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Direct linkCathy Jane Rogers; Victoria C. P. Knowland; Ari Vitikainen; Patrick Gondwe; Michael S. C. Thomas – International Review of Education, 2025
A "mind, brain and education" (MBE) approach applies the best evidence regarding how people learn to real classroom settings. Much of the work in the field to date has involved child learners, but MBE is increasingly turning to the study of adult education, supported by a growing understanding of how adults and children differ in their…
Descriptors: Psychological Patterns, Cognitive Processes, Brain, Womens Education
Jamaludin, Azilawati; Wei Loong, David Hung; Xuan, Lim Pei – Learning: Research and Practice, 2019
Learning is a complex phenomenon where a learner constitutes a system operating at neural, physiological, cognitive and social levels, with interactions between and across processes and levels, effecting neural to cognitive to social levels and vice versa. In tracing historical paradigms, theories of learning have been traditionally fragmented in…
Descriptors: Neurosciences, Educational Research, Brain Hemisphere Functions, Cognitive Processes
Hald, Lea A.; de Nooijer, Jacqueline; van Gog, Tamara; Bekkering, Harold – Educational Psychology Review, 2016
The aim of this review is to consider how current vocabulary training methods could be optimized by considering recent scientific insights in how the brain represents conceptual knowledge. We outline the findings from several methods of vocabulary training. In each case, we consider how taking an embodied cognition perspective could impact word…
Descriptors: Vocabulary Development, Reading Instruction, Teaching Methods, Evidence Based Practice
Riley, Benjamin – Educational Leadership, 2017
Riley asserts that some findings of cognitive science conflict with key principles of personalized learning--that students should control the content of their learning and that they should control the pace of their learning. A personalized approach is in conflict with the cognitive science principle that committing key facts in a discipline to…
Descriptors: Individualized Instruction, Learner Controlled Instruction, Cognitive Processes, Cognitive Science
McGill, Ryan J.; Styck, Kara M.; Palomares, Ronald S.; Hass, Michael R. – Learning Disability Quarterly, 2016
As a result of the upcoming Federal reauthorization of the Individuals With Disabilities Education Improvement Act (IDEA), practitioners and researchers have begun vigorously debating what constitutes evidence-based assessment for the identification of specific learning disability (SLD). This debate has resulted in strong support for a method that…
Descriptors: Learning Disabilities, Disability Identification, Disabilities, Federal Legislation
Burns, Matthew K. – Communique, 2016
The current national implementation of response-to-intervention frameworks has intensified the debate regarding underlying causes of student deficits and how to best assess and intervene for them. If cognitive measures are useful to intervention planning, then experimental research should be able to demonstrate that use of cognitively focused…
Descriptors: Cognitive Processes, Response to Intervention, Outcomes of Education, Evidence Based Practice
Kroeze, Kevin; Hyatt, Keith; Lambert, Chuck – Journal of Interactive Learning Research, 2015
As part of the No Child Left behind Act of 2001 and the Individuals with Disabilities Education Improvement Act of 2004, schools are called upon to provide students with academic instruction using scientific, research-based methods whenever possible. One of these supposed research-based methods is a program by the name of Brain Gym®. Brain Gym® is…
Descriptors: Brain, Program Effectiveness, Instructional Effectiveness, Evidence Based Practice
Lee, Eunbae; Hannafin, Michael J. – Educational Technology Research and Development, 2016
Student-centered learning (SCL) identifies students as the owners of their learning. While SCL is increasingly discussed in K-12 and higher education, researchers and practitioners lack current and comprehensive framework to design, develop, and implement SCL. We examine the implications of theory and research-based evidence to inform those who…
Descriptors: Student Centered Learning, Learner Engagement, Elementary Secondary Education, Higher Education
