Event
Live Chat on March 14 at 3pm EST
Science Magazine
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March 12, 2013
At 3pm EST, Thursday, March 14, Science magazine will be running a live chat called Do the Arts Make Us Smarter?, exploring the effects of arts education on the brain. Moderated by Science staff writer Emily Underwood, guests will be Daniel Levitin, who runs the Lab for Music Perception, Cognition and Expertise at McGill University, and Keith Oatley, a psychologist at the University of Toronto who studies the effect of fiction on our emotions.
by Sarah D. Sparks
Inside School Research (an Education Week blog)
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March 11, 2013
The National Science Foundation signals an interest in multidisciplinary research to study areas such as decision-making and communication.
News
Science Daily
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February 12, 2013
A recent study suggests children under seven who receive music training develop stronger connections between motor regions.
News
by Shirley S. Wang
Wall Street Journal
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January 14, 2013
A treatment known as teacher-child interaction therapy advocates "active ignoring" and other techniques as ways for teachers to reduce disruptive classroom behaviors.
Blog
by Jean Flanagan
Sci-Ed, a PLOS blog
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January 14, 2013
To improve science education, the dialogue between science education researchers and science teachers must improve.
News
by Eryn Brown
Los Angeles Times
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December 31, 2012
The American Academy of Pediatrics released a policy statement outlining the benefits of recess and urging schools not to cut it, despite growing pressure to dedicate more time to academics.
News
Elsevier
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December 1, 2012
Check out the first issue of the new journal Trends in Neuroscience and Education.
News
by Stephanie M. Lee
San Francisco Chronicle
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November 26, 2012
Preschoolers are not the irrational thinkers we suspected all these years.
News
by Sanne Dekker, Nikki C. Lee, Paul Howard-Jones, and Jelle Jolles
Frontiers in Educational Psychology
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October 18, 2012
This study reports on the presence of “misconceptions about the brain…loosely based on scientific fact,” among teachers in parts of the UK and The Netherlands.
News
by Kayt Sukel
The Dana Foundation
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October 16, 2012
Researchers are finally able to prove that what you don't notice can't teach you.
Briefing Paper
Risks, Rewards, and the Adolescent Brain
by Carl Sherman
The Dana Foundation
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October 2, 2012
Beyond the biological and environmental interactions that characterize adolescent brain development in general, researchers are teasing apart the details behind differences in risk-taking among teens.
by Sam Wang, Ph.D. and Sandra Aamodt, Ph.D.
Cerebrum
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September 24, 2012
An extraordinary number of species—from squid to lizards to humans—engage in play. But why? In this article, adapted from Dr. Sam Wang and Dr. Sandra Aamodt’s book Welcome to Your Child’s Brain: How the Mind Grows from Conception to College, the authors explore how play enhances brain development in children. As Wang and Aamodt describe, play activates the brain’s reward circuitry but not negative stress responses, which can facilitate attention and action. Through play, children practice social interaction and build skills and interests to draw upon in the years to come.
Podcast
How Does Activity Shape the Development of Cognitive Networks?
New York Academy of Sciences
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June 14-15, 2012
The New York Academy of Sciences hosted multi-disciplinary experts for a workshop that promoted greater understanding, and continued interest in, the connections between play, the development of attentional and cognitive abilities, and subsequent learning.
News
by Paul Tough
Slate
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September 5, 2012
Which matters more, cognitive ability or motivation?
News
by Mariko Nobori
Edutopia
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August 29, 2012
Student achievement was down. Teachers were demoralized. Until a bold strategy -- integrating the arts into curricula -- helped students embrace their learning and retain their knowledge. Today the faculty, staff, and students of Maryland's Bates Middle School are crafting a whole new vision of school transformation.
See also
Manipulating Critical Periods for Brain Development
by Takao K. Hensch, Ph.D. and Parizad M. Bilimoria, Ph.D.
Cerebrum
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August 29, 2012
We acquire certain skills—from visual perception to language—during critical windows, specific times in early life when the brain is actively shaped by environmental input. Scientists are now discovering pathways in animal models through which these windows might be re-opened in adults, thus re-awakening a brain’s youth-like plasticity. Such research has implications for brain injury repair, sensory recovery, and neurodevelopmental disorder treatment.
News
by Daniel T. Willingham
Scientific American
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August 22, 2012
Teachers need a trusted source to tell fads and fallacies from proved methods.
News
by Judy Willis, M.D.
Edutopia
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July 27, 2012
Now that the neuroscience research implications for teaching are also an invaluable classroom asset, it is time for instruction in the neuroscience of learning to be included as well in professional teacher education.
eBriefing
by Nicole Cojuangco
New York Academy of Sciences
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May 25, 2012
A resource from the New York Academy of Science urging educators to begin considering games less as a mindless medium and more as an innovative, interactive tool to increase student achievement.
Website
The Annenberg Foundation
A free, online course designed by Kurt Fischer, Ph.D., Harvard Graduate School of Education, Mary Helen Immordino-Yang, Ed.D., University of Southern California, and Matthew H. Schneps, Ph.D., the Smithsonian Institution.
Pocast
by Sophie Bushwick
Scientific American: 60-Second Science
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March 27, 2012
Kids who learned fractions through a music-based curriculum outperformed peers in traditional math classes.
Blog
by Jonah Lehrer
Wired Science Blogs: The Frontal Cortex
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March 5, 2012
The cognitive stimulation preschool provides can close the achievement gap between wealthy and poor toddlers.
News
by Esther Entin, M.D.
The Atlantic
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February 27, 2012
Recess time and gym have been eliminated from many school programs to make more time for academics, but physical activity can improve thinking and reasoning skills in children.
Journal
Neuroscience & Education
February 15, 2012
This special supplement, supported by the Dana Foundation, will be available online for free until February 2013.
Blog
by Nicky Penttila
The Dana Foundation
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January 23, 2012
Neuroscientists and educators met at the Aspen Brain Forum last fall to hash out what we know and how schools might change to help every child succeed. One answer: play.
News
by Nirvi Shah
Education Week
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January 17, 2012
Educators are using techniques drawn from brain-research studies to help students with disabilities.
News
Framing a National Research Agenda for the Arts, Lifelong Learning, and Individual Well-Being
The National Endowment for the Arts and the U.S. Department of Health & Human Services
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March 14, 2011
Current evidence suggests beneficial effects of integrating the arts into health and education programs. The report recommends further research into the ways in which the arts impact human development in order to improve the efficacy of such programs.
News
by Benedict Carey
The New York Times
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June 6, 2011
Perceptual learning—which takes advantage of the brain’s ability to recognize patterns—could help students learn math and science principles more effectively.
News
ScienceNews
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July 2, 2011
The way children process math equations changes in third grade.
News
by Jeffrey Mervis
ScienceNow
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May 12, 2011
"A new study shows that students learn much better through an active, iterative process that involves working through their misconceptions with fellow students and getting immediate feedback from the instructor."
See also
News
by Carl Sherman
The Dana Foundation
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April 21, 2011
“The whole function of education is to alter the brain," Nobelist Eric Kandel said at a conference for educators and scientists on learning and the brain in New York City. He and other researchers described what we know about how the brain learns.
News
by Carl Sherman
The Dana Foundation
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March 25, 2011
Brain imaging helps researchers decipher the intricate networks that form as people learn to read, and what may be happening when the learning goes awry.
News
by Tracey Tokuhama-Espinosa, Ph.D.
Johns Hopkins University School of Education
This excerpt from excerpt from
Mind, Brain, and Education Science: A Comprehensive Guide to the New Brain-Based Teaching provides an introduction to the interdisciplinary field of Neuroeducation, or Mind, Brain, and Education (MBE) Science
News
Neuroscience: Implications for Education and Lifelong Learning
The Royal Society
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February 24, 2011
A research report from The Royal Society emphasizes the importance of integrating scientific awareness of how we learn into teacher training and education policy.
News
by Sara Bernard
Edutopia
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December 1, 2010
What does new neuroscience research tell educators about how children learn and how teachers should teach?
News
by Brenda Patoine
The Dana Foundation
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August 1, 2010
In a Dana Foundation briefing paper, brain experts discuss attention allocation of children with ADHD. While these children might not pay attention in school, they are likely to be captivated by activities they enjoy.
News
by Nicky Penttila
The Dana Foundation
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May 2010
Multitasking, ADHD, and optimal study times were among the topics as scientists and educators shared their expertise during the “Attention and Engagement in Learning” summit this week in Baltimore. The summit was held at the American Visionary Art Museum in Baltimore on May 5 as part of the Neuro-Education Initiative at the Johns Hopkins School of Education.
See also
Commentary
Implications of Arts Learning for Families and Parents
by Susan Magsamen
The Dana Foundation
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November 19, 2009
The reduction and loss of arts programs in the schools puts more responsibility on families and the community to provide quality arts experiences, writes Susan Magsamen, co-director of the Neuro-Education Initiative at Johns Hopkins University School of Education. Families need to be strong educational partners with schools on behalf of their children.
News
by Benedict Carey
The New York Times
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December 20, 2009
New research on when young brains are best able to grasp fundamental concepts could reshape early education.
Commentary
by Valerie Strauss
The Washington Post
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November 23, 2009
A guest blog by cognitive scientist Daniel Willingham on the
new publication from the Learning, Arts, and the Brain conference.
News
by Aalok Mehta
The Dana Foundation
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June 15, 2009
As scientists learn more about how the brain grows and learns, universities are developing programs to translate those insights into practical classroom strategies.
News
by Ben Mauk
The Dana Foundation
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May 14, 2009
The latest research in neuroscience is providing evidence that supports a notion long argued by advocates: that the arts improve learning and cognition.
Commentary
Jerome Kagan Gives Six Good Reasons for Advocating the Importance of Arts in School
by Jerome Kagan, Ph.D.
May 11, 2009
"It is not possible to live by rationality alone," said cognitive-research pioneer Jerome Kagan during the Learning, Arts, and the Brain conference in Baltimore.
Commentary
Commentary by Mariale Hardiman
by Mariale Hardiman
The Dana Foundation
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May 12, 2009
Federal and state policy makers should expand their view of what constitutes an effective school based on the evidence of science and of experience, proposes a neuroeducation specialist at Johns Hopkins University. For example, at the school she ran in Baltimore, "as teachers designed arts-integrated lessons that fostered creative thinking, a transformation occurred in the school."