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Direct linkWalker, Zachary; Hale, James B.; Annabel Chen, Shen-Hsing; Poon, Kenneth – Learning: Research and Practice, 2019
The potential of educational neuroscience in teacher training and continuing professional development has been debated extensively, yet knowledge translation is largely absent in this field. Without objective methods for translating and disseminating educational neuroscience evidence, the impact of training on educators and the children they serve…
Descriptors: Teaching Methods, Neurosciences, Teacher Education, Educational Needs
Henning, Elizabeth – Perspectives in Education, 2013
This article about the discourse of pedagogy as related to child cognition in mathematics addresses the issue of what constitutes the main disciplinary content and the pedagogical content knowledge (PCK) of foundation-phase teachers. I argue that, unless child cognition itself is the primary disciplinary content of foundation-phase teacher's…
Descriptors: Discourse Analysis, Interviews, Workshops, Mathematics
Sabol, F. Robert – Arts Education Policy Review, 2013
The field of education in the United States is in a period of unprecedented change. Educators in all disciplines are challenged to understand and respond to the waves of reform sweeping over the national education landscape. Linking these reforms to meaningful outcomes that will produce more rigorous and effective measures of quality and…
Descriptors: Educational Change, Art Education, Educational Policy, Advocacy
