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The Science of Microteaching and Learning: An Exploratory Study 微格教学科学:一项探索性研究
4区 教育学
Mind Brain and Education Pub Date : 2023-10-25 DOI: 10.1111/mbe.12389
Paul Howard‐Jones, Annabel Scott, Carolina Gordillo
{"title":"The Science of Microteaching and Learning: An Exploratory Study","authors":"Paul Howard‐Jones, Annabel Scott, Carolina Gordillo","doi":"10.1111/mbe.12389","DOIUrl":"https://doi.org/10.1111/mbe.12389","url":null,"abstract":"ABSTRACT The teaching‐learning relationship in online microteaching was explored using mixed methods. Adults ( N = 40) alternated roles of “teacher” and “student” during a 15‐min language learning session. Video analysis using a context‐specific framework based on the science of learning revealed diversity in teaching approaches. Multiple regression revealed teaching behaviors that had been reasoned to build and consolidate knowledge contributed to learning but behaviors that had been reasoned to engage the student appeared to have a negative impact. No relationship was found between learning and participants' teaching experience (which was chiefly teaching second languages to children). Results demonstrate the complexity of teaching and its irreducibility to a set of prescriptive behaviors. They also suggest that a process‐based context‐specific analysis of online microteaching can provide a “bridging” tool for researchers and practitioners to address fundamental questions about teaching and so develop a “science of teaching”.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135113963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Connecting Reading Research on with Educational Practice and Policy 阅读与教育实践、教育政策的衔接研究
4区 教育学
Mind Brain and Education Pub Date : 2023-10-18 DOI: 10.1111/mbe.12385
Lauren H. Supplee
{"title":"Connecting Reading Research on with Educational Practice and Policy","authors":"Lauren H. Supplee","doi":"10.1111/mbe.12385","DOIUrl":"https://doi.org/10.1111/mbe.12385","url":null,"abstract":"Abstract There is a well‐known gap between research and practice. While there are investments in some strategies to address this gap, they are often not drawing from the existing research on how to improve research use. This article shares what we understand about the many ways research is used in education, why educators may use research, and under what conditions research is used in policy and practice. If scientists understand the levers that support research use, they may be able to create research that is more useful to decision‐makers and share that research through effective strategies such as using boundary spanners, individuals who straddle both the research and practice worlds. The article concludes by sharing some examples of promising strategies to improve the use of research in education such as research–practice partnerships.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135883080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Executive Function, Academic Skills, and Learning Disabilities: Integrative Commentary 执行功能，学术技能和学习障碍:综合评论
4区 教育学
Mind Brain and Education Pub Date : 2023-10-18 DOI: 10.1111/mbe.12387
Nicole Landi
{"title":"Executive Function, Academic Skills, and Learning Disabilities: Integrative Commentary","authors":"Nicole Landi","doi":"10.1111/mbe.12387","DOIUrl":"https://doi.org/10.1111/mbe.12387","url":null,"abstract":"ABSTRACT This special issue of Mind, Brain, and Education includes articles on the role of executive functions (EFs) in academic skills and learning disabilities, a commentary on the construct of EF and the neurobiology of reading, and a commentary on connecting research to practice. These products are the result of a weeklong TDF (The Dyslexia Foundation) conference in Bermuda, during the summer of 2022. Each paper in the second half of this issue considers EFs from a different perspective or relates them to a different academic skill or outcome (e.g., reading, math, response to intervention). In this commentary, I discuss how consideration of EFs improves our understanding of individual differences in academic skills and learning disabilities, such as reading disability (RD) and math disability (MD). I also discuss the implications of the reported findings and ideas for improving future research, practice, and policy.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135883215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Retraction 收缩
4区 教育学
Mind Brain and Education Pub Date : 2023-10-16 DOI: 10.1111/mbe.12392
{"title":"Retraction","authors":"","doi":"10.1111/mbe.12392","DOIUrl":"https://doi.org/10.1111/mbe.12392","url":null,"abstract":"Abstract Nurbaeva , D. M. , Abylkassymova , A. E. , Nurmukhamedova , Z. M. , Erzhenbek , B . ( 2023 ) “” Mind, Brain, and Education ( https://onlinelibrary.wiley.com/doi/10.1111/mbe.12349 ). The above article, published online on 28 January 2023 in Wiley Online Library ( wileyonlinelibrary.com ), has been retracted by agreement between the journal Editor, Paul Matusz, and Wiley Periodicals LLC. Following publication, investigation by the Editor and the publisher revealed concerns about the validity of the data. The peer review process was found to be compromised and the authors were not able to provide underlying data to support the conclusions. As a result, the findings reported in the article are not considered reliable. The authors did not respond when informed about the decision to retract.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136112673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Retraction 收缩
4区 教育学
Mind Brain and Education Pub Date : 2023-10-15 DOI: 10.1111/mbe.12391
{"title":"Retraction","authors":"","doi":"10.1111/mbe.12391","DOIUrl":"https://doi.org/10.1111/mbe.12391","url":null,"abstract":"Abstract Sadvakassova , N. , Karmanova , Z. , Bobrova , V . ( 2022 ) “” Mind, Brain, and Education ( https://onlinelibrary.wiley.com/doi/10.1111/mbe.12345 ). The above article, published online on 12 December 2022 in Wiley Online Library ( wileyonlinelibrary.com ), has been retracted by agreement between the journal Editor, Paul Matusz, and Wiley Periodicals LLC. Following publication, concerns were raised by a third party. Further investigation by the Editor and the publisher revealed concerns about the validity of the data. The peer review process was found to be compromised and the authors were not able to provide underlying data to support the conclusions. As a result, the findings reported in the article are not considered reliable. The authors did not respond when informed about the decision to retract.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135758483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Arithmetic in the Bilingual Brain: Language of Learning and Language Experience Effects on Simple Arithmetic in Children and Adults 双语大脑中的算术:学习语言和语言经验对儿童和成人简单算术的影响
4区 教育学
Mind Brain and Education Pub Date : 2023-10-13 DOI: 10.1111/mbe.12386
Vanessa R. Cerda, Nicole Y. Wicha
{"title":"Arithmetic in the Bilingual Brain: Language of Learning and Language Experience Effects on Simple Arithmetic in Children and Adults","authors":"Vanessa R. Cerda, Nicole Y. Wicha","doi":"10.1111/mbe.12386","DOIUrl":"https://doi.org/10.1111/mbe.12386","url":null,"abstract":"ABSTRACT In 2020, 21.5% of US preschoolers spoke a language other than English at home. These children transition into English‐speaking classrooms in different ways, often handling foundational concepts in two languages. Critically, some knowledge may be dependent on the language of learning. For instance, both bilingual children and adults typically prefer, and exhibit higher performance on arithmetic in the language in which they learned math (LA+) compared with their other language (LA−). The typical interpretation is that arithmetic facts are accessed from memory more efficiently or solely in LA+. However, recent research suggests that bilingual arithmetic is not restricted to one language in memory, and that language experience plays an important role in performance. Moreover, evidence suggests children and adults process arithmetic fundamentally differently. Thus, bilingual arithmetic memory may manifest differently across the life span. This review outlines evidence to date at the intersection between the brain basis of bilingualism, arithmetic processing, and development.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135917897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Individual Differences in Inhibitory Control Relate to Neural Efficiency During Reading 阅读时抑制控制的个体差异与神经效率有关
4区 教育学
Mind Brain and Education Pub Date : 2023-10-10 DOI: 10.1111/mbe.12382
Brianna L. Yamasaki, Chantel S. Prat
{"title":"Individual Differences in Inhibitory Control Relate to Neural Efficiency During Reading","authors":"Brianna L. Yamasaki, Chantel S. Prat","doi":"10.1111/mbe.12382","DOIUrl":"https://doi.org/10.1111/mbe.12382","url":null,"abstract":"Abstract Neural efficiency, adaptability, and synchronization, or the ability to recruit, dynamically modulate, and coordinate neural resources on an “as needed” basis, have been proposed as hallmarks of skilled reading. The current study explored the relation between these aspects of neural functioning during reading, as measured by electroencephalography (EEG), and individual differences in inhibitory control, as measured by performance on the Simon task. Wireless 16‐channel EEG headsets were used to record eyes‐closed resting‐state EEG and EEG during reading (recorded while participants completed a reading comprehension test). Results from 140 participants showed a significant correlation between inhibitory control and neural efficiency in the theta frequency band within the right posterior region‐of‐interest, but no significant correlations with neural adaptability or synchronization. Given the established relation between theta‐based activity and linguistic processes, this finding suggests that readers with better inhibitory control demonstrate more efficient use of their language network while reading.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136294055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Understanding the Interplay Between Executive Functions and Reading Development: A Challenge for Researchers and Practitioners Alike 理解执行功能和阅读发展之间的相互作用:对研究人员和实践者的挑战
4区 教育学
Mind Brain and Education Pub Date : 2023-10-02 DOI: 10.1111/mbe.12384
Jason D. Yeatman
{"title":"Understanding the Interplay Between Executive Functions and Reading Development: A Challenge for Researchers and Practitioners Alike","authors":"Jason D. Yeatman","doi":"10.1111/mbe.12384","DOIUrl":"https://doi.org/10.1111/mbe.12384","url":null,"abstract":"ABSTRACT In June of 2022, The Dyslexia Foundation (TDF) organized a convening of dyslexia researchers and practitioners around the topic of executive functions. There was consensus on the importance of executive functions for reading development. However, the difficulty of defining, measuring, and training executive functions emerged as a challenge for researchers and practitioners alike. This special issue presents a collection of articles that survey different perspectives, define the current knowledge base, highlight challenges and inconsistencies in research, and chart a path towards a more nuanced understanding of the role of executive functions in reading and dyslexia.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135899843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Behavioral and Neurobiological Relationships between Executive Function and Reading: A Review of Current and Preliminary Findings 执行功能与阅读之间的行为和神经生物学关系:当前和初步研究综述
4区 教育学
Mind Brain and Education Pub Date : 2023-09-20 DOI: 10.1111/mbe.12378
Andrea N. Burgess, Laurie E. Cutting
{"title":"The Behavioral and Neurobiological Relationships between Executive Function and Reading: A Review of Current and Preliminary Findings","authors":"Andrea N. Burgess, Laurie E. Cutting","doi":"10.1111/mbe.12378","DOIUrl":"https://doi.org/10.1111/mbe.12378","url":null,"abstract":"ABSTRACT Despite decades of prior research, the mechanisms of skilled reading development remain elusive. Numerous studies have identified word recognition and oral language ability as key components to explain later reading comprehension performance. However, these components alone do not fully explain differences in reading achievement. There is ongoing work exploring other cognitive processes important for reading, such as the set of skills encompassed in the domain‐general concept of executive function (EF). Here, we summarize our work on the behavioral and neurobiological connections between EF and reading and present preliminary neuroimaging findings from ongoing work. Together, these studies suggest (1) that EF plays a supportive and perhaps indirect role in reading achievement and (2) that EF‐related brain regions interface with the reading and language networks. While further work is needed to dissect the specifics of how EF interacts with reading, these studies begin to reveal the complex role that EF plays in reading development.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136308254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Home Enrichment Is Associated with Visual Working Memory Function in Preschoolers 家庭充实对学龄前儿童视觉工作记忆功能的影响
4区 教育学
Mind Brain and Education Pub Date : 2023-09-20 DOI: 10.1111/mbe.12383
Christina Davidson, Line Caes, Yee Lee Shing, Courtney McKay, Eva Rafetseder, Sobanawartiny Wijeakumar
{"title":"Home Enrichment Is Associated with Visual Working Memory Function in Preschoolers","authors":"Christina Davidson, Line Caes, Yee Lee Shing, Courtney McKay, Eva Rafetseder, Sobanawartiny Wijeakumar","doi":"10.1111/mbe.12383","DOIUrl":"https://doi.org/10.1111/mbe.12383","url":null,"abstract":"Abstract Home enrichment plays an important role in shaping children's development. In the current study, we inquired whether home enrichment was associated with pre‐schoolers' visual working memory (VWM) function, a critical cognitive system necessary for maintaining information for short periods of time. Home enrichment was assessed using an adapted version of the Home Observation Measurement of the Environment Interview. VWM behavior and brain function were collected as children engaged with a color change detection task. Home enrichment was associated with right‐lateralized fronto‐parietal engagement. Specifically, greater home enrichment was linked to increased activation in the right angular gyrus, important for working memory maintenance, and suppression in the right inferior frontal gyrus (rIFG), important for re‐orienting attention to distracting events. Critically, home enrichment‐related rIFG suppression was linked to better VWM performance. This work sheds light on potential mechanism(s) through which enrichment in homes might be involved with cognitive function during the preschool years.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136265050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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