Trust: A master teacher's perspective on why it is important: How to build it and its implications for MBE research

Mind, Brain, and Education

Volumn 7, Issue 2, 2013, Pages 86-90

  D'Andrea, Katherine Clunis ^a  

^a Mission Hill School   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84878161602     PISSN: 17512271     EISSN: 1751228X     Source Type: Journal    
DOI: 10.1111/mbe.12010     Document Type: Article

References (9)

1. Berger, R. (2003). An ethic of excellence: Building a culture of craftsmanship with students. Portsmouth, NH: Heinemann.
2. Denton, P., & Kriete, R. (2000). The first six weeks of school. Greenfield, MA: Northeast Foundation for Children.
3. 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
4. Immordino-Yang, M. H., McColl, A., Damasio, H., & Damasio, A. (2009). Neural correlates of admiration and compassion. Proceedings of the National Academy of Sciences of the United States of America, 106, 8021-8026. doi:10.1073/pnas.0810363106
5. Pinkwater, D. M. (1977). The big orange splot. New York, NY: Hastings House.
6. 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
7. Rodriguez, V. (2013). The human nervous system: A framework for teaching and the teaching brain. Mind, Brain, and Education, 7, 2-12.
8. Watanabe, K. (2013). Teaching as a dynamic phenomenon with interpersonal interactions. Mind, Brain, and Education, 7, 91-100.
9. Yun, K., Watanabe, K., & Shimojo, S. (2012). Interpersonal body and neural synchronization as a marker of implicit social interaction. Scientific Reports, 2(959). doi:10.1038/srep00959