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Why does the brain matter for education?
Br J Educ Psychol
December 2024
Centre for Educational Neuroscience, University of London, London, UK.
Background: The present special issue on mind, brain and education (educational neuroscience) contains four papers that employ a neuroscience-informed approach to educational phenomena, including dyslexia, academic self-concepts, bullying and the effect of mindset on learning.
Aim: This commentary positions the papers with respect to the goals and methods of educational neuroscience, placing them on a continuum of approaches from basic research to applied intervention.
Procedure: We argue that a focus on the brain matters for teachers because it increases understanding of how learning works and the factors that influence learning outcomes and student well-being without being reductionist.
What Drives Clinicians to Teach While Caring for Patients?
Acad Med
December 2024
V. Chopra is professor of medicine, Robert W. Schrier Chair of Medicine, Division of Hospital Medicine, Department of Medicine, University of Colorado School of Medicine, Aurora, Colorado; ORCID: http://orcid.org/0000-0001-8670-9376.
Past medical education scholarship has explored what to teach, how to teach it better, and the evaluation of what these efforts provide learners. Missing from this dialogue has been the question of what clinician-educators gain from teaching. In this Invited Commentary on Frija-Gruman and colleagues' article "Learning Through Teaching: How Physicians Learn Medicine in Authentic Clinical Contexts," the authors go beyond how and what clinician-educators learn through teaching to what drives clinicians to teach while caring for patients.
View Article and Find Full Text PDFPsychometric Validation of LTiLE: A Critical Reflection.
J Homosex
November 2024
Department of Elementary School Teacher Education, Universitas Sebelas Maret, Surakarta, Indonesia.
This commentary critically examines the psychometric validation of the "LGBTIQ+ Themes in Literature Education" (LTiLE) scale, a tool developed by Ortega-Sánchez to measure attitudes toward integrating LGBTIQ+ themes in literature education. It highlights challenges in measuring these attitudes, and underscores the urgent need to address the implications of gender-based score disparities. The commentary advocates for a mixed-methods approach to enhance understanding and underscores the necessity for ongoing exploration of LGBTIQ+ representation in literature education, advocating for more inclusive pedagogical practices considering diverse perspectives.
View Article and Find Full Text PDFAssociation of University Teachers of General Practice to the Society of Academic Primary Care.
Br J Gen Pract
October 2024
Retired Professor of General Practice, University of Edinburgh, Edinburgh.
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