Monday, 30 October 2017

Third post on BOLD blog - randomised control trials

My latest blog post has appeared on the BOLD blog, on the topic of randomised control trials (RCT) in education. In this post I introduce the concept of an RCT in the classroom, and consider the challenges of this approach.

You can read the post here.

My first post, an introduction to educational neuroscience, can be found here, and my second post on neuromyths in education can be found here.

Monday, 16 October 2017

EARLI SIG 22 Neuroscience and Education conference

The fifth biennial EARLI SIG22 Neuroscience and Education conference will take place from Monday 4th to Wednesday 6th June 2018, in central London hosted by the Wellcome Trust.

I am very excited to be on the organising committee for this conference, and we have a really exciting programme planned. Keynotes include Paul Howard-Jones, Heidi Johansen-Berg, and Robert Plomin. We have also planned plenty of time for discussion of new ideas and issues in the field.

We have just opened up abstract submission for poster presentations, which will be open until 8th January 2018.

Find out more about the call for abstracts and the conference here.

Second post on BOLD blog - neuromyths in education

My latest blog post for the BOLD blog is now live, and the topic this time is neuromyths in education. What exactly are neuromyths and what impact might they have in the classroom?

Read the post here, and my first post for BOLD, an introduction to educational neuroscience, here.

Tuesday, 3 October 2017

New book: "Neuroscience for teachers"

Neuroscience for Teachers: Applying research evidence from brain science is a new book from Richard Churches, Eleanor Dommett, and Ian Devonshire. I was lucky enough to read and review the book before publication, and here are my comments:

"Neuroscience for Teachers provides a comprehensive, up-to-date introduction to the key issues, debates, challenges, methods and research findings in the field of educational neuroscience. It is written accessibly and contains everything that a teacher needs to know about neuroscience, describing where this knowledge comes from. Most fascinating are the tips given to teachers, which are very clearly drawn from the evidence base as it currently stands. This has the added bonus of making Neuroscience for Teachers a useful resource for researchers who carry out related work but may be stumped when considering how their work impacts upon education.

Whether the reader is a teacher or a scientist, they will come away with a deep understanding of the educational neuroscience knowledge base, how we got there, and how we might use this information in the classroom."