Educational Neuroscience Claims in Classroom Practice: A Field Study of What Teachers Adopt

Abstract

There is real interest in educational neuroscience claims in classroom practice right now, and real uncertainty about exactly
where it delivers the most value. We pull together the current evidence for educational neuroscience claims in classroom practice,
covering the methodological, practical, regulatory and cost angles, with an eye on where practice has genuinely settled and where
researchers and reviewers are still largely working it out for themselves. Selective, context-specific pursuit looks better supported
by the evidence gathered here than either broad rollout or blanket avoidance