Mind Brain and Education

Scope & Guideline

Unlocking Potential: Where Science Meets Learning

Introduction

Delve into the academic richness of Mind Brain and Education with our guidelines, detailing its aims and scope. Our resource identifies emerging and trending topics paving the way for new academic progress. We also provide insights into declining or waning topics, helping you stay informed about changing research landscapes. Evaluate highly cited topics and recent publications within these guidelines to align your work with influential scholarly trends.
LanguageEnglish
ISSN1751-2271
PublisherWILEY
Support Open AccessNo
CountryUnited Kingdom
TypeJournal
Convergefrom 2008 to 2024
AbbreviationMIND BRAIN EDUC / Mind Brain Educ.
Frequency4 issues/year
Time To First Decision-
Time To Acceptance-
Acceptance Rate-
Home Page-
Address111 RIVER ST, HOBOKEN 07030-5774, NJ

Aims and Scopes

The journal 'Mind Brain and Education' serves as a multidisciplinary platform that bridges the gap between neuroscience, psychology, and education. Its primary aim is to enhance educational practices through a deep understanding of cognitive processes and brain function. The journal focuses on empirical research, theoretical frameworks, and practical applications that contribute to the field of educational neuroscience.
  1. Educational Neuroscience Integration:
    The journal emphasizes the integration of neuroscience findings with educational practices, exploring how insights from brain research can improve teaching methodologies and learning outcomes.
  2. Cognitive Development and Learning:
    Research on cognitive processes, including executive functions, attention, and memory, is a core focus, particularly how these processes influence learning across various age groups.
  3. Teacher Training and Professional Development:
    A significant aim is to inform and improve teacher training programs by providing evidence-based strategies and addressing common misconceptions (neuromyths) about the brain and learning.
  4. Impact of Environment on Learning:
    The journal explores how environmental factors, including socio-economic status and classroom design, affect cognitive development and educational outcomes.
  5. Mindfulness and Well-being in Education:
    Research on the role of mindfulness practices and socio-emotional well-being in educational contexts is increasingly prominent, highlighting their importance for both teachers and students.
Recent publications indicate the emergence of several key themes that reflect current trends in educational neuroscience. These themes highlight the journal's responsiveness to contemporary issues in education and cognitive research.
  1. Mindfulness and Mental Health:
    An increasing number of studies focus on the impact of mindfulness practices on both student and teacher well-being, particularly in the context of post-pandemic educational environments.
  2. Technology and Learning:
    There is a growing interest in exploring the role of technology in education, including mobile neuroimaging and digital interventions that support learning outcomes.
  3. Collaborative Research Practices:
    The trend towards collaboration between researchers and educators is gaining momentum, emphasizing the importance of partnership in research translation and the practical application of findings in classroom settings.
  4. Social-Emotional Learning (SEL):
    Research on the integration of social-emotional learning into educational frameworks is becoming increasingly prominent, reflecting a broader understanding of the factors that contribute to student success.
  5. Cognitive Load and Learning Environments:
    Emerging studies are investigating how cognitive load theory can inform classroom design and instructional strategies, aiming to optimize learning experiences for diverse student populations.

Declining or Waning

While the journal continues to explore a wide range of topics, certain themes have shown a decline in prominence over recent years. This shift may reflect evolving educational needs and changing research priorities within the field.
  1. Neuromyths and Misconceptions:
    Although initially a focal point to debunk common neuromyths among educators, the frequency of publications specifically addressing these misconceptions has decreased, as the field matures and educators become more informed.
  2. Basic Neuroscience Research:
    There appears to be a waning emphasis on purely basic neuroscience studies without direct educational implications, as the journal increasingly prioritizes research that connects neuroscience to practical educational applications.
  3. Overemphasis on Individual Differences:
    Research centered exclusively on individual differences in cognitive abilities, while still relevant, is less frequently addressed as the journal shifts towards more holistic and systemic approaches to educational neuroscience.

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