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Hachem et al. Time: 8:1 # 8 Educational Neuroscience Professional Development

to the interviews occurring at the end of the school year when DATA AVAILABILITY STATEMENT
many teachers are exhausted, may have contributed to the low
number of participants in the interviews, contrary to our original The datasets presented in this article are not readily available
expectations when designing the study. Another limitation of this because they include potentially identifiable interview data.
study, common in qualitative studies, is that we were not able Requests to access the datasets should be directed to the
to ensure that there no other experience or previous knowledge corresponding author.
of topics affected their experiences. Finally, it is possible that
teachers who chose to participate in the study represent those
who were more interested in the topic or who found it valuable. ETHICS STATEMENT
Consequently, those who did not value the PD or who did not
find it valuable may have chosen not to participate and were not The studies involving human participants were reviewed and
represented. Relatedly, this was an area of special interest to the approved by the University of Calgary Conjoint Faculties
principal of the school, who initiated the research project, so it Research Ethics Board. The participants provided their written
may not have represented the interests of all participants. informed consent to participate in this study.
There is support for the role of cognitive educational
neuroscience; however, it requires continued research to continue
to refine our understanding on specific areas that are transferable AUTHOR CONTRIBUTIONS
and to understand which information and strategies are actually
effective in classrooms (Perry et al., 2021). Without this MH completed the first round of coding, analyzed the data,
nuanced understanding, educators may apply strategies that are extracted the main themes, and prepared the drafts of the
ineffective in real classrooms, even if they have demonstrated manuscript. KD and GW completed the second round of coding.
efficacy in research settings. Future collaborative programs which GW designed and implemented the study, supervised the work,
provide a means of collaboration between scientists and teacher verified the methods and findings, and revised the first and final
educators will help translate and disseminate neuroscience and draft of the manuscript. KD contributed to the revisions of the
neuropsychological findings to broader audiences of educators, manuscript. All authors discussed the results, contributed to the
who have the capacity to support large numbers of students by final manuscript before the submission, and read and agreed to
applying this knowledge in their classrooms. Future research the published version of the manuscript.
can increase the directness of researcher-teacher collaboration by
directly engaging with teachers rather than using administrators
as intermediaries. Interdisciplinary work can also support the FUNDING
translation of this knowledge to improve outcomes for students,
while decreasing misinformation and increasing judiciously This research was funded by the University Research Grants
applied knowledge in school settings. Committee Seed Grant 1054295.

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Frontiers in Education | www.frontiersin.org 8 May 2022 | Volume 7 | Article 912827