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Why The Brain Matters
A Teacher Explores Neuroscience. Corwin Ltd
Educational neuroscience is one of the most hotly debated areas of research and is often misrepresented with grand claims for what it means for teaching and learning. Is each side of the brain responsible for different types of mental activity? Can listening to Mozart improve long-term brain function? Can neuroscience help with reading, or student motivation? In this book, teacher, education consultant and researcher Jon Tibke fact-checks prevailing 'neuromyths' by shining a light on what scientific research is truly relevant for the classroom and exploring the current limits of our understanding. Evidence-informed and complemented by thought-provoking practical tasks, this book will challenge readers to think critically about the human body's most complex organ.
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What Reviewers Are Saying
'At a time when teachers are being encouraged to seek simple answers from out-of-date cognitive psychology, or encouraged to jump on the latest bandwagon by an ever-growing number of snake-oil salespeople, it is deeply refreshing to read a book that takes a critical but positive stance on the relationship between neuroscience and education. Jon Tibke's book offers just such a well-informed and accessibly-written account of what we know, what we don't know, and what it all means for teachers.
From imaging to neuroplasticity to smart drugs to memory to genetics, Jon Tibke offers concise discussions of key issues in neuroscience that are relevant - and of interest - to teachers as well as debunking pervasive neuro-myths. The glossaries at the end of each chapter are themselves extremely useful.
The book also make a great contribution to teachers' research literacy and would make a valuable contribution to professional development libraries.' -- Viv Ellis 'Many books based on arcane PhD research read like books based on arcane PhD research. Tibke's is a delightful exception. Whilst its roots are indeed steeped in a solid evidence-base, and he certainly doesn't sidestep the crucial debates, it is a beautifully-written and accessible book - respectful of the field's technical complexities and terminology yet jargon-free in its elucidation, ambitious in its scope yet modest in its claims, simultaneously coolly detached and warmly empathetic, unashamedly on the side of the hard-pressed teacher yet wisely non-ideological and disinterested (in the best and traditional sense of the word). In short, this is a state-of-an-evolving-art summary of a ferociously complex and still immature subject - the brain and its implications for educators. Written by a true educator, certain chapters in particular (eg chapter 4 on the neuromyths) should be required reading for all educational policy-makers and teachers.' -- Dr Barry Hymer * University of Cumbria *