Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/19452
Title: 
Authors: 
Issue Date: 
2017
Publisher: 
National Institute of Education (Singapore)
Series/Report no.: 
NIE Working Paper Series;10
Abstract: 
This working paper addresses the potential of educational neuroscience
in educator training and continuing professional development. The
authors offer four critical factors regarding the utility of educational
neuroscience for educators. First, the foundations and history of
professional educator development in educational neuroscience are
considered. Second, a review of existing teacher educator training
programs purported to represent neuroscience approaches is
considered. Third, a review of the empirical learning science literature is
considered. Fourth, a rationale for including more intensive brain literacy
training for educators is provided by comparing the impact standard
teaching practices and brain literate teaching practices have on children.
Finally, five recommendations for the development of brain literacy in
Singapore are offered for administrators and policymakers to guide
future policy and practice decisions.
Description: 
This working paper has been published in a journal. Please refer to: Zachary Walker, James B. Hale, Shen-Hsing Annabel Chen & Kenneth Poon (2019) Brain literacy empowers educators to meet diverse learner needs, Learning: Research and Practice, 5:2, 174-188, DOI: 10.1080/23735082.2019.1674910
URI: 
DOI: 
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File Availability: 
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Appears in Collections:NIE Working Paper Series

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