Beyond Learning About the Brain: A Situated Approach to Training Teachers in Mind, Brain, and Education

Lisa B. Carey, Jonathan Schmidt, Aila K. Dommestrup, Alison E. Pritchard, Maureen van Stone, Nancy Grasmick, E. Mark Mahone, Martha B. Denckla, Lisa A. Jacobson

Research output: Contribution to journalComment/debatepeer-review

1 Scopus citations


The field of Mind, Brain, and Education (MBE) has debated the strategies and merit of training teachers in principles of neuroscience. A previous study argued for groups of teachers to be trained as “educational engineers” capable of translating the work of cognitive neuroscientists and education researchers into practical application. While several teacher education programs currently offer MBE courses, we offer a program description of a “situated learning” model of MBE that brings teachers to a unique pediatric hospital with a focus on neurodevelopmental disabilities. The aims of the program are to train educational engineers capable of improving special education services through applications of MBE. Teachers participating in this program learn about neurodevelopment, behavior, models of scientific knowledge acquisition, as well as applications of educational law, policy, leadership, and instruction. This unique program may offer a way to develop competent educational engineers capable of improving education for students with disabilities.

Original languageEnglish (US)
Pages (from-to)200-208
Number of pages9
JournalMind, Brain, and Education
Issue number3
StatePublished - Aug 1 2020

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Education
  • Developmental and Educational Psychology
  • Cognitive Neuroscience


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