientific principles rather than by intuition and professional wisdom only (or, worst, by tradition). This is because sciences that are capable of shedding light into learning process have dramatically advanced during the last half‐century and, still more meaningfully, during the last 20 years. The time has come for a new science of learning to rise, which is structured around cognitive and neuroscience, investigates topics that stem from educational problems, and rests on rigorous forms of in‐laboratory and in‐vivo evaluation. 相似文献
9.
Nadire Cavus 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(1):19-30
Recently, because of the rapid increase in the popularity of the Internet, the delivery of learning programmes has gradually shifted from local desktop to online‐based applications. As more and more technological tools become available for online education, there is an increasing interest among educators and other professionals in the application of these tools with regard to online courses. In large‐scale operations, online learning management systems (LMSs) can save cost and time. LMSs are software applications that comprise a suite of tools for learning and teaching online. In conventional educational settings, online LMSs can help to improve the speed and effectiveness of the educational process, communication among learners, and also between staff and students. There are a large number of open‐source and commercially available LMSs on the marketplace, and one of the problems facing an administrator or instructor is how to choose the LMS that can meet his/her needs. This paper describes a software system developed by the author to aid in the selection of a suitable LMS. The software is a web‐based decision support system, titled Easy Way to Evaluate LMSs, and is based on using a multi‐attribute decision‐making algorithm for the effective selection of an LMS. 相似文献
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College students' decision making is often less than optimal and sometimes leads to negative consequences. The effectiveness of two strategies for improving student decision making—node‐link mapping and social perspective taking (SPT)—are examined. Participants using SPT were significantly better able to evaluate decision options and develop plans, suggesting that college counselors might increase the effectiveness of students' decision making by presenting a simple SPT strategy. 相似文献
11.
Teachers’ pedagogical decision‐making and influences on this when teaching students with severe intellectual disabilities 
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下载免费PDF全文 This article focuses on teachers' pedagogical decision‐making and influences on this decision‐making when teaching students with severe intellectual disabilities. The research reported and discussed forms part of an international collaborative research project in the south west of England and Florida, US. The study is set within the broader socio‐political context of inclusion, contributing a pedagogical dimension to other aspects of inclusion, such as placement, curriculum and accountability. Houssaye's (2000) pedagogical interaction model is examined and adapted to situate and analyse teachers’ pedagogical decision‐making, and influences on this, when teaching students with severe intellectual disabilities. The study shows a prominence and privileging of pedagogical decisions and influences around teacher‐student pedagogical interactions over curriculum‐teacher or curriculum‐student pedagogical interactions. The implications of this emphasis are considered in the historical context of teaching and learning models and approaches for this group of learners. 相似文献
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Sexual health is a controversial science topic that has received little attention in the field of science education, despite its direct relevance to students' lives and communities. Moreover, research from other fields indicates that a great deal remains to be learned about how to make school learning about sexual health influence the real‐life choices of students. In order to provide a more nuanced understanding of young people's decision‐making, this study examines students' talk about sexual health decision‐making through the lens of identities. Qualitative, ethnographic research methods with twenty 12th grade students attending a New York City public school are used to illustrate how students take on multiple identities in relation to sexual health decision‐making. Further, the study illustrates how these identities are formed by various aspects of students' lives, such as school, family, relationships, and religion, and by societal discourses on topics such as gender, individual responsibility, and morality. The study argues that looking at sexual health decision‐making—and at decision‐making about other controversial science topics—as tied to students' identities provides a useful way for teachers and researchers to grasp the complexity of these decisions, as a step toward creating curriculum that influences them. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47:742–762, 2010 相似文献
13.
Gregory R. Berry 《Performance Improvement Quarterly》2011,24(3):9-28
Effective and efficient teams communicate, collaborate, and perform, even if these teams are not co‐located. Although much is known about enabling effectiveness on face‐to‐face teams, considerably less is known about similarly enabling effectiveness on virtual teams. Yet the use of virtual teams is common and will likely become more commonplace as organizations continue to update and use increasingly sophisticated technology. Cohort and individual trust between team members is a significant component on most effective teams, virtual or face‐to‐face. This paper examines research on virtual teams and trust across disciplines, including management, e‐learning, business communication, decision making, human resource management, psychology, and IT, to identify major characteristics that increase our knowledge of how to establish and maintain trust in the virtual environment and on virtual teams. 相似文献
14.
Neural Correlates of Risk Processing Among Adolescents: Influences of Parental Monitoring and Household Chaos 下载免费PDF全文
下载免费PDF全文 Nina Lauharatanahirun Dominique Maciejewski Christopher Holmes Kirby Deater‐Deckard Jungmeen Kim‐Spoon Brooks King‐Casas 《Child development》2018,89(3):784-796
Adolescent risky behavior is related to developmental changes in decision‐making processes and their neural correlates. Yet, research investigating how the family environment relates to risk processing in the adolescent brain is limited. In this study, longitudinal data were collected from 167 adolescents (13–15 years, 53% male) who self‐reported household chaos and their parent's monitoring practices, and completed a decision‐making task during functional MRI at Time 1 and Time 2 (1 year apart). Parental knowledge was positively related to insular risk processing only among adolescents in low‐chaos environments at both time points. Results highlight environmental correlates of insular risk processing in the developing brain. 相似文献
15.
Noel Gregg Chris Coleman Jennifer Lindstrom Christopher Lee 《Learning disabilities research & practice》2007,22(4):264-274
The growing number of high‐functioning adults seeking accommodations from testing agencies and postsecondary institutions presents an urgent need to ensure reliable and valid diagnostic decision making. The potential for this population to make significant contributions to society will be greater if we provide the learning and testing accommodations to allow them access to knowledge, as well as the means to demonstrate their extraordinary abilities. The criteria and decision making used to identify high‐functioning adults with learning disabilities (LD) must be robust yet flexible enough to account for individual differences, measurement fallibility, and examiner expertise. The purpose of this article is to explore legal, measurement, and clinical issues surrounding the provision of accommodations to high‐functioning individuals with LD. 相似文献
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High school students’ prevalence as food‐service industry employees and their lack of food safety knowledge make them prime candidates for food safety education. The researchers developed a food‐safety‐focused curriculum for high school students aligned with Indiana Academic Standards for Agriculture, Advanced Life Science: Food. The curriculum was designed to provide students with fundamental food safety concepts through experiential learning and incorporation of science, technology, engineering, agriculture, and mathematics (STEAM) activities in the context of different careers related to agriculture, especially in food science. This study uses the Delphi technique to evaluate the food safety curriculum, including the identification of barriers to incorporating the curriculum into classrooms. The Delphi technique uses an expert panel to generate consensus related to a topic. A panel of experts in the field of education evaluated the curriculum through three rounds of surveys containing questions related to six curriculum assessment topics. Experts rated the degree to which they agreed with statements about the curriculum using a 5‐point Likert scale and multiple‐choice questions. At the conclusion of the study, the cost to purchase materials for cooking labs was the only identified barrier to curriculum incorporation (62.5%). Experts agreed that the curriculum addressed academic standards (100%), was engaging for students (100.0%), was easy for teachers to use (89.5%), and successfully incorporated STEAM (100.0%), experiential learning (89.5%), and career‐education (78.9%). This study highlights the feasibility of providing food safety education to high school students in less traditional disciplines while promoting career development through the incorporation of experiential learning, STEAM, and career‐education components. 相似文献
18.
Kerry Lee 《Asia Pacific Journal of Education》2003,23(2):109-119
Recent findings on the anatomical, physiological, and functional properties of the brain have stimulated debates on whether such findings provide meaningful contribution to education. In this article, I examine one aspect of the interface between neuroscience and education: “brain‐compatible” strategies. Although some of these strategies such as providing a balanced diet in a child's early years are based on sound empirical data, others are based on shakier grounds. In particular, strategies regarding environmental enrichment and stress reduction in the classroom are based on questionable interpretations of the data. Because research in neuroscience is still in its infancy, it is not surprising some early attempts in translating research to practice involve a degree of over‐generalisation. At this stage, it may be more beneficial to focus on neuroscience findings that relate to educationally relevant processes. Attention, learning, and memory are all fundamental processes studied in both disciplines. Research in neuroscience offers not only additional knowledge about such processes but also tools and methods that will allow us to refine our theories and, eventually, practice. 相似文献
19.
Mojtaba Soltanlou Andra Coldea Christina Artemenko Ann‐Christine Ehlis Andreas J. Fallgatter Hans‐Christoph Nuerk Thomas Dresler 《Mind, Brain, and Education》2019,13(4):313-325
It is under debate whether the neural representation of numbers and letters might rely on distinct neural correlates, or on a mostly shared neural network. In the present study, a total of 47 children in fifth grade (Experiment 1) and sixth grade (Experiment 2) simply copied numbers and letters on a touch screen while brain activation changes were recorded by means of functional near‐infrared spectroscopy (fNIRS). fNIRS data of both experiments and a joint analysis revealed that a shared neural network, particularly in the left hemisphere, was activated in response to both number and letter copying. Interestingly, no difference was observed in brain activation patterns between these two stimuli, as revealed by Bayesian analysis. Our findings indicate that both number and letter copying lead to similar brain activation in children. We further suggest methodological and applied applications of these findings in the frame of educational neuroscience. 相似文献
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The current study examined the diagnostic decision‐making of school psychologists as a function of a student's disability and academic performance with three research questions using a randomly‐selected sample of school psychologists from the state of Texas. Results from the first research question indicated that school psychologists significantly differentiated between what diagnoses were considered most correct according to the DSM‐IV and what diagnoses would be in a child's best interest at school. Results from the second research question indicated that this differentiation in diagnostic decision‐making was present as significantly associated with academic performance. Results from the third and final research question indicated that school psychologists differed in their diagnostic decision‐making according to their perceptions about the particular disability. 相似文献