Tracey Tokuhama - Profile on Academia.edu (original) (raw)
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Concepts from neuroeducation, commonly referred in the popular press as "brain-based learnin... more Concepts from neuroeducation, commonly referred in the popular press as "brain-based learning," have been applied indiscreetly and inconsistently to classroom teaching practices for many years. While standards exist in neurology, psychology and pedagogy, there are no agreed upon standards in their intersection, neuroeducation, and a formal bridge linking the fields is missing. This study used grounded theory development to determine the parameters of the emerging neuroeducational field based on a meta-analysis of the literature over the past 30 years, which included over 2,200 documents. This research results in a new model for neuroeducation. The design of the new model was followed by a Delphi survey of 20 international experts from six different countries that further refined the model contents over several months of reflection. Finally, the revised model was compared to existing information sources, including popular press, peer review journals, academic publications, ...
Evaluating what Mind, Brain, and Education has taught us
ACCESS: Contemporary Issues in Education, 2020
The purpose of this study was to evaluate the current initiatives in the field of Mind, Brain, an... more The purpose of this study was to evaluate the current initiatives in the field of Mind, Brain, and Education (MBE) science that have potentially impacted the teaching-learning dynamic. Previous research, including a 2007-2008 International Delphi Panel on Mind, Brain, and Education, and a 2017 International Delphi Panel 10-year follow-up (Tokuhama-Espinosa) served as the primary source of review. The 2019-2020 survey sought to confirm the validity of the 2017 findings as well as to address additional components of teacher practices. Three-hundred and fifty-eight experts were invited to participate, and 112 actually completed the survey. These MBE, Educational Neuroscientists and Neuroeducators came from 30 different counties and were asked nine questions in which there was varying levels of consensus, suggesting a growing global consensus on teacher knowledge that should be incorporated into educator professional development. More research is needed on programs proclaiming to use Mi...
Evaluating what Mind, Brain, and Education has taught us
ACCESS: Contemporary Issues in Education, 2020
The purpose of this study was to evaluate the current initiatives in the field of Mind, Brain, an... more The purpose of this study was to evaluate the current initiatives in the field of Mind, Brain, and Education (MBE) science that have potentially impacted the teaching-learning dynamic. Previous research, including a 2007-2008 International Delphi Panel on Mind, Brain, and Education, and a 2017 International Delphi Panel 10-year follow-up (Tokuhama-Espinosa) served as the primary source of review. The 2019-2020 survey sought to confirm the validity of the 2017 findings as well as to address additional components of teacher practices. Three-hundred and fifty-eight experts were invited to participate, and 112 actually completed the survey. These MBE, Educational Neuroscientists and Neuroeducators came from 30 different counties and were asked nine questions in which there was varying levels of consensus, suggesting a growing global consensus on teacher knowledge that should be incorporated into educator professional development. More research is needed on programs proclaiming to use Mi...
The scientifically substantiated art of teaching: A study in the development of standards in the new academic field of neuroeducation (mind, brain, and education science
Concepts from neuroeducation, commonly referred in the popular press as "brain-based learning," h... more Concepts from neuroeducation, commonly referred in the popular press as "brain-based learning," have been applied indiscreetly and inconsistently to classroom teaching practices for many years. While standards exist in neurology, psychology and pedagogy, there are no agreed upon standards in their intersection, neuroeducation, and a formal bridge linking the fields is missing. This study used grounded theory development to determine the parameters of the emerging neuroeducational field based on a meta-analysis of the literature over the past 30 years, which included over 2,200 documents. This research results in a new model for neuroeducation. The design of the new model was followed by a Delphi survey of 20 international experts from six different countries that further refined the model contents over several months of reflection. Finally, the revised model was compared to existing information sources, including popular press, peer review journals, academic publications, teacher training textbooks and the Internet, to determine to what extent standards in neuroeducation are met in the current literature. This study determined that standards in the emerging field, now labeled Mind, Brain, and Education: The Science of Teaching and Learning after the Delphi rounds, are the union of standards in the parent fields of neuroscience, psychology, and education. Additionally, the Delphi expert panel agreed upon the goals of the new discipline, its history, the thought leaders, and a model for judging quality information. The study culminated in a new model of the academic discipline of Mind, Brain, and Education science, which explains the tenets, principles and instructional guidelines supported by the meta-analysis of the literature and the Delphi response.
Concepts from neuroeducation, commonly referred in the popular press as "brain-based learnin... more Concepts from neuroeducation, commonly referred in the popular press as "brain-based learning," have been applied indiscreetly and inconsistently to classroom teaching practices for many years. While standards exist in neurology, psychology and pedagogy, there are no agreed upon standards in their intersection, neuroeducation, and a formal bridge linking the fields is missing. This study used grounded theory development to determine the parameters of the emerging neuroeducational field based on a meta-analysis of the literature over the past 30 years, which included over 2,200 documents. This research results in a new model for neuroeducation. The design of the new model was followed by a Delphi survey of 20 international experts from six different countries that further refined the model contents over several months of reflection. Finally, the revised model was compared to existing information sources, including popular press, peer review journals, academic publications, ...
Evaluating what Mind, Brain, and Education has taught us
ACCESS: Contemporary Issues in Education, 2020
The purpose of this study was to evaluate the current initiatives in the field of Mind, Brain, an... more The purpose of this study was to evaluate the current initiatives in the field of Mind, Brain, and Education (MBE) science that have potentially impacted the teaching-learning dynamic. Previous research, including a 2007-2008 International Delphi Panel on Mind, Brain, and Education, and a 2017 International Delphi Panel 10-year follow-up (Tokuhama-Espinosa) served as the primary source of review. The 2019-2020 survey sought to confirm the validity of the 2017 findings as well as to address additional components of teacher practices. Three-hundred and fifty-eight experts were invited to participate, and 112 actually completed the survey. These MBE, Educational Neuroscientists and Neuroeducators came from 30 different counties and were asked nine questions in which there was varying levels of consensus, suggesting a growing global consensus on teacher knowledge that should be incorporated into educator professional development. More research is needed on programs proclaiming to use Mi...
Evaluating what Mind, Brain, and Education has taught us
ACCESS: Contemporary Issues in Education, 2020
The purpose of this study was to evaluate the current initiatives in the field of Mind, Brain, an... more The purpose of this study was to evaluate the current initiatives in the field of Mind, Brain, and Education (MBE) science that have potentially impacted the teaching-learning dynamic. Previous research, including a 2007-2008 International Delphi Panel on Mind, Brain, and Education, and a 2017 International Delphi Panel 10-year follow-up (Tokuhama-Espinosa) served as the primary source of review. The 2019-2020 survey sought to confirm the validity of the 2017 findings as well as to address additional components of teacher practices. Three-hundred and fifty-eight experts were invited to participate, and 112 actually completed the survey. These MBE, Educational Neuroscientists and Neuroeducators came from 30 different counties and were asked nine questions in which there was varying levels of consensus, suggesting a growing global consensus on teacher knowledge that should be incorporated into educator professional development. More research is needed on programs proclaiming to use Mi...
The scientifically substantiated art of teaching: A study in the development of standards in the new academic field of neuroeducation (mind, brain, and education science
Concepts from neuroeducation, commonly referred in the popular press as "brain-based learning," h... more Concepts from neuroeducation, commonly referred in the popular press as "brain-based learning," have been applied indiscreetly and inconsistently to classroom teaching practices for many years. While standards exist in neurology, psychology and pedagogy, there are no agreed upon standards in their intersection, neuroeducation, and a formal bridge linking the fields is missing. This study used grounded theory development to determine the parameters of the emerging neuroeducational field based on a meta-analysis of the literature over the past 30 years, which included over 2,200 documents. This research results in a new model for neuroeducation. The design of the new model was followed by a Delphi survey of 20 international experts from six different countries that further refined the model contents over several months of reflection. Finally, the revised model was compared to existing information sources, including popular press, peer review journals, academic publications, teacher training textbooks and the Internet, to determine to what extent standards in neuroeducation are met in the current literature. This study determined that standards in the emerging field, now labeled Mind, Brain, and Education: The Science of Teaching and Learning after the Delphi rounds, are the union of standards in the parent fields of neuroscience, psychology, and education. Additionally, the Delphi expert panel agreed upon the goals of the new discipline, its history, the thought leaders, and a model for judging quality information. The study culminated in a new model of the academic discipline of Mind, Brain, and Education science, which explains the tenets, principles and instructional guidelines supported by the meta-analysis of the literature and the Delphi response.