On the Irrelevance of Neuromyths to Teacher Effectiveness: Comparing Neuro-Literacy Levels Amongst Award-Winning and Non-award Winning Teachers
Jared Cooney Horvath, Gregory M Donoghue, Alex J Horton, Jason M Lodge, John AC Hattie
FRONTIERS IN PSYCHOLOGY | FRONTIERS MEDIA SA | Published : 2018
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 effectiveness. In this study, we explored this assumption by assessing the prevalence of neuromyth acceptance amongst a group of internationally recognized, award-winning teachers and comparing this to previously published data with trainee and non-award winning teacher populations. Results revealed the acceptance of neuromyths to be nearly identical between these two groups, with the only difference occu..View full abstract
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Awarded by ARC-SRI: Science of Learning Research Centre
This work was supported by ARC-SRI: Science of Learning Research Centre (Project No. SR120300015).