Underutilized Techniques and Underrepresented Samples in Educational Neuroscience Research: An Introduction to the Special Issue.
Saved in:
| Title: | Underutilized Techniques and Underrepresented Samples in Educational Neuroscience Research: An Introduction to the Special Issue. |
|---|---|
| Authors: | Martinez‐Lincoln, Amanda1 (AUTHOR) amanda.martinez-lincoln@vanderbilt.edu, Burgess, Andrea N.1 (AUTHOR), Cutting, Laurie E.1 (AUTHOR) |
| Source: | Mind, Brain & Education. Aug2024, Vol. 18 Issue 3, p288-294. 7p. |
| Subject Terms: | *Education research, Sampling (Process) |
| Abstract: | As the field of educational neuroscience continues to expand, novel neuroscientific methods are met with both exhilaration and concern. Further, students who experience the greatest educational disparities (e.g., students from diverse linguistic backgrounds) are often the least represented in educational research, calling into question the generalizability of results. The current special issue highlights the importance of the utilization of novel experimental methods and inclusion of underrepresented samples in educational neuroscience. In this introduction to the special issue, we emphasize the importance of these studies in moving the field forward. We also provide a review of the included studies, as well as summarize the implications of these included studies to in the field of educational neuroscience. In the introduction to the special issue, we outline the importance of highlighting studies that utilize novel experimental methods and include underrepresented samples in educational neuroscience. We also provide a brief review of each study included in the special issue. Lastly, we summarize the findings across the studies included in the special issue and discuss the implications of these findings in the field of educational neuroscience. [ABSTRACT FROM AUTHOR] |
| Copyright of Mind, Brain & Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | As the field of educational neuroscience continues to expand, novel neuroscientific methods are met with both exhilaration and concern. Further, students who experience the greatest educational disparities (e.g., students from diverse linguistic backgrounds) are often the least represented in educational research, calling into question the generalizability of results. The current special issue highlights the importance of the utilization of novel experimental methods and inclusion of underrepresented samples in educational neuroscience. In this introduction to the special issue, we emphasize the importance of these studies in moving the field forward. We also provide a review of the included studies, as well as summarize the implications of these included studies to in the field of educational neuroscience. In the introduction to the special issue, we outline the importance of highlighting studies that utilize novel experimental methods and include underrepresented samples in educational neuroscience. We also provide a brief review of each study included in the special issue. Lastly, we summarize the findings across the studies included in the special issue and discuss the implications of these findings in the field of educational neuroscience. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 17512271 |
| DOI: | 10.1111/mbe.12425 |
