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Mind, Brain, and Education: A Case Study of Student Perceptions of an Interdisciplinary Graduate Program

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dc.contributor.advisorClaire Hamilton
dc.contributor.advisorJ. Kevin Nugent
dc.contributor.advisorMatthew Davidson
dc.contributor.authorLees, Martha C
dc.contributor.departmentUniversity of Massachusetts Amherst
dc.date2023-09-23 9:43:00
dc.date.accessioned2024-04-26T15:58:14Z
dc.date.available2024-04-26T15:58:14Z
dc.date.issued2014
dc.date.submittedFebruary
dc.date.submitted2014
dc.description.abstractAdvances in developmental and neuroscience research, calls for educational reform, and an emphasis on interdisciplinarity have generated interest in how science might inform educational practice and policy, resulting in the emerging field of mind, brain, and education (MBE). A primary goal of the field is to connect the cognitive and developmental sciences, biology, and education to develop a scientific grounding for educational practice and policy. Interdisciplinary MBE graduate programs seek to train a new generation of interdisciplinary researchers and practitioners. The purpose of this case study is to investigate students’ perceptions of their experiences developing interdisciplinary understanding in an MBE graduate program; how these perceptions vary based on student characteristics; and, to explore student perceptions of the potential and limitations of MBE to address educational problems. The findings suggest students gain interdisciplinary knowledge and skills in the program; are able to synthesize and produce integrative understandings to apply to problems in education; and, that the MBE program positively affects their appreciation for interdisciplinary research and their readiness to collaborate on interdisciplinary research. The results suggest students perceive the diversity of the knowledge, skills, and backgrounds of the cohort and participation in a lab/research experience are among the most supportive aspects of their experience in interdisciplinary learning and understanding, as well as in their future interdisciplinary work. Students leave having thought critically about a wide variety of tensions, uncertainties, and power imbalances in the interdisciplinary work of MBE and feel prepared to participate in collaborative research and begin the slow, and significant, process of change to improve education. The study is unique in exploring student perceptions of an MBE program and contributes to the literature on students’ development of interdisciplinary understanding and on educators’ beliefs about the potential of MBE to influence educational practice and policy. The study offers insight to institutions and individuals interested in developing interdisciplinary programs to advance the field of MBE and address some of the complex issues facing education today.
dc.description.degreeDoctor of Education (EdD)
dc.description.departmentEducation
dc.identifier.doihttps://doi.org/10.7275/5756609.0
dc.identifier.orcidN/A
dc.identifier.urihttps://hdl.handle.net/20.500.14394/19091
dc.relation.urlhttps://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1189&context=dissertations_2&unstamped=1
dc.source.statuspublished
dc.subjectinterdisciplinary
dc.subjectmind brain and education
dc.subjecteducational neuroscience
dc.subjectgraduate program
dc.subjectteacher education
dc.subjecteducation reform
dc.subjectHigher Education and Teaching
dc.titleMind, Brain, and Education: A Case Study of Student Perceptions of an Interdisciplinary Graduate Program
dc.typeopenaccess
dc.typedissertation
digcom.contributor.authorisAuthorOfPublication|email:martha.c.lees@gmail.com|institution:University of Massachusetts Amherst|Lees, Martha C
digcom.identifierdissertations_2/273
digcom.identifier.contextkey5756609
digcom.identifier.submissionpathdissertations_2/273
dspace.entity.typePublication
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