Brain literacy empowers educators to meet diverse learner needs

URI
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Type
Working Paper
Author
Walker, Zachary
•
Chen, Annabel Shen-Hsing
•
Poon, Kenneth K. 
•
Hale, James B.
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.
Date Issued
2017
Publisher
National Institute of Education (Singapore)
Series
NIE Working Paper Series; 10
DOI
10.1080/23735082.2019.1674910
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