Neville D Clement
Biographic Data
| ID | 9339346 |
|---|---|
| NAME | Neville D Clement |
| GIVEN NAMES | Neville D |
| FAMILY NAME | Clement |
| SIGNATURE | CLEMENT N D |
| AFFILIATIONS | Newcastle University |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 0 |
Neuroscience and Education
The burgeoning knowledge of the human brain generated by the proliferation of new brain imaging technology from in recent decades has posed questions about the potential for this new knowledge of neural processing to be translated into “usable knowledge” that teachers can employ in their practical curriculum work. The application of the findings of neuroscience to education has met a mixed reception, with some questioning its relevance for educat…
The pedagogical imperative of values education
Recent research has exposed the potential of quality teaching to exercise a positive influence on student achievement. Extending beyond surface and factual learning, quality teaching has posited conceptions of ‘intellectual depth’, ‘communicative competence’ and ‘self‐reflection’ as being central to effective learning. Implicit in these conceptions are values dimensions reflected in notions of positive relationships, the centrality of student wel…
No prominent works on this page.
The pedagogical imperative of values education
Recent research has exposed the potential of quality teaching to exercise a positive influence on student achievement. Extending beyond surface and factual learning, quality teaching has posited conceptions of ‘intellectual depth’, ‘communicative competence’ and ‘self‐reflection’ as being central to effective learning. Implicit in these conceptions are values dimensions reflected in notions of positive relationships, the centrality of student wel…
Neuroscience and Education
The burgeoning knowledge of the human brain generated by the proliferation of new brain imaging technology from in recent decades has posed questions about the potential for this new knowledge of neural processing to be translated into “usable knowledge” that teachers can employ in their practical curriculum work. The application of the findings of neuroscience to education has met a mixed reception, with some questioning its relevance for educat…
Curriculum (2 works) · Pedagogy (2 works) · Political science (2 works) · Psychology (2 works) · Sociology (2 works) · Centrality (1 work) · Cognitive science (1 work) · Computer Science (1 work) · Curriculum development (1 work) · Curriculum theory (1 work)