Educators’ Views on the Role of Neuroscience in Education: Findings From a Study of UK and International Perspectives

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Neuromythologies in education (2008, background): “To gather some data about these issues, Pickering and Howard-Jones (2007) surveyed nearly 200 teachers either attending an education and brain conference in the UK (one brain based, the other academic) or contributing to an OECD website internationally.”
Neuroethics, Neuroeducation, and Classroom Teaching: Where the Brain Sciences Meet Pedagogy (2012, background): “Given all of these issues, it is no wonder that teachers (perhaps overzealously) expect neuroscience research to inform what they do as practitioners [17].”
Neuromyths in education: what is fact and what is fiction for Portuguese teachers? (2013, background): “The teachers’ views on the relationship between neuroscience and education have already been studied (e.g. Howard-Jones et al. 2009; Pickering and Howard-Jones 2007).”
Neuromyths among Teachers and Student Teachers. (2015, unknown): “Because teachers seem to consider brain functioning to be relevant within the educational context (Pickering & Howard-Jones, 2007), several authors have pointed out the relevance of including basic training in research and cognitive neuroscience in the teacher training curriculum (Ansari & Coch,…”