The Human Nervous System: A Framework for Teaching and the Teaching Brain

Mind, Brain, and Education

Volumn 7, Issue 1, 2013, Pages 2-12

  Rodriguez, Vanessa ^a  

^a HARVARD GRADUATE SCHOOL OF EDUCATION   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84874315605     PISSN: 17512271     EISSN: 1751228X     Source Type: Journal    
DOI: 10.1111/mbe.12000     Document Type: Article

References (62)

1. Atwell, N. (1998). In the middle: New understandings about writing, reading, and learning (2nd ed.). Portsmouth, NH: Boynton/Cook.
2. Boushey, G., & Moser, J. (2006). The daily five: Fostering literacy independence in the elementary grades. Portland, OR: Stenhouse Publishers.
3. Calkins, L., Ehrenworth, M., & Lehman, C. (2012). Pathways to the common core: Accelerating achievement. Portsmouth, NH: Heinemann.
4. Caro, T. M., & Hauser, M. (1992). Is there teaching in nonhuman animals? The Quarterly Review of Biology, 67, 151-174.
5. Chazan, M. (2012). Handaxes, concepts, and teaching. Mind, Brain, and Education, 6, 197-203. doi:10.1111/j.1751-228X.2012.01157.x.
6. Cherubini, L. (2010). A grounded theory of prospective teachers' meta-cognitive process: Internalizing the professional standards of teaching. The Teacher Educator, 45(2), 96-117.
7. Clark, C. M., & Lampert, M. (1986). The study of teacher thinking: Implications for teacher education. Journal of Teacher Education, 37(5), 27-31. doi:10.1177/002248718603700506.
8. Clark, C. M., & Peterson, P. L. (1986). Teachers' thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching: A project of the American Educational Research Association (3rd ed., pp. 255-314). New York, NY: Collier Macmillan.
9. Council for Exceptional Children. (2005). Universal design for learning: A guide for teachers and education professionals. Upper Saddle River, NJ: Prentice Hall.
10. Csibra, G., & Gergely, G. (2011). Natural pedagogy as evolutionary adaptation. Philosophical Transactions of the Royal Society B: Biological Sciences, 366(1567), 1149-1157. doi:10.1098/rstb.2010.0319.
11. Csikszentmihalyi, M. (1991). Flow: The psychology of optimal experience. New York, NY: Harper.
12. Danielson, C. (2008). The handbook for enhancing professional practice: Using the framework for teaching in your school. Alexandria, VA: Association for Supervision and Curriculum Development.
13. Danielson, C. (2010). Teaching methods. Upper Saddle River, NJ: Merrill/Pearson.
14. Donaldson, M. L. (2008). Teach for America teachers' careers: Whether, when, and why they leave low-income schools and the teaching profession. New York, NY: American Educational Research Association.
15. Ehrenworth, M. (2003). Looking to write: Student's writing through the visual arts. Portsmouth, NH: Heinemann.
16. Fischer, K. W., & Bidell, T. R. (2006). Dynamic development of action and thought. In W. Damon, & R. M. Lerner (Eds.), Handbook of child psychology (6th ed., pp. 313-399). Hoboken, NJ: Wiley.
17. Franks, N. R., & Richardson, T. (2006). Teaching in tandem-running ants. Nature, 439, 153.
18. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.
19. Greenberg, M. T., Domitrovich, C., & Bumbarger, B. (2001). The prevention of mental disorders in school-aged children: Current state of the field. Prevention and Treatment, 4. 1-62.
20. Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal design for learning in the classroom: Practical applications. New York, NY: Guilford Press.
21. Hamre, B. K., & Pianta, R. C. (2007). Learning opportunities in preschool and early elementary classrooms. In R. C. Pianta, M. J. Cox, & K. L. Snow (Eds.), School readiness and the transition to kindergarten in the era of accountability (pp. 49-83). Baltimore, MD: Paul H. Brookes Publishing Co.
22. Herrera, L. (2011, January 17). In Florida, virtual classrooms with no teachers. The New York Times. Retrieved November 20, 2012, from: http://www.nytimes.com/2011/01/18/education/18classrooms.html.
23. Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1, 3-10. doi:10.1111/j.1751-228X.2007.00004.x.
24. Jensen, E. (2008). Brain-based learning: The new paradigm of teaching (2nd ed.). Thousand Oaks, CA: Corwin Press.
25. Johnson, S. M. (1986). Incentives for teachers: What motivates, what matters. Educational Administration Quarterly, 22(3), 54-79. doi:10.1177/0013161X86022003003.
26. Johnson, S. M., & Birkeland, S. E. (2003). Pursuing a "sense of success": New teachers explain their career decisions. American Educational Research Journal, 40, 581-617.
27. Johnson, S. M., & Project on the Next Generation, of Teachers (2004). Finders and keepers: Helping new teachers survive and thrive in our schools. San Francisco, CA: Jossey-Bass.
28. Johnson, S. M., & Suesse, J. M. (2005). Staffing the Boston public schools. PELP case study. Cambridge, MA: Harvard University.
29. Jones, F. H., Jones, P., & Jones, J. L. T. (2000). Tools for teaching: Discipline, instruction, motivation. Santa Cruz, CA: F.H. Jones & Associates.
30. Kapadia, K., Coca, V., & Easton, J. Q. (2007). Keeping new teachers: A first look at the influences of induction in the Chicago Public Schools. Chicago, IL: Chicago Consortium for School Research.
31. Kent, A. (2013). Synchronization as a classroom dynamic: A practitioner's perspective. Mind, Brain, and Education, 7, 13-18 (this issue).
32. Lampert, M. (1985). How do teachers manage to teach? Perspectives on problems in practice. Harvard Educational Review, 55, 178-194.
33. Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco, CA: Jossey-Bass.
34. Levin, J., Mulhern, J., & Schunck, J. (2005). Unintended consequences: The case for reforming the staffing rules in urban teachers union contracts. New York, NY: The New Teacher Project.
35. Longo, D., Fauci, A., Kasper, D., Hauser, S., Jameson, J., & Loscalzo, J. (2012). Harrison's principles of internal medicine (18th ed.). New York, NY: McGraw-Hill.
36. Mathews, J. (2009). Work hard. be nice: How two inspired teachers created the most promising schools in America. Chapel Hill, NC: Algonquin Books.
37. Medina, J. (2008). Brain rules: 12 principles for surviving and thriving at work, home and school. Seattle, WA: Pear Press.
38. Morrison, F. J., & Connor, C. M. (2002). Understanding schooling effects on early literacy: A working research strategy. Journal of School Psychology, 40, 493-500.
39. Peterson, P. L., & Clark, C. M. (1978). Teachers' reports of their cognitive processes during teaching. American Educational Research Journal, 15, 555-565.
40. Pianta, R. C. (2006). Teacher-child relationships and early literacy. In D. Dickinson & S. Newman (Eds.), Handbook of early literacy research (pp. 149-162). New York, NY: Guilford Press.
41. Pink, D. H. (2009). Drive: The surprising truth about what motivates us. New York, NY: Riverhead Books.
42. Premack, D. (2010). Why humans are unique: Three theories. Perspectives on Psychological Science, 5(1), 22-32. doi:10.1177/1745691609356782.
43. Premack, D., & Woodruff, G. (1978). Does the chimpanzee have a theory of mind? Behavioral and Brain Sciences, 4, 515-526.
44. Raihani, N. J., & Ridley, A. R. (2008). Experimental evidence for teaching in wild pied babblers. Animal Behaviour, 75, 3-11. doi:10.1016/j.anbehav.2007.07.024.
45. Ravitch, D. (2010). The death and life of the Great American school system: How testing and choice are undermining education. New York, NY: Basic Books.
46. Rhee, M. (2013). Radical: Fighting to put students first. New York, NY: Harper Collins.
47. Rodriguez, V. (2012). The teaching brain and the end of the empty vessel. Mind, Brain, and Education, 6, 177-185. doi:10.1111/j.1751-228X.2012.01155.x.
48. Rutter, M., & Maughan, B. (2002). School effectiveness findings, 1979-2002. Journal of School Psychology, 40, 451-475.
49. Schippers, M. B., Roebroeck, A., Renken, R., Nanetti, L., & Keysers, C. (2010). Mapping the information flow from one brain to another during gestural communication. Proceedings of the National Academy of Sciences USA, 107(20), 9388-9393. doi:10.1073/pnas.1001791107.
50. Sousa, D. A. (2010). Mind, brain, and education: Neuroscience implications for the classroom. Bloomington, IN: Solution Tree Press.
51. Spencer, K. (2012, January 22). Sharing a screen, if not a classroom. The New York Times. Retrieved from: http://www.nytimes.com/2012/01/23/nyregion/sharing-a-computer-screen-if-not-a-classroom.html?_r=0.
52. Sterelny, K. (2012). The evolved apprentice: How evolution made humans unique. Cambridge, MA: The MIT Press.
53. Strauss, S., & Ziv, M. (2012). Teaching is a natural cognitive ability for humans. Mind, Brain, and Education, 6, 186-196. doi:10.1111/j.1751-228X.2012.01156.x.
54. Thomson, J. M., & Fischer, K. W. (2007). Dynamic development and dynamic education. Monographs of the Society for Research in Child Development, 72(3), 150-156. doi:10.1111/j.1540-5834.2007.00450.x.
55. Thornton, A., & McAuliffe, K. (2006). Teaching in wild meerkats. Science, 313, 227-229.
56. Thornton, A., & Raihani, N. J. (2008). The evolution of teaching. Animal Behaviour, 75, 1823-1836. doi:10.1016/j.anbehav.2007.12.014.
57. Tokuhama-Espinosa, T. (2011). Mind, brain, and education science: A comprehensive guide to the new brain-based teaching. New York, NY: W. W. Norton.
58. Tomasello, M. (1998). Uniquely primate, uniquely human. Developmental Science, 1(1), 1-16.
59. Tough, P. (2008). Whatever it takes: Geoffrey Canada's quest to change Harlem and America. Boston, MA: Houghton Mifflin.
60. Wiggins, G. P., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
61. Willingham, D. T. (2009). Why don't students like school?: A cognitive scientist answers questions about how the mind works and what it means for your classroom. San Francisco, CA: Jossey-Bass.
62. Yano, K. (2013). The science of human interaction and teaching. Mind, Brain, and Education, 7, 19-29 (this issue).