Working memory training in school A new study suggests that positive effects on learning may take time to emerge by Annie Brookman-Byrne / July 1, 2020
Teaching from a distance How teachers can support their students during the COVID-19 outbreak by Annie Brookman-Byrne / April 2, 2020
Working between the laboratory and the classroom Researchers need to adapt to the everyday life of schools by Jessica Massonnié / January 31, 2020
“Learning how to learn is the core of what we have to teach our students” Teacher Patrick Poscio devised a system to help students understand their own learning patterns and use that awareness to learn better Interview by Caroline Smrstik Gentner / December 6, 2019
How to bust educational neuromyths? Emphasise what works Neuromyths are seductive for good reasons: they tend to address teachers’ needs by Jessica Massonnié / November 4, 2019
Teachers learn about neuroscience The more teachers understand, the more they can analyse their own practice as well as information presented to them from elsewhere by Annie Brookman-Byrne / October 17, 2019
Supporting school teachers Why are teachers leaving the profession, and what can be done to keep them? by Annie Brookman-Byrne / October 10, 2019
Promoting teacher autonomy Educators want evidence and tools, not strict instructions by Annie Brookman-Byrne / September 12, 2019
Paying attention to what doesn’t work in the classroom If the Science of Learning is to effectively inform teaching and policy, researchers also need to point out ineffective approaches by Daniel Ansari / August 7, 2019
Fighting for educational neuroscience Anyone seeking to improve education should be asking how they can learn from those outside their immediate discipline by Annie Brookman-Byrne / July 12, 2019
School-based advocates for evidence Can school ‘Research Leads’ improve education? by Annie Brookman-Byrne / June 25, 2019
Who’s in the “Learning Zone”? Conversations between the lab and the classroom are a two-way street by Geneviève Allaire-Duquette / May 29, 2019
