共查询到20条相似文献，搜索用时 500 毫秒
1.
Usha Goswami 《Mind, Brain, and Education》2009,3(3):176-184
Neuroscience has the potential to make some very exciting contributions to education and pedagogy. However, it is important to ask whether the insights from neuroscience studies can provide "usable knowledge" for educators. With respect to literacy, for example, current neuroimaging methods allow us to ask research questions about how the brain develops networks of neurons specialized for the act of reading and how literacy is organized in the brain of a reader with developmental dyslexia. Yet quite how these findings can translate to the classroom remains unclear. One of the most exciting possibilities is that neuroscience could deliver "biomarkers" that could identify children with learning difficulties very early in development. In this review, I will illustrate how the field of mind, brain, and education might develop biomarkers by combining educational, cognitive, and neuroscience research paradigms. I will argue that all three kinds of research are necessary to provide usable knowledge for education. 相似文献
2.
Richard Aldrich 《History of education》2013,42(3):396-410
This article has two purposes. The first is to bring current developments in neuroscience, including educational neuroscience, to the attention of historians of education. The second is to demonstrate how historians of education, in common with philosophers, psychologists and sociologists, can contribute to this new field. Education has replaced natural selection in human evolution. Symbolic representations, speech, memory, writing, printing, screen-based communications and various mood-changing activities have shaped and are continuing to shape the human brain. It is argued here that by taking a longer historical perspective and recognising the brain as a palimpsest or kluge, historians of education can help to explain the limitations of neuroplasticity and some of the fundamental problems that beset formal educational systems. Just as education needs to be afforded a more central role in the history of human evolution, so the brain needs to be given a more central role in the history of education. 相似文献
3.
David Moore 《British Journal of Special Education》2001,28(3):138-141
Sensory training, based on the latest research findings in neuroscience and perceptual psychology, is beginning to make a significant impact on practice in the treatment of language impairments. This training has three novel aims: the stimuli are designed to engage and develop specific brain processing modules; the training task difficulty is dynamically modulated, leading to the most efficient learning for an individual; and the tasks are presented as highly motivating computer games to encourage the long periods of training that result in optimal learning. The published results are impressive, with improvements averaging two years in language age following four weeks of intensive training. In this article, David Moore, Professor of Auditory Neuroscience at the University Laboratory of Physiology in Oxford and Chief Technology Officer for Mind Weavers Ltd at the Oxford Centre for Innovation, explores the research leading to these initiatives. While the mechanisms of the training remain controversial, it seems likely that, in the future, automated training of this type will make a major impact on practice in special education and in many other fields. 相似文献
4.
Roy McConkey 《British Journal of Special Education》2002,29(1):3-8
The 2001 Gulliford Lecture was given by Professor Roy McConkey, of the University of Ulster. In this article, based on his lecture, Roy McConkey reflects on some of the themes in Ron Gulliford's work from the 1960s. These themes still seem relevant to our work with pupils and students with special educational needs today. Roy McConkey focuses, in particular, on collaboration between practitioners from different professional backgrounds. He invites the reader to reflect on some of the strengths of current practice and to consider the ways in which these initiatives might be taken forward. This article closes with a set of strategies that could be used to develop innovative, holistic, inter-agency approaches in future. 相似文献
5.
Inclusive education: a critical perspective 总被引：6，自引：0，他引：6
Geoff Lindsay 《British Journal of Special Education》2003,30(1):3-12
The Gulliford Lecture 2002 was given by Professor Geoff Lindsay, Director of the Centre for Educational Development, Appraisal and Research (CEDAR) at the University of Warwick. Professor Lindsay's lecture, on which this paper is based, addressed a number of key topics, including the development of inclusion and inclusive practices; models of special educational needs and disability; and the values that underpin our thinking about these matters. Basing his argument on the research evidence, Professor Lindsay provides a searching critique of prevailing notions about inclusion and of current approaches to research. His conclusions will be of interest to everyone concerned with the education of children and young people with special educational needs. 相似文献
6.
Richard Aldrich 《Paedagogica Historica: International Journal of the History of Education》2014,50(6):852-860
Following a short introduction this article is divided into three main sections. The first provides definitions and brief histories of the nature-nurture debate and of neuroscience. The second section shows how in recent decades neuroscientific research has impacted on the debate with particular reference to our understanding of human intelligence and IQ. The third section examines findings from futurology and transhumanism. The article concludes that current developments in the neurosciences and in technology have rendered the traditional nature-nurture debate obsolete and that historians of education have a duty to engage in the shaping of possible, probable and preferable futures. 相似文献
7.
Jodi Tommerdahl 《牛津教育评论》2013,39(1):97-109
As the brain sciences make advances in our understanding of how the human brain functions, many educators are looking to findings from the neurosciences to inform classroom teaching methodologies. This paper takes the view that the neurosciences are an excellent source of knowledge regarding learning processes, but also provides a warning regarding the idea that findings from the laboratory can be directly transposed into the classroom. The article proposes a model of five levels which describe different types of knowledge that must all contribute to new teaching methodologies. These include the levels of neuroscience, cognitive neuroscience, psychology, educational theory and testing, and finally the classroom. 相似文献
8.
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
9.
On the Relevance of Research Findings in Cognitive Neuroscience to Educational Practice 总被引：1，自引：0，他引：1
In their target article, Byrnes and Fox (1998) argue that many of the recent findings from the field of cognitive neuroscience have particular importance for education. In our commentary, we lend support to their contention by reporting on some of our work that has potential relevance to the proposed interface between cognitive neuroscience and education. Specifically, we discuss the findings from several studies investigating the neuropsychology of intellectual giftedness, and sex differences in the brain, each of which suggest a unique functional organization that differentiates gifted from average ability adolescents, as well as males from females. We further propose that the translation of cognitive neuroscience findings into specialized classroom instructional methods which capitalize on the plasticity of the brain, as well as the apparent individual differences in its functional organization, may be the most significant challenge facing those in the front-lines of educational practice. 相似文献
10.
Jackie Ravet Justin H. G. Williams 《Educational research; a review for teachers and all concerned with progress in education》2017,59(1):1-16
Background: Knowledge about the brain has been growing rapidly since the 1990s as a result of developments in neuroscientific research linked to improvements in functional neuroimaging and other brain imaging technologies. As the brain is the ‘principal organ involved in learning’ (1), it would seem reasonable to assume that education should be one of the chief beneficiaries of this research, leading to advances in our understanding of how people learn, the development of new curricula and innovative teaching and learning approaches. However, the linkage between neuroscience and education has, historically, always been weak, and, we suggest, continues to be so, notwithstanding important research initiatives since the year 2000.Purpose: The purpose of this paper is to critically explore current theoretical understanding of joint neuroscientific and educational research, herein referred to as ‘neuroeducational’ research. There is a particular focus on a critique of the transdisciplinary model as applied in a study of imitation in learners with autism.Main argument and sources of evidence: The review of the literature in the first half of the paper identifies the key barriers to neuroeducational research, including neuromyths, lack of shared understanding, the problem of the translation of neuroscientific findings to schools and clashing research assumptions, methodologies and traditions. However, a model of transdisciplinarity is presented as a possible way forward. This model is tested in the second half of the paper against the experiences of the authors in conducting transdisciplinary research in autism and imitation in the secondary classroom. Here, we develop the concepts of ‘transfer affordances’, ‘transfer challenges’ and ‘transfer opportunities’ to structure our analysis of the various dimensions of the transdisciplinary research process. These new concepts are defined, and their relevance and utility explained.Conclusions: The main conclusion of the paper is that the transdisciplinary research process within neuroeducation is complex, far from fully understood and requires further mapping. It is proposed that the concepts of ‘transfer affordances’, ‘transfer challenges’ and ‘transfer opportunities’ are useful theoretical ideas in pursuit of this aim. 相似文献
11.
Developmental Brain Research With Participants From Underprivileged Communities: Strategies for Recruitment,Participation, and Retention 
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下载免费PDF全文 Assal Habibi Alissa Der Sarkissian Martha Gomez Beatriz Ilari 《Mind, Brain, and Education》2015,9(3):179-186
Challenges associated with recruitment and retention of participants from underprivileged social communities, in addition to neuroscience researchers' unfamiliarity with these communities, possibly explain the limited number of individuals from these communities who participate in neuroscience research studies. The consequence is a scarcity of data in this fast‐growing segment of the population. In particular, developmental research involving children from ethnic minorities has yet to catch up with the number of studies available for middle‐class White children (Flores et al., 2002). This underrepresentation can lead to disparities in health and social services for children from these communities, as well as to a nonrepresentative knowledge base of child neurodevelopment. Developing and utilizing innovative and culturally sensitive approaches to recruiting participants from underprivileged communities can maximize their participation in research, as behavioral researchers have known for some time. Here, based on our experience recruiting low‐socioeconomic status (SES) Latino children from Los Angeles, we offer strategies to improve recruitment, involvement, and retention. We have a special focus on techniques relevant to recruiting for neuroimaging, which is associated with new challenges not faced to the same degree in research historically. Better inclusion of underrepresented children in research can ultimately lead to the development and improvement of effective public polices to support their needs, ranging from education to health care. 相似文献
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13.
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
14.
Wim Hoppers 《Prospects》2008,38(3):377-391
This article explores the extent to which and how non-formal education (NFE) contributes to the development of a more diversified
basic education system and thus to the achievement of EFA. It outlines the current nature of NFE, the frameworks provided
by the EFA movement, and the evolution of reflection, policies and practices in NFE in relation to basic education as a whole.
Based on significant developments in various countries across the South, the article also discusses some key challenges that
ministries of education and their partners need to face in moving towards relevant and equitable diversity in education. The
article posits that, despite the many problems faced by NFE, there is justification for building on its experiences and integrating
these within a larger policy and systems framework that responds more effectively to needs and circumstances of children and
young people.
Wim Hoppers (Netherlands) is currently a consultant to ADEA and Visiting Professor at the Institute of International Education (IIE) at Stockholm University. He also holds an Honorary Professorship at the University of the Witwatersrand, Johannesburg. He obtained his PhD from the Institute of Education, University of London. He is a policy analyst and researcher in education and development, interested in education policy and planning, and comparative education, with a particular focus on the political economy of educational alternatives and issues of institutional development. Over time he has served as an academic and education adviser in East and Southern Africa and South-Asia. Between 1993 and 2003 he worked as a regional education adviser for the Netherlands Government Development Cooperation in Southern Africa, based in Harare and Pretoria. He has published widely on vocational education and work, and on policy issues in basic education development. 相似文献
| Wim HoppersEmail: |
Wim Hoppers (Netherlands) is currently a consultant to ADEA and Visiting Professor at the Institute of International Education (IIE) at Stockholm University. He also holds an Honorary Professorship at the University of the Witwatersrand, Johannesburg. He obtained his PhD from the Institute of Education, University of London. He is a policy analyst and researcher in education and development, interested in education policy and planning, and comparative education, with a particular focus on the political economy of educational alternatives and issues of institutional development. Over time he has served as an academic and education adviser in East and Southern Africa and South-Asia. Between 1993 and 2003 he worked as a regional education adviser for the Netherlands Government Development Cooperation in Southern Africa, based in Harare and Pretoria. He has published widely on vocational education and work, and on policy issues in basic education development. 相似文献
15.
Deborah Youdell 《British Journal of Sociology of Education》2017,38(8):1273-1287
This article makes a case for biosocial education as a field of research and as a potential framework for education practice. The article engages with sociology of education’s contemporary interests in embodiment and affect, the possibilities offered by concept studies, and uses of assemblage and complexity theory for thinking about educational phenomena. It also considers broader social science and political theory engagements with epigenetics and neuroscience. The article examines the legacy of the biology/sociology split and the risks, limits, and potentialities of degrounded collaborative trans-disciplinary biosocial research. It considers developments in biosciences that may have particular resonance and promise for education, in particular the epigenetics of care and stress and the metabolomics of diet. The article argues that sociology of education should engage with bioscience to interrogate the folding together of the social, cultural, biographical, pedagogic, political, affective, neurological, and biological in the interactive production of students and learning. 相似文献
16.
Kathleen A. J. Mohr Stephanie M. Juth Theresa L. Kohlmeier Kayleen E. Schreiber 《Early Childhood Education Journal》2018,46(1):11-20
The field of neuroscience is now providing research findings about how the bilingual brain functions that can be used to promote richer and more successful dual-language development. This article summarizes recent research, then provides practical applications for parents and teachers of emergent bilinguals. Key understandings about how the brain processes first and subsequent languages are translated into ways to enrich instruction and family-based language and literacy experiences. 相似文献
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18.
Graham Rodbard 《欧洲特需教育杂志》2013,28(3):221-230
Abstract The comparative study of education systems and processes is a greatly undervalued science. This report argues that there is much to be learned from the study of the Dutch system of special education in informing proposed developments in its UK counterpart. Despite inevitable cultural and evolutionary differences between the systems, careful study can potentially prevent the failings in one being replicated in the other. This is nowhere more relevant than in relation to the integration versus segregation debate. Though it is argued that Dutch constitutional law has severely handicapped developments in Dutch special education, particular practices such as the systematic approach to planning, the extensive use of negotiated contracts, the development of integrated support systems and the close association between research and provision seem to be most worthy of serious consideration within the context of a rapidly changing system of UK special education. 相似文献
19.
This article focuses on the radical changes taking place in skills development for work and life, and their implications for
the content of education and schooling. It examines skills development for employability and workforce education, with particular
reference to technical and vocational education and training (TVET). In turn, it is argued that the impact of these issues
upon the world of work will be reflected in those education reform initiatives that will become necessary to keep pace with
such institutionalized change.
This was a keynote presentation by Rupert Maclean at the APERA Conference and draws heavily on the chapter by Victor Ordonez
and Rupert Maclean ‘Seeking a New Education Paradigm for Teaching and Learning to Meet the Changing Needs of Education for
All and skills Development for Work and Life‘ in the book ‘Learning and Teaching for the Twenty-first Century: Festschrift
for Professor Phillip Hughes’, Rupert Maclean (Editor), Springer Academic Publishers (forthcoming). The authors thank UNESCO-UNVOC
consultant Professor David Wilson for his valuable inputs to this paper and to the keynote presentation. 相似文献