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Author/Practitioner Biographies
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Catherine Ayoub |
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Catherine
Ayoub is a developmental and licensed counseling psychologist
with research and practice interests in the impact of childhood
trauma across the life span, and the development and implementation
of prevention and intervention systems to combat risk and
promote resilience with emphasis on young children. Her
present research centers on the developmental consequences
and emotional adjustment of children who have experienced
child maltreatment (including child sexual abuse and Munchausen
by Proxy), chronic illness, difficult parental divorce,
and witnessed domestic violence. Ayoub leads ongoing research
in prevention and intervention systems for young at-risk
children, including leadership in a current evaluation
of children and families in Early Head Start and families
with depression. She also directs several research projects,
including a developmental study of maltreated children
and their parents, a study of Munchausen by Proxy families,
and a project that explores the impact of conflicted divorce
and family violence on children. Along with Michael Nakkula,
Ayoub directs HGSE's master's program in Risk and Prevention.
Ayoub also holds an appointment at Harvard Medical School
and is senior staff at the Law and Psychiatry Service at
Massachusetts General Hospital, where she serves as a forensic
mental health expert for children and adults involved with
the legal system.
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Online biography & bibliography: http://hugse9.harvard.edu/gsedata/Resource_pkg.profile?vperson_id=230
Freely available online articles:
Ayoub, C., Pan, B. A., Guinee,
K., & Russell, C. L. (2001, April). Relationships between family
characteristics and young children’s language and socio-emotional
development in families eligible for Early Head Start.
Biennial meeting of the Society for Research in Child Development,
Minneapolis, MN.
Project Web sites:
Early Head Start Research
and Evaluation Project
Mind, Brain, and Education conference paper: Developmental
Pathways |
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John
T. Bruer |
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Online
biography: http://www.jsmf.org/about/jbio.htm
Online bibliography: http://www.jsmf.org/about/jpubs.htm
Freely available online articles:
Bruer, J. T. (2002). Avoiding
the pediatrician's error: How neuroscientists can help educators
(and themselves). Nature Neuroscience, 5(Suppl), 1031-1033.
Bruer, J. T. (1999). In search of...brain-based
education. Phi Delta Kappan, 80, 648.
Project Web sites:
James S. McDonnell Foundation
Mind, Brain, and Education conference paper: Cognitive
Models Matter: The Methodological Priority of Psychology
in Cognitive Neuroscience
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Jennifer Chidsey |
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Jennifer Chidsey started her work at Ross
School as the Dean of Science and was promoted to Director
of Curriculum and Assessment in 2003. The fields of science
and education have been intertwined throughout her career,
which includes positions teaching grades 4 through graduate
school at public and private institutions. After earning a
B.S. in biology and a science teaching certification from Northwestern
University, she completed graduate studies in critical and
creative thinking at the University of Massachusetts in Boston
and in geoscience at the University of Iowa. She is currently
finishing her Ph.D. in science education, also at the University
of Iowa. Her dissertation research gave her the opportunity
to work closely with elementary-school teachers who were involved
in science reform in their schools. In addition to being a
science teacher Chidsey has also held positions such as Curator
in Science Education at the Louisiana State University Museum
of Natural Science, Graduate Program Instructor for Informal
Science Education and Science Methods, Dean of Students for
the Exploration Summer Programs, and Director of Education
at the Iowa City Science.
Mind, Brain, and Education conference paper:
The Ross School
- Convergence of the Ross Spiral Curriculum and Mind/Brain Research(
Jennifer L. Chidsey, Bruce Stewart, & Tom Liao) |
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Antonio Damasio |
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Antonio
Damasio is the Van Allen Distinguished Professor and head of
the department of neurology at the University of Iowa Medical
Center and is an adjunct professor at the Salk Institute in
La Jolla, California. The recipient of numerous awards (including
the Ipsen Prize and, most recently, the Nonino Prize from Italy),
Damasio is a member of the Institute of Medicine of the National
Academy of Sciences and a fellow of the American Academy of
Arts and Sciences. Damasio’s first two books, Descartes’ Error:
Emotion, Reason, and the Human Brain, and The Feeling of What
Happens: Body and Emotion in the Making of Consciousness are
translated and taught in universities worldwide. His book Looking
for Spinoza: Joy, Sorrow, and the Feeling Brain was published
by Harcourt (New York) in 2003 and to date it has been translated
in French, German, Italian, Portuguese, Dutch, and Swedish.
Damasio has elucidated critical problems in the fundamental
neuroscience of mind and behavior, at the level of large-scale
systems in humans, although his investigations have also encompassed
parkinsonism and Alzheimer's disease. His contributions have
had a major influence on our understanding of the neural basis
of decision-making, emotion, language, and memory. The laboratories
that he and Hanna Damasio created at the University of Iowa
are a leading center for the investigation of cognition using
both the lesion method and functional imaging. Damasio was
born in Portugal. He received both his MD and his doctorate
from the University of Lisbon, and began his research in cognitive
neuroscience with the late Norman Geschwind. (Damasio photo
credit: Christian Steiner) |
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Kurt Fischer |
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Kurt Fischer is a student of human development from birth through
adulthood. His work focuses on the organization of behavior
and the ways it changes, especially cognitive development,
social behavior, emotions, and brain bases. His approach,
called dynamic skill theory, provides a framework for combining
the many organismic and environmental factors that create
the rich variety of development and learning across and
within people, including both cultural and individual variation.
His research analyzes change and variation in diverse domains,
including problem-solving and co-construction in school
settings, concepts of self in relationships, cultural contributions
to social-cognitive development, early reading skills,
emotions, child abuse, and brain development. Before coming
to Harvard, Fischer was a professor of psychology at the
University of Denver. He has also been a visiting professor
or scholar at the University of Geneva (Switzerland), the
University of Pennsylvania, the University of Groningen
(Netherlands), Nanjing Normal University (China), and the
Center for Advanced Study in the Behavioral Sciences (Stanford).
Primary research directions include dynamic growth modeling,
analysis of microdevelopmental change in real-life learning
situations, emotional pathways to psychopathology, brain
bases of cognitive change, and pedagogical implications
of knowledge about development of cognition, emotion, and
brain. Cultural research focuses on development of emotions
and self in diverse nations, including China, Korea, and
the United States. Fischer is the author of 10 books or
monographs and more than 200 scientific articles.
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Online biography & bibliography:
http://hugse9.harvard.edu/gsedata/Resource_pkg.profile?vperson_id=335
http://www.gse.harvard.edu/~ddl/publication.htm
Freely available online articles:
Fischer, K. W. & Rose,
L. T. (2001). Webs
of skill: How students learn. Educational Leadership,
59(3), 6-12.
Fischer, K. W., & Immordino-Yang, M.
H. (2002). Cognitive
development and education: From dynamic general structure
to specific learning and teaching.
Project Web sites:
Dynamic
Development Laboratory
Video:
Skill
Theory and Cognitive Development
Mind, Brain, and Education conference paper:
Cognitive Development and Learning: Analyzing the Building
of Skills in Classrooms and Neural Systems
(If you get a message that says "Error reading linearized hint data" click
here) |
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John
D.E. Gabrieli |
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Online biography: http://gablab.stanford.edu/people/gabrieli/cv.htm
Online bibliography: http://gablab.stanford.edu/publications.htm
Freely available online articles:
Canli, T. D., John E. Zuo Zhao Gabrieli, John D.E. (2002). Sex
differences in the neural basis of emotional memories. Proceedings
of the National Academy of Sciences of the United States
of America, 99(16), 10789-10794.
Canli, T., Zhao, Z., Brewer, J., Gabrieli, J. D. E., & Cahill,
L. (2000). Event-related activation
in the human amygdala associates with later memory for
individual emotional experience. Journal of Neuroscience, 20(19),
RC99.
Project Web sites:
Gabrieli Cognitive Neuroscience
Laboratory
Mind, Brain, and Education conference paper:
Development of Emotions and Learning:
A Cognitive Neuroscience Perspective
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Howard Gardner |
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Howard
Gardner is
the John H. and Elisabeth A. Hobbs Professor of Cognition and
Education at the Harvard Graduate School of Education. He also
holds positions as Adjunct Professor of Psychology at Harvard
University, Adjunct Professor of Neurology at the Boston University
School of Medicine, and Senior Director of Harvard Project
Zero. Among numerous honors, Gardner received a MacArthur Prize
Fellowship in 1981. In 1990, he was the first American to receive
the University of Louisville’s Grawemeyer Award in Education
and in 2000 he received a Fellowship from the John S. Guggenheim
Memorial Foundation. He has received honorary degrees from
twenty colleges and universities, including institutions in
Ireland, Italy and Israel. In 2004 he was named an Honorary
Professor at East China Normal University in Shanghai. The
author of over twenty books translated into twenty-three languages,
and several hundred articles, Gardner is best known in educational
circles for his theory of multiple intelligences, a critique
of the notion that there exists but a single human intelligence
that can be assessed by standard psychometric instruments.
During the past two decades, he and colleagues at Project Zero
have been working on the design of performance-based assessments;
education for understanding; the use of multiple intelligences
to achieve more personalized curriculum, instruction, and assessment;
and the nature of interdisciplinary efforts in education. In
recent years, in collaboration with psychologists Mihaly Csikszentmihalyi
and William Damon, Gardner has embarked on a study of GoodWork—work
that is at once excellent in quality and also socially responsible.
The GoodWork Project includes studies of outstanding leaders
in several professions--among them journalism, law, science,
medicine, theater, and philanthropy-- as well as examination
of exemplary institutions and organizations. In 2001, Basic
Books published Good Work: When Excellence and Ethics Meet,
the first book to issue from Gardner and colleagues’ current
research study. Other recent books are The Disciplined Mind:
Beyond Facts and Standardized Tests, the K-12 Education that
Every Child Deserves (Penguin Books, 2000) and Intelligence
Reframed: Multiple Intelligences for the 21st Century (Basic
Books, 1999). In 2004, two new books have been published: Changing
Minds: The Art and Science of Changing our Own and Other People’s
Minds and Making Good: How Young People Cope with Moral Dilemmas
at Work (with Wendy Fischman, Becca Solomon, and Deborah Greenspan).
(Gardner photo credit: Jay Gardner) |
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Online biography: http://hugse9.harvard.edu/gsedata/Resource_pkg.profile?vperson_id=316
Online bibliography: http://www.pz.harvard.edu/PIs/HGpubs.htm
Freely available online articles:
Boix-Mansilla, V. & Gardner, H. (n.d.) Assessing
Interdisciplinary Work at the Frontier. An empirical exploration of 'symptoms
of quality.'
Project Web sites:
The
GoodWork Project: Interdisciplinary Study
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Paul
van Geert |
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Online
biography & bibliography: click here
Freely available online articles: Not
available
Project websites: Not
available
Video:
Dynamic Modeling
of Mind, Brain, and Education Relationships
Mind, Brain, and Education conference papers:
Dynamic
systems theory: a tool for understanding development and
education
Model
of learning and teaching Instructions
Model
of learning and teaching (MS Excel Document)
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Usha
Goswami |
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Usha Goswami is Professor of Education at
the University of Cambridge and a Fellow of St John's College,
Cambridge. She is currently engaged in setting up a Centre
for Neuroscience in Education at the Faculty.
Prior to moving to Cambridge in January 2003, she was Professor
of Cognitive Developmental Psychology at the Institute of
Child Health, University College London. She received her
Ph.D. from the University of Oxford in 1987, her topic was
reading and spelling by analogy. Her current research examines
relations between phonology and reading, with special reference
to rhyme and analogy in reading acquisition, and rhyme processing
in dyslexic and deaf children's reading. A major focus of
the research is cross-linguistic. Current research projects
include cross-language studies of the impact of deficits
in auditory temporal processing on reading development and
developmental dyslexia, neuroimaging studies of the neural
networks underpinning reading in good and poor deaf adult
readers, studies of reading development and its precursors
in deaf children with cochlear implants, and a set of projects
are based around lexical statistics, investigating the impact
of 'neighbourhood relations' (similarity relations such as
rhyme) in phonological and orthographic processing in different
languages.
Usha Goswami has received a number of career awards, including
the British Psychology Society Spearman Medal (awarded for
early career research excellence), the Norman Geschwind-Rodin
Prize (a Swedish award for research excellence in the field
of dyslexia), and Fellowships from the National Academy of
Education (USA) and the Alexander von Humboldt Foundation
(Germany). She advised on the National Curriculum and the
National Literacy Project, and was one of the three UK members
of the Managing Committee of the European Concerted Action
on Learning Disorders as a Barrier to Human Development (COST-A8).
She is a member of the Neurosciences and Mental Health Board
of the Medical Research Council, and of the Cross Board Group
of the Medical Research Council. She is also Editor of Applied
Psycholinguistics, and is on the editorial boards of Journal
of Experimental Child Psychology, Reading and Writing, Reading
Research Quarterly, Dyslexia, Journal of Child Psychology
and Psychiatry, Cognitive Development and Developmental Science.
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Online biography & bibliography:
http://www.educ.cam.ac.uk/staff/goswami.html
Freely available online articles:
Goswami, U., Thomson, J., Richardson, U., Stainthrop, R., Hughes, D., Rosen,
S. and Scott, S.K. (2002). Amplitude
envelope onsets and developmental dyslexia: A new hypothesis. Proceedings
of the National Academy of Sciences of the United States of America, 99,
10911-10916.
Goswami, U. (2004). Neuroscience and education.
British Journal of Educational Psychology, 74, 1-14.
Project Web sites:
http://www.educ.cam.ac.uk/sites.html
Mind, Brain, and Education conference paper: Acquiring
Language and Literacy: Cross-Language Considerations and
Phonological Awareness
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Robert Kahn |
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Robert Kahn is Director of Landmark School’s
Elementary Middle School. Mr. Kahn began teaching at Landmark
in 1972 and joined the faculty fulltime in 1974. In 1979, he
and his wife Mary relocated to Wolfville, Nova Scotia and founded
Landmark East, modeled after Landmark in Massachusetts. The
school grew from from six original students to more than 70
in its first five years. In 1983, the Kahns returned to the
U.S. where Rob became Dean of Students at Landmark’s
Lower School. In 1985, he was appointed Director of the Lower
School. His prior teaching positions include Reading, Language
Arts, and Mathematics, and he has also held Supervisory positions
in Reading and Language Arts. Mr. Kahn has his A.B. from Harvard,
M.S.Ed from Simmons, and is a Certified Special Education Administrator
in Massachusetts. |
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Tami
Katzir |
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Tami Katzir's research centers on reading
development and reading breakdown. Her interests revolve around
three connected areas: the first represents an effort to link
different developmental perspectives on the breakdown of written
language. The second attempts to connect converging lines of
research from brain imaging studies of reading to comparisons
of cognitive profiles of children with reading disabilities
in different languages. In her third area of interest, she
is committed to research that directly bridges the theoretical
and the applied; for example, the application of brain-based
theories of dyslexia in the design of intervention for reading-impaired
children. Taken together, this work incorporates a multidimensional
approach to the investigation of the underlying causes and
manifestations of dyslexia and to its prediction and intervention.
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Online biography & bibliography: http://hugse9.harvard.edu/gsedata/resource_pkg.profile?vperson_id=49494
Freely available online articles:
Wolf, M., & Katzir-Cohen, T. (2001). Reading
fluency and its intervention. Scientific Studies of Reading, 5(3), 211-239.
Project Web sites: Not
available
Video:
Applying Cognitive
Neuroscience to the Investigation of Developmental Dyslexia
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Tom Liao |
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Tom Liao earned his B.A. and M.S. in physics
at Brooklyn and Adelphi Colleges and then his Ed.D. in science
education at Teachers College (Columbia University). He has
published numerous books and articles on diverse topics including
computer literacy and integration. In his previous position,
he was chairperson of the department of technology at the College
of Engineering and Applied Sciences.
Mind, Brain, and Education conference paper:
The Ross School-Convergence
of the Ross Spiral Curriculum and Mind/Brain Research ( Jennifer L. Chidsey,
Bruce Stewart, & Tom Liao)
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Chris Murphy |
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Chris Murphy has spent his entire professional
life studying and educating people with language-based learning
disabilities. He has been Head of the High School at Landmark
School in Beverly, Massachusetts since 1990, where he has held
a variety of positions since 1977 including teacher, tutor,
academic case manager, and Academic Dean.
The mission of Landmark School is to educate and empower
people with language-based learning disabilities so that
they may reach their educational and social potential.
Mr. Murphy is experienced in curriculum evaluation and design,
teacher training, and has served as counselor to students
and families as they transition from high school. He has
also been a consultant to a number of private and public
schools, assisting them in developing strategic responses
to students with language-based learning disabilities. He
is a frequent presenter at seminars and workshops and an
adjunct lecturer in Special Education for Simmons College
in Boston, Massachusetts.
Mr. Murphy holds a Master of Arts degree in Rehabilitation
Counseling from Assumption College and is currently pursuing
his doctorate in Educational Leadership at the University
of Pennsylvania.
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Laura-Ann
Petitto |
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My basic research is concerned with uncovering
the biological mechanisms and environmental factors that together
determine how our species acquires language, as well as how
language is organized in the brain. Moving beyond the fact
that language is lateralized largely in the Left Hemisphere
of the human brain, I am deeply interested in uncovering what
is the precise neural basis of this Left Hemisphere language
specialization: Is this tissue dedicated to the production
and processing of sound and speech, per se, or to aspects of
the grammatical patterning that underlies all human language?
What happens to specific neural tissue for language both (i)
when it develops normally and (ii) when it develops in a-typical
ways (as in Dyslexia)? I am further fascinated by the question
of how bilingual language exposure impacts the brain's neural
circuitry for language, both in the developing bilingual children
and in adult bilinguals, including when is the optimal age
for bilingual language exposure. To answer these research questions,
I have used a number of innovative approaches, including (i)
Cognitive Neuroscience investigations using modern brain-scanning
techniques (fMRI, PET) of the neurological substrates in the
brain underlying monolingual and bilingual language representation
and use, (ii) studies of language acquisition in young monolingual
and bilingual children, as well as basic studies of how signed
languages are acquired in early life, specifically, American
Sign Language (ASL) and Langue des Signes Québécoise
(LSQ), and (iii) cross-species analyses of the extent to which
chimpanzees can (and cannot) master aspects of human language.
Based on these findings I have proposed an account of how language
is aquired that specifies the ways that genetic and environmental
factors interact to produce language in children, and I have
also articulated an hypothesis specifying the neural basis
of the human language capacity in the adult brain.
Educational Implications and "Bridging the Gap":
As a Professor in both The Department of Psychological and
Brain Sciences and The Department of Education at Dartmouth
College - as well as being the Chairman of Dartmouth's newly
revitalized Department of Education - I am fundamentally
committed to bridging the gap between the discovery of basic
research findings about young children's development and
their direct (yet principled) application to contemporary
educational policy and practice in the United States. See
Dartmouth's Department of Education web site for more information
about our exciting new directions. http://www.dartmouth.edu/~educ/
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Online biography: http://www.dartmouth.edu/~lpetitto/
Online bibliography:
http://www.dartmouth.edu/~lpetitto/#anchor1449021
http://www.ncela.gwu.edu/oela/summit/PetittoReferences.pdf
Freely available online articles:
Petitto, L. A. & Kovelman, I. (2003). The
Bilingual paradox: How signing-speaking bilingual children help us to resolve
bilingual issues and teach us about the brain’s mechanisms underlying
all language acquisition. Learning Languages, 8, 5-18.
Petitto, L. A., Katerelos, M., Levy, B.,
Gauna, K., Tétrault, K., & Ferraro, V. (2001). Bilingual
signed and spoken language acquisition from birth: Implications
for mechanisms underlying bilingual language acquisition.
Journal of Child Language,
28(2), 453-496.
Project Web sites:
Cognitive
Neuroscience Laboratory for Language & Child Development
Video:
The Acquisition of
Language
Mind, Brain, and Education conference paper: New
findings from Educational Neuroscience on Bilingual Brains,
Scientific Brains, and the Educated Mind |
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Robert Plomin |
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Robert
Plomin is MRC
Research Professor of Behavioral Genetics at the Institute
of Psychiatry in London and Deputy Director of the Social,
Genetic and Developmental Psychiatry Research Centre, which
he and Michael Rutter launched in 1994. The goal of the SGDP
Research Centre is to bring together genetic and environmental
research strategies to study behavioral development, a theme
that characterizes Plomin’s research. His current research
includes a study of 10,000 pairs of twins born in England during
1994-96 on developmental problems in language, cognition and
adjustment. Now that the twins are in the early school years,
his research has begun to focus on learning abilities and disabilities
and the implications of genetic research for education. Plomin’s
special interest is in harnessing the power of molecular genetics
to identify genes that affect complex dimensions and disorders
in order to advance our understanding of the developmental
interplay between genes and environment. He has published more
than 500 papers and is senior author of the major textbook
in the field (Behavioral Genetics, Worth Publishers, 4th edition,
2001) as well as author of a dozen other books including Genetics
and Experience: The Interplay Between Nature and Nurture (Sage
Publications, 1994). His most recent edited book is Behavioral
Genetics in the Postgenomic Era (APA Books, 2003). |
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Online biography & bibliography:
http://web1.iop.kcl.ac.uk/iop/Departments/Sgdpsy/Staff/Senior/RP/home.shtml
Project Web sites:
Genetic-Environmental
Study of Emotional States in Siblings (GENESIS)
Mind Brain and Education
Conference papers:
Brain,
Mind, and Education: Genetic Links
Genetics and Educational Psychology
Genetics and Developmental
Psychology
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David Rose |
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In 1984 David
Rose helped to found CAST
(Center for Applied Special Technology) with a vision of expanding
opportunities for students through the innovative development
and application of technology. Rose specializes in developmental
neuropsychology and in the universal design of learning technologies
that will impact learning for the diverse students found in
today’s classrooms. In addition to his role as co-executive
director of CAST and the principal investigator for CAST’s
U.S. Department of Education supported National Center on Accessing
the General Curriculum, Dr. Rose lectures at Harvard University
Graduate School of Education. He is the co-author of Teaching
Every Student in the Digital Age: Universal Design for Learning
(ASCD, 2002) and speaks at national conferences on education
technology. Dr. Rose has testified at a hearing on education
technology before the U.S. Senate’s Appropriations Subcommittee
on Labor, Health and Human Services, and Education, and he
advises state departments of education on policies related
to the education of students with disabilities. Rose received
his doctorate from the Harvard Graduate School of Education. |
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Online biography & bibliography: http://hugse9.harvard.edu/gsedata/Resource_pkg.profile?vperson_id=260
Freely available online articles:
Rose, D.H. & Meyer, A. (2002). Teaching
every student in the digital age: Universal Design for Learning. Alexandria,
Va.: Association for Supervision and Curriculum Development.
Rose, D., & Meyer, A. (2000). The
future is in the margins: The Role of technology and disability
in educational reform. United States Department of
Education White Paper.
Project Web sites: CAST
Mind, Brain, and Education conference paper:
Learning in the Digital Age
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Elizabeth
Spelke |
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Online biography & bibliography: http://www.wjh.harvard.edu/~lds/index.html?spelke.html
Freely available online articles:
Hauser, M. D. & Spelke, E. S. (in press). Evolutionary
and developmental foundations of human knowledge. In M. Gazzaniga (Ed.),
The Cognitive Neurosciences, III, Cambridge: MIT Press.
Lipton, J.S. & Spelke, E.S. (2003). Origins
of number sense: Large number discrimination in human infants. Psychological
Science, 14(5), 396-401.
Project Web sites:
Laboratory
for Developmental Studies (Harvard University)
Video:
Core Knowledge
and Cognitive Development
Mind, Brain, and Education conference paper:Core Knowledge, Combinatorial Capacity, and Education: The case
of number
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Manfred
Spitzer |
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Bruce Stewart |
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Bruce
Stewart earned his Ph.D. in mathematics
from the University of California. His research interests include
applied mathematics, computational science, and dynamical systems;
he is co-author of Nonlinear Dynamics and Chaos, published
by John Wiley and Sons. Since 1997 he has helped teachers at
the Ross School design and implement math and science curriculum
integrated with cultural history.
Mind, Brain, and Education conference paper:
The Ross School-Convergence
of the Ross Spiral Curriculum and Mind/Brain Research ( Jennifer L. Chidsey,
Bruce Stewart, & Tom Liao)
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Maryanne
Wolf |
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Online biography: http://ase.tufts.edu/faculty-guide/download/mwolf-cv.pdf
Online bibliography:
http://ase.tufts.edu/faculty-guide/faculty.asp?id=mwolf
Freely available online articles: Not
available
Project Web sites:
Center
for Reading and Language Research
Mind, Brain, and Education conference paper: Novel
Connections
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List of resources
compiled by Research Services at the Monroe C. Gutman Library,
Harvard Graduate School of Education |
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