On the Irrelevance of Neuromyths to Teacher Effectiveness: Comparing Neuro-Literacy Levels Amongst Award-Winning and Non-award Winning Teachers

A number of studies have recently demonstrated a high level of belief in ‘neuromyths’ (fallacious arguments about the brain) amongst trainee and non-award winning educators. The authors of these studies infer this to mean that acceptance of these neuromyths has a negative impact on teaching effectiv...

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Detalles Bibliográficos
Autores principales: Horvath, Jared Cooney, Donoghue, Gregory M., Horton, Alex J., Lodge, Jason M., Hattie, John A. C.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2018
Materias:
Psychology
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6142030/
https://www.ncbi.nlm.nih.gov/pubmed/30271361
http://dx.doi.org/10.3389/fpsyg.2018.01666

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6142030/
https://www.ncbi.nlm.nih.gov/pubmed/30271361
http://dx.doi.org/10.3389/fpsyg.2018.01666

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