Randomised Controlled Trial (RCT)
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Neuroscientific insight can boost learning: neuro-fact or neuro-fiction?
Earlier this year, Professor Michael Thomas and colleagues compiled an Annual Research Review for the JCPP, highlighting the contributions that neuroscience can make to understanding learning and classroom teaching. Here, we summarise their main findings, the current challenges to the field and the future of educational neuroscience.
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JCPP Editorial: Volume 56, Issue 06, June 2015
“Attention-deficit/hyperactivity disorder: a continuing challenge to researchers, practitioners and carers” by Klaus-Peter Lesch
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