Overview

This book provides tools for thinking about how professional and pre-professional educators and policymakers might use research findings to improve learning and teaching in the classroom. It discusses prerequisites such as adopting an empirical perspective, building a knowledge base for evidence-informed models, strengthening scientific literacy (for example, understanding research designs, the nature of control groups, and statistical and practical significance), and developing neuroscientific literacy (for example, understanding methodologies and levels of analysis, and whether and how neuroscience evidence can be integrated with other knowledge sources). It advocates for educator models of learning, development, and teaching informed by a deeper understanding of using research evidence in critical, principled ways, supported through teacher training programs and education policies that value the use of scientific evidence. Accessibly summarizing foundational concepts, this book is a resource for student teachers, teacher developers, and policymakers.

Full Product Details

Author:   Donna Coch ,  David Daniel
Publisher:   Brill
Imprint:   Brill
Volume:   1
Weight:   0.001kg
ISBN:  

9789004735309

ISBN 10:   9004735305
Pages:   100
Publication Date:   26 June 2025
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Preface List of Figures About the Authors Introduction: IBE Science of Teaching and Learning Series Overview: Using Scientific Evidence in Education  1 What Is Scientific Literacy?  2 Why Is (Neuro)scientific Literacy Important in Education?  3 Introduction 1 Using Research Evidence: Concepts Relevant to Educators  1 Types of Research Studies  2 Other Factors to Consider in Research Design  3 Types of Publications and Sources of Information 2 Using Neuroscience Research Evidence: Concepts Relevant to Educators  1 Neurons  2 Levels of Analysis Issues  3 Select Human Developmental Neuroscience Methods: How They Work  4 Proof or Persuasion? The Power of Brain Images  5 Ecological Validity 3 Using Neuroscience Research in Education: The Fundamental Issue of “translation”  1 Engaging in Research: From Neuroscience Research to Teaching Practice  2 Engaging with Research: From Neuroscience Research to Knowledge Base on Learning and Development Conclusion References Index

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Author Information

Donna Coch, Ed.D., works at the intersection of development, mind, brain, and educational practice. Her lab uses neural and behavioral measures to explore the development of the reading brain from an interdisciplinary perspective. Donna facilitates teacher workshops and teaches courses on the development of reading, atypical developmental pathways, and using research evidence in education. David B. Daniel, Ph.D., works at the intersection of science and educational practice, as well as policy. He served as the founding managing editor of the interdisciplinary journal Mind, Brain, and Education for over a decade. David has been internationally recognized throughout his career for his work translating scientific findings to educational practice, and vice versa.

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