Now showing 1 - 2 of 2
ItemOn the Irrelevance of Neuromyths to Teacher Effectiveness: Comparing Neuro-Literacy Levels Amongst Award-Winning and Non-award Winning TeachersHorvath, JC ; Donoghue, GM ; Horton, AJ ; Lodge, JM ; Hattie, JAC (FRONTIERS MEDIA SA, 2018-09-11)A number of studies have recently demonstrated a high level of belief in 'neuromyths' (fallacious arguments about the brain) amongst trainee and non-award winning educators. The authors of these studies infer this to mean that acceptance of these neuromyths has a negative impact on teaching effectiveness. In this study, we explored this assumption by assessing the prevalence of neuromyth acceptance amongst a group of internationally recognized, award-winning teachers and comparing this to previously published data with trainee and non-award winning teacher populations. Results revealed the acceptance of neuromyths to be nearly identical between these two groups, with the only difference occurring on 2 (out of 15) items. These findings suggest that one cannot make simple, unqualified arguments concerning the relationship between belief in neuromyths and teacher effectiveness. In fact, the idea that neuromyths negatively impact upon teaching might, itself, be a neuromyth.
ItemIntroduction: From the Laboratory to the Classroom: Translating Science of Learning for TeachersCooney Horvath, J ; LODGE, J ; Hattie, J ; Cooney Horvath, J ; Lodge, J ; Hattie, J (Routledge, 2017)We hope that the four primary goals of the Science of Learning field —determination of learning principles, correlation of learning principles with current practice, generation of novel practices, and elucidation of the biological processes of learning—suffuse this volume and not only serve as a source for validation and corroboration, but also inspire and empower the reader.