Educational Neuroscience: Translating Theory into Practice
Learning: Research and Practice Special Issue Call for Papers
Deadline: 31 December 2018
The fledgling field of educational neuroscience (EN) has matured in recent years, with proponents extolling its potential impact on educational practices. However, knowledge translation remains limited, with research efforts often having little direct impact on teacher training or classroom practice. Horvath, Lodge, & Hattie (2017) note the lack of a proper translation framework that bridges theory and practice. Theoretical advances have led to controlled laboratory experiments that have the potential to improve education, but translation into effective teaching and learning strategies that positively impact children in classrooms is largely absent from the field.
In this Special Issue of Learning: Research and Practice, we invite original empirical work, empirical review papers, and methodological papers that:
1) Promote an interdisciplinary approach to understanding the neural mechanisms of teaching and learning that includes a focus beyond cognitive development to unpacking possible correlations or causal relationships between brain functioning and education; and between education and broader environmental factors such as magnitude sense and perceptual factors in the development of numerical cognition;
2) Leverage multiple levels of data, both descriptive and inferential, to better understand and/or augment explanatory power for an integrated educational neuroscience perspective applied to teaching and learning; and
3) Demonstrate how EN can be informed though multiple theoretical lenses and data that includes cultural-historical, cognitive, behavioural, and biological levels.
Submissions addressing other issues pertinent to educational neuroscience or the field of Science of Learning will also be considered.
The purpose of this Special Issue is to begin the translation efforts necessary to design learning tools and interventions that maximize teacher competence and student learning. As a result, all papers will conclude with a section called Classroom Applications/Implications, where authors will concretely describe the implications for teacher education training and/or classroom practice.
In the first instance, authors are asked to submit a 150-word abstract in which they pitch their idea for a full paper submission. This should be submitted via e-mail to Azilawati Jamaludin.
Deadline: 30 September 2018.
Full paper submissions should be a maximum of 6000 words and should be submitted electronically via the journal’s online submission system, ScholarOne: here.
Deadline: 31 December 2018.
To read the full instructions for authors before submitting your paper online, click here.
Authors should indicate during the electronic submission steps that the submission is to be considered for the Special Issue on ‘Educational Neuroscience: Translating Theory into Practice’
For any questions or requests for feedback on abstract submissions, they should be sent to Azilawati Jamaludin.
- Special Issue Guest Editor: Azilawati Jamaludin, National Institute of Education, Nanyang Technological Institute, Singapore (email@example.com)
- Special Issue Guest Editor: James B Hale, Centre for Teaching Brain Literacy, USA
- Special Issue Guest Editor: Avishai Henik, Ben-Gurion University of the Negev, Israel