English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Being a pedagogue with over twenty years’ experience in training teachers, I have lately been attracted by ideas bridging the growing gap between neurological and psychological research findings and their practical application in schools. For instance, Tokuhama-Espinosa (2010) points out that current findings in brain research have limited connection with actual educational practice. The outcomes of research on learning processes are insufficiently projected in teacher training programmes. Curriculum documents and teaching materials copy the discourse specific to educational policy in the country of origin and development. The consequence of the insufficient links between basic and applied research in the field is a growing gap between those who generate research outcomes and those who are supposed to integrate the outcomes in applied education and subsequently bring them to life in educational practice. The reason for this gap is straightforward: it is immensely important, though extremely demanding, to “translate” the outcomes of complex neurological and psychological research so that they are applicable in real classroom settings. Researchers’ attitudes are frequently that their work ends once the research findings have been presented. Here, the question arises as to who should rise to the challenge of becoming the mediator or transmitter in the process of incorporating research findings in pedagogical practice. At present, the response to this situation is manifested in the pursuit of interdisciplinary links between psychological and pedagogical (in fact, psychodidactic) discourse. For instance, a group of experts in the

From dynamic assessment of cognitive abilities to educational interventions: Trends in cognitive education