Learning and Teaching (Classroom)

Resources

Abel, M., & Roediger III, H. L. (2018). The testing effect in a social setting: Does retrieval practice benefit a listener? Journal of Experimental Psychology: Applied, 24(3), 347. doi.org/10.1037/xap0000148

Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345. doi.org/10.1016/j.compedu.2018.07.021

Awidi, I. T., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers & Education, 128, 269-283. doi.org/10.1016/j.compedu.2018.09.013

Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning.  Journal of Research & Method in Education, 5(6), 66-70. doi: 10.9790/7388-05616670

Bailey, R., Stickle, L., Brion-Meisels, G., & Jones, S. M. (2019). Re-imagining social-emotional learning: Findings from a strategy-based approach. Phi Delta Kappan, 100(5), 53-58. https://www.wellbeingbc.ca/images/school-toolkit/12g_Re-imagining_Social-Emotional_Learning_-_Findings_from_a_Strategy-based_Approach.pdf

Basso, D., & Cottini, M. (2023). Cognitive neuroscience and education: Not a gap to be bridged but a common field to be cultivated. Sustainability, 15(2), 1628. doi.org/10.3390/su15021628

Bates, G., & Shea, J. (2024). Retrieval practice “in the wild”: Teachers' reported use of retrieval practice in the classroom. Mind, Brain, and Education.  https://doi.org/10.1111/mbe.12420

Bdiwi, R., De Runz, C., Faiz, S., & Cherif, A. A. (2019). Smart learning environment: Teacher’s role in assessing classroom attention. Research in Learning Technology, 27. dx.doi.org/10.25304/rlt.v27.2072

Bertozzi, G., Paciarotti, C., & Crivellini, A. (2022). Visible Learning and synchronous online lesson in higher education: a study in engineering education. European Journal of Engineering Education, 1-23. doi.org/10.1080/03043797.2022.2092721

Bevilacqua, D., Davidesco, I., Wan, L., Chaloner, K., Rowland, J., Ding, M., ... & Dikker, S. (2019). Brain-to-Brain synchrony and learning outcomes vary by student–teacher dynamics: evidence from a real-world classroom electroencephalography study. Journal of Cognitive Neuroscience, 31(3), 401-411. doi.org/10.1162/jocn_a_01274

Bhargava, A. V., & Ramadas, V. (2022). Implications of neuroscience/neuroeducation in the field of education to enhance the learning outcomes of the students. Journal of Positive School Psychology, 6502-6510. https://www.journalppw.com/index.php/jpsp/article/view/8636/5643

Biesta, G. (2015). Freeing teaching from learning: Opening up existential possibilities in educational relationships. Studies in Philosophy and Education, 34(3), 229-243. doi.org/10.1007/s11217-014-9454-z

Black, P., & Wiliam, D. (2010). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 92(1), 81-90. https://www.jstor.org/stable/20439383

Brown, J., Brock, B., & Závodská, A. (2019). Higher education in the 21st century: A new paradigm of teaching, learning and credit acquisition. Proceedings of The 14th IAC 2019, 87.

Bruner, J. S. (1965). The growth of mind. American Psychologist, 20(12), 1007. doi.org/10.1037/h0023276

Bruner, J. S. (1966). Learning about learning: A conference report. United States Department of Health and Human Services.

Bruner, J. S. (1996). The culture of education. Cambridge, MA: Harvard University Press. doi:10.1111/j.1548-1352.2008.00002.x

Bruner, J. S. (2008). Culture and mind: Their fruitful incommensurability. Ethos, 36(1), 29-45. doi.org/10.1111/j.1548-1352.2008.00002.x

Bruner, J. S. (2009). The process of education. Cambridge, MA: Harvard University Press.

Buchan, L., Hejmadi, M., Abrahams, L., & Hurst, L. D. (2020). A RCT for assessment of active human-centred learning finds teacher-centric non-human teaching of evolution optimal. NPJ Science of Learning, 5(1), 1-20. doi.org/10.1038/s41539-020-00078-0

Canada, G. (2013). Our failing schools: Enough is enough. TedTalk. [video] (17:07 minutes) Available at http://www.ted.com/talks/geoffrey_canada_our_failing_schools_enough_is_enough

Chen, K. S., Monrouxe, L., Lu, Y. H., Jenq, C. C., Chang, Y. J., Chang, Y. C., & Chai, P. Y. C. (2018). Academic outcomes of flipped classroom learning: a meta‐analysis. Medical Education, 52(9), 910-924. doi: 10.1111/medu.13616

Chi, M. T., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219-243.doi.org/10.1080/00461520.2014.965823

Clark, A. (2013). Whatever next? Predictive brains, situated agents, and the future of cognitive science. Behavioral and Brain Sciences, 36(03), 181-204. doi.org/10.1017/S0140525X12000477

Cruz, L., Cunningham, K., Smentkowski, B., & Steiner, H. (2019). The SoTL scaffold: supporting evidence-based teaching practice in educational development. To Improve the Academy, 38(1), 50-66. doi.org/10.1002/tia2.20090

Daly-Smith, A. J., Zwolinsky, S., McKenna, J., Tomporowski, P. D., Defeyter, M. A., & Manley, A. (2018). Systematic review of acute physically active learning and classroom movement breaks on children’s physical activity, cognition, academic performance and classroom behaviour: understanding critical design features. BMJ Open Sport & Exercise Medicine, 4(1), e000341. dx.doi.org/10.1136/bmjsem-2018-000341

Dan, A., & Reiner, M. (2017). EEG based analysis of cognitive load enhance instructional analysis. JEDM| Journal of Educational Data Mining, 9(2), 31-44. doi.org/10.5281/zenodo.3554719

Daniel, DB (2012). Promising principles: Translating the science of learning to educational practice. Journal of Applied Research in Memory and Cognition, 1(4), 251–253. https://psycnet.apa.org/record/2013-30973-006

Daniel, D. B., & Chew, S. L. (2013). The tribalism of teaching and learning. Teaching of Psychology, 40(4), 363-367. doi.org/10.1177/009862831350103

Daniel, D. B., & De Bruyckere, P. (2021). Toward an ecological science of teaching. Canadian Psychology/Psychologie canadienne. doi.org/10.1037/cap0000291

de Barros Camargo, C., Rivas Flores, J. I., & Quijano López, R. (2025). Transcultural practices and educational inclusion: Design of a neurodidactic model of sustainable teacher training. Environmental & Social Management Journal/Revista de Gestão Social e Ambiental, 19(1).

De Smedt, B. (2014). Advances in the use of neuroscience methods in research on learning and instruction. Frontline Learning Research, 2, 7-14.  https://journals.sfu.ca/flr/index.php/journal/article/view/115

Dewey, J. (2013). The school and society and the child and the curriculum. Chicago, IL: University of Chicago Press.

Doroudi, S. (2021). A primer on learning theories. University of California at Irvine, school of Education. Doi.org_10.35542_osf.io_ze5hc

Dubinsky, J. M., Roehrig, G., & Varma, S. (2022). A place for neuroscience in teacher knowledge and education. Mind, Brain, and Education. doi.org/10.1111/mbe.12334

Dweck, C. (2012). Mindset: How you can fulfill your potential. Random House.

Dweck, C. (2014). Teachers’ mindsets: “Every student has something to teach me”. Educational Horizons, 93(2), 10-15. hdoi.org/10.1177/0013175X14561420

Eiland, L. S., Helmer, A. M., Kelley, K. W., & Hester, E. K. (2020). Redesigning classroom and experiential teaching peer evaluation tools to strengthen the peer review process. New Directions for Teaching and Learning, 2020(162), 177-185. doi.org/10.1002/tl.20402

Eliasmith, C., Stewart, T. C., Choo, X., Bekolay, T., DeWolf, T., Tang, Y., & Rasmussen, D. (2012). A large-scale model of the functioning brain. Science, 338(6111), 1202-1205. doi: 10.1126/science.1225266

Espinet, M. (2014). An analysis of context and learning environment models in science education research and practice. Strand 8 Scientific literacy and socio scientific issues, 205. https://ddd.uab.cat/pub/poncom/2013/133209/ESERA_2013_Espinet.pdf

Fiorella, L., & Mayer, R. E. (2013). The relative benefits of learning by teaching and teaching expectancy. Contemporary Educational Psychology, 38, 281-288. doi.org/10.1016/j.cedpsych.2013.06.001

Fiorella, L., & Mayer, R. E. (2014). The role of explanations and expectations in learning by teaching.  Contemporary Educational Psychology, 39, 75-85. doi.org/10.1016/j.cedpsych.2013.06.001

Fiorella, L., & Mayer, R. E. (2016). Effects of observing the instructor draw diagrams on learning from multimedia messages. Journal of Educational Psychology, 108, 528-546. doi.org/10.1037/edu0000065

Frith, C. (2013). Making up the mind: How the brain creates our mental world. John Wiley & Sons. https://www.uni-muenster.de/imperia/md/content/psyifp/aeechterhoff/wintersemester2011-12/seminarsozialekognitionundattribution/frith_makingupthemind_2007_chapter6.pdf

Gardner, H. (2009). Reevaluating intelligence. [video]. (9:29). BigThink.

Gentrup, S., Lorenz, G., Kristen, C., & Kogan, I. (2020). Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement. Learning and Instruction, 66, 101296. doi.org/10.1016/j.learninstruc.2019.101296

Georgiou, D., Diery, A., Mok, S. Y., Fischer, F., & Seidel, T. (2023). Turning research evidence into teaching action: Teacher educators’ attitudes toward evidence-based teaching. International Journal of Educational Research Open, 4, 100240. https://doi.org/10.1016/j.ijedro.2023.100240

Gleason, B. L., Peeters, M. J., Resman-Targoff, B. H., Karr, S., McBane, S., Kelley, K., ... & Denetclaw, T. H. (2011). An active-learning strategies primer for achieving ability-based educational outcomes. American Journal of Pharmaceutical Education, 75(9), 186. doi: https://doi.org/10.5688/ajpe759186

Godwin, K. E., Leroux, A. J., Scupelli, P., & Fisher, A. V. (2022). Classroom design and children's attention allocation: Beyond the laboratory and into the classroom. Mind, Brain, and Education. doi.org/10.1111/mbe.12319

Gola, G., Angioletti, L., Cassioli, F., & Balconi, M. (2022). The teaching brain: Beyond the science of teaching and educational neuroscience. Frontiers in Psychology, 13, 823832-823832. doi.org/10.3389/fpsyg.2022.823832

Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age?.  Medical Teacher, 38(10), 1064-1069. doi.org/10.3109/0142159X.2016.1173661

Goldwater, M. B., Hilton, C., & Davis, T. H. (2022). Developing an educational neuroscience of category learning. Mind, Brain, and Education, 16(2), 167-182. doi.org/10.1111/mbe.12306

Grossberg, S. (2013). Adaptive Resonance Theory: How a brain learns to consciously attend, learn, and recognize a changing world. Neural Networks, 37, 1-47. doi.org/10.1016/j.neunet.2012.09.017

Guerreiro, S. (Ed.). (2017). Educational research and innovation pedagogical knowledge and the changing nature of the teaching profession. OECD Publishing.

Hamid, S., Waycott, J., Kurnia, S., & Chang, S. (2015). Understanding students' perceptions of the benefits of online social networking use for teaching and learning. The Internet and Higher Education, 26, 1-9. doi.org/10.1016/j.iheduc.2015.02.004

Hanna, D., David, I., & Francisco, B. (Eds.). (2010). Educational research and innovation: The nature of learning using research to inspire practice. OECD Publishing. https://books.google.com/books?hl=en&lr=&id=306PApBeLTwC&oi=fnd&pg=PA3&dq=dumont,+Istance,+%26+Benavides,+2010,&ots=-IyhBHRJkL&sig=EUaymJu9G9B9brTltmIjkiSI08c#v=onepage&q=dumont%2C%20Istance%2C%20%26%20Benavides%2C%202010%2C&f=false

Hardiman, M. M. (2012). The brain-targeted teaching model for 21st-century schools. Corwin Press.

Harland, T. (2003). Vygotsky's zone of proximal development and problem-based learning: Linking a theoretical concept with practice through action research. Teaching in Higher Education, 8(2), 263-272. doi: 10.1080/1356251032000052483

Harvard University. (2016). Assessment to improve student learning: Transforming a large introductory physics course. [video] (17:38). Available at https://www.youtube.com/watch?v=M9ZZbHVKl94

Hattie, J. (2013). Why are so many of our teachers and schools so successful? TedxNorrkoping. [video]. (16:41 minutes) Retrieved from https://www.youtube.com/watch?v=rzwJXUieD0U

Hattie, J. (2015). Visible learning. [website]. https://visible-learning.org/

Hattie, J., & Zierer, K. (2017). 10 Mindframes for visible learning: Teaching for success. Routledge. https://books.google.com/books?hl=en&lr=&id=unBTDwAAQBAJ&oi=fnd&pg=PP1&dq=john+hattie&ots=Q10Q6CwzCD&sig=KjjDu3ronaPheZXkxJUfi58xkAo#v=onepage&q=john%20hattie&f=false

Henderson, M., Selwyn, N., & Aston, R. (2017). What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education, 42(8), 1567-1579. doi.org/10.1080/03075079.2015.1007946

Herrington, J., & Parker, J. (2013). Emerging technologies as cognitive tools for authentic learning. British Journal of Educational Technology, 44(4), 607-615. doi.org/10.1111/bjet.12048

Herrington, J., Reeves, T. C., & Oliver, R. (2014). Authentic learning environments. In Handbook of research on educational communications and technology (pp. 401-412). Springer, New York. https://ro.uow.edu.au/cgi/viewcontent.cgi?referer=&httpsredir=1&article=2212&context=edupapers

Hinton, C., & Fischer, K. W. (2010). Learning from the developmental and biological perspective. The Nature of Learning, 113. https://books.google.com.ec/books?hl=en&lr=&id=306PApBeLTwC&oi=fnd&pg=PA113&dq=kurt+fischer&ots=-ICfGLSHiM&sig=anwGE94irzz03jCBmDuIfNd0amA#v=onepage&q=kurt%20fischer&f=false

Hinton, C., & Fischer, K. W. (2008). Research schools: Grounding research in educational practice.  Mind, Brain, and Education, 2(4), 157-160. doi.org/10.1111/j.1751-228X.2008.00048.x

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27, 1-12. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

Hook, C. J., & Farah, M. J. (2013). Neuroscience for educators: what are they seeking, and what are they finding?. Neuroethics, 6(2), 331-341. /doi.org/10.1007/s12152-012-9159-3

Howard-Jones, P. (2015). Neuroscience and education: How can we play, learn and be more creative? MNDebats Educació, Catalunya. [video]. (1:17:36). Available at https://www.youtube.com/watch?v=docSZBq3juY

Howard-Jones, P., Ioannou, K., Bailey, R., Prior, J., Yau, S. H., & Jay, T. (2018). Applying the science of learning in the classroom. Teacher Journal, 2, 6. https://impact.chartered.college/article/howard-jones-applying-science-learning-classroom/

Howard-Jones, P. A., Varma, S., Ansari, D., Butterworth, B., De Smedt, B., Goswami, U., ... & Thomas, M. S. (2016). The principles and practices of educational neuroscience: Comment on Bowers (2016).  Psychological Review. doi.org/10.1037/rev0000036

Hulleman, C. S., & Barron, K. E. (2015). Motivation interventions in education: Bridging theory, research, and practice. In Handbook of educational psychology (pp. 174-185). Routledge.

Indiana University Bloomington. (2015). Universal design for differentiated instruction (UDDI). Available at http://www.iidc.indiana.edu/index.php?pageId=3348

Jamaludin, A., Wei Loong, D. H., & Xuan, L. P. (2019). Developments in educational neuroscience: Implications for the art and science of learning. Learning: Research and Practice, 5(2), 201-213. doi.org/10.1080/23735082.2019.1684991

Jensen, J. L., McDaniel, M. A., Kummer, T. A., Godoy, P. D., & St. Clair, B. (2020). Testing effect on high-level cognitive skills. CBE—Life Sciences Education, 19(3), ar39. doi.org/10.1187/cbe.19-10-0193

Kalra, P. B., & Richland, L. E. (2022). Relational reasoning: A foundation for higher cognition based on abstraction. Mind, Brain, and Education, 16(2), 149-152. doi.org/10.1111/mbe.12323

Kelleher, I., & Whitman, G. (2018). A bridge no longer too far: A case study of one school's exploration of the promise and possibilities of mind, brain, and education science for the future of education. Mind, Brain, and Education, 12(4), 224-230. doi.org/10.1111/mbe.12163

Kleickmann, T., Richter, D., Kunter, M., Elsner, J., Besser, M., Krauss, S., & Baumert, J. (2013). Teachers’ content knowledge and pedagogical content knowledge the role of structural differences in teacher education. Journal of Teacher Education, 64(1), 90-106. doi: 10.1177/0022487112460398

Larsen, S. A., Little, C. W., & Byrne, B. (2022). Teaching the teachers the genetics of learning: An application of the mixed blessings model. Mind, Brain, and Education, 16(4), 328-337. doi.org/10.1111/mbe.12315

LeCun, Y., Bengio, Y., & Hinton, G. (2015). Deep learning. Nature, 521(7553), 436-444. doi.org/10.1038/nature14539

Levey, S. (2021). Universal Design for Learning. Journal of Education, 203(2), 479–487. https://doi.org/10.1177/00220574211031954

Lieberman, D. A. (2012). Human learning and memory. Cambridge University Press.

Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(1), 1-22. doi.org/10.1186/s41039-016-0044-2

Lagoudakis, N., Vlachos, F., Christidou, V., & Vavougios, D. (2022). The effectiveness of a teaching approach using brain-based learning elements on students’ performance in a Biology course. Cogent Education, 9(1), 2158672. doi.org/10.1080/2331186X.2022.2158672

Logan, J. A., Justice, L. M., Yumus, M., & Chaparro-Moreno, L. J. (2019). When children are not read to at home: The million word gap. Journal of Developmental & Behavioral Pediatrics, 40(5), 383-386. https://crane.osu.edu/files/2020/01/When_Children_Are_Not_Read_to_at_Home__The_Million.9.pdf

Lubianiker, N., Paret, C., Dayan, P., & Hendler, T. (2022). Neurofeedback through the lens of reinforcement learning. Trends in Neurosciences. doi.org/10.1016/j.tins.2022.03.008

Lyons, E., Mesghina, A., & Richland, L. E. (2022). Complicated gender gaps in mathematics achievement: elevated stakes during performance as one explanation. Mind, Brain, and Education, 16(1), 36-47. doi.org/10.1111/mbe.12312

MacMahon, S., Leggett, J., & Carroll, A. (2022). Partnering to learn: A collaborative approach to research translation for educators and researchers. Mind, Brain, and Education. doi.org/10.1111/mbe.12317

Mailybayeva, Z., Yermentayeva, A. R., Aikinbayeva, G. K., Akhmadiyeva, Z. K., & Bekova, Z. K. (2022). Features of the development of future teachers-psychologists' ability to a narrative. Mind, Brain, and Education. doi.org/10.1111/mbe.12343

Massey, S. (2022). Practical applications of mind brain education for classroom teachers. [Dissertation] Texas A & M Corpus Cristi University. https://hdl.handle.net/1969.6/90550

Mathias, B., Andrä, C., Schwager, A., Macedonia, M., & von Kriegstein, K. (2022). Twelve-and fourteen-year-old school children differentially benefit from sensorimotor-and multisensory-enriched vocabulary training. Educational Psychology Review, 1-32. doi.org/10.1007/s10648-021-09648-z

Matthews, K. E., Cook-Sather, A., Acai, A., Dvorakova, S. L., Felten, P., Marquis, E., & Mercer-Mapstone, L. (2019). Toward theories of partnership praxis: an analysis of interpretive framing in literature on students as partners in teaching and learning. Higher Education Research & Development, 38(2), 280-293. https://repository.brynmawr.edu/cgi/viewcontent.cgi?article=1040&context=edu_pubs

Mayer, R. E. (2001). Teaching for thinking. In N.J. Smelser & P. B. Baltes (Eds.). International encyclopedia of the social and behavioral sciences (pp. 15476-15479). Oxford: Pergamon.

Mayer, R. E. (2004). Should there be a three strikes rule against pure discovery? The case for guided methods of instruction. American Psychologist, 59(1), 14-19. doi: 10.1037/0003-066X.59.1.14

Mayhew, K. C., & Edwards, A. C. (1966). The Dewey school: The laboratory school of the University of Chicago, 1896-1903. Transaction Publishers. https://books.google.com.ec/books?hl=en&lr=&id=FDLlQoQttioC&oi=fnd&pg=PR8&dq=Mayhew,+K.+C.,+%26+Edwards,+A.+C.+(1966).+The+Dewey+school:+The+laboratory+school+of+the+University+of+Chicago,+1896-1903.+Transaction+Publishers.&ots=YZGHpLxfwJ&sig=kD12zwsFK2wuea7-nEsD9Dg6teI#v=onepage&q&f=false

Mnih, V., Kavukcuoglu, K., Silver, D., Rusu, A. A., Veness, J., Bellemare, M. G., ... & Petersen, S. (2015). Human-level control through deep reinforcement learning. Nature, 518(7540), 529-533. doi.org/10.1038/nature14236

Mitsea, E., Drigas, A., & Skianis, C. (2022). ICTs and speed learning in special education: High-consciousness training strategies for high-capacity learners through metacognition lens. Technium Social Science Journal, 27, 230. ISSN: 2668-7798

Mitra, S. (2007). Kids can teach themselves. Ted Talk [video]. (20:47 minutes). Available on: http://www.ted.com/talks/sugata_mitra_shows_how_kids_teach_themselves?language=en

Mitra, S. (2013). Build a school in the cloud. Ted Talk, winning talk of 2013 [video]. (22:24 minutes). Available on: https://www.ted.com/talks/sugata_mitra_build_a_school_in_the_cloud?language=en

Mitra, S. (2010). New experiments in self-teaching. [video]. (17:25 minutes). Available on: https://www.youtube.com/watch?v=dk60sYrU2RU

Moreno-Gómez, A. J., & Cejudo, J. (2019). Effectiveness of a mindfulness-based social–emotional learning program on psychosocial adjustment and neuropsychological maturity in kindergarten children. Mindfulness, 10(1), 111-121. doi.org/10.1007/s12671-018-0956-6

National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. National Academies Press. https://www.informalscience.org/sites/default/files/how%20people%20learn%20ii.pdf

Ng, B., & Ong, A. K. (2018). Neuroscience and digital learning environment in universities: What do current research tell us? Journal of the Scholarship of Teaching and Learning, 18(3). doi.org/10.14434/josotl.v18i3.22651

Nurnberger-Haag, J., & Thompson, C. A. (2022). Simplest shapes first! But let's use cognitive science to reconceive and specify what “simple” means. Mind, Brain, and Education. doi.org/10.1111/mbe.12338

Oke, A., & Fernandes, F. A. P. (2020). Innovations in teaching and learning: Exploring the perceptions of the education sector on the 4th industrial revolution (4IR). Journal of Open Innovation: Technology, Market, and Complexity, 6(2), 31.doi.org/10.3390/joitmc6020031

O’Leary, M., & Wood, P. (2019). Reimagining teaching excellence: why collaboration, rather than competition, holds the key to improving teaching and learning in higher education. Educational Review, 71(1), 122-139. doi:10.1080/00131911.2019.1524203

Osborne, J. F., Borko, H., Fishman, E., Gomez Zaccarelli, F., Berson, E., Busch, K. C., ... & Tseng, A. (2019). Impacts of a practice-based professional development program on elementary teachers’ facilitation of and student engagement with scientific argumentation. American Educational Research Journal, 0002831218812059. doi.org/10.3102/0002831218812059

Oxford, R. L. (2018). Emotion as the amplifier and the primary motive: Some theories of emotion with relevance to language learning. In Challenges of second and foreign language education in a globalized world (pp. 53-72). Springer, Cham. https://www.ceeol.com/search/article-detail?id=330134

Pellegrino, J. G., & Hilton, M. (Eds). (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. National Academies Press. https://www.nap.edu/resource/13398/dbasse_070895.pdf

Piaget, J. (1952). The origins of intelligence in children 8(5), 18-1952. International Universities Press. https://www.bxscience.edu/ourpages/auto/2014/11/16/50007779/Piaget%20When%20Thinking%20Begins10272012_0000.pdf

Piaget, J. (1976). Biology and cognition. In Piaget and his school (pp. 45-62). Springer, Berlin, Heidelberg. doi.org/10.1007/978-3-642-46323-5_5

Powell, J. J., Merz-Atalik, K., Ališauskienė, S., Brendel, M., Echeita, G., Guðjónsdóttir, H., ... & Persson, B. (2019). Teaching diverse learners in Europe: Inspiring practices and lessons learned from Germany, Iceland, Lithuania, Luxembourg, Spain and Sweden. SAGE handbook of inclusion and diversity in Education.

Prokofieva, V., Kostromina, S., Brandt‐Pomares, P., Hérold, J. F., Fenouillet, F., & Velay, J. L. (2022). The relationship between assessment-related stress, performance, and gender in a class test. Mind, Brain, and Education. doi.org/10.1111/mbe.12316

Rakap, S., & Balikci, S. (2023). Training preservice teachers to use evidence-based practices: Effects of coaching with performance feedback on teacher and child outcomes. Learning and Instruction, 86, 101755. https://doi.org/10.1016/j.learninstruc.2023.101755

Reimers, F., Schleicher, A., Saavedra, J., & Tuominen, S. (2020). Supporting the continuation of teaching and learning during the COVID-19 Pandemic. OECD, 1(1), 1-38. https://globaled.gse.harvard.edu/files/geii/files/supporting-the-continuation-of-teaching-and-learning-during-the-covid-19-pandemic.pdf

Richmond, D., Sibthorp, J., Gookin, J., Annarella, S., & Ferri, S. (2018). Complementing classroom learning through outdoor adventure education: Out-of-school-time experiences that make a difference. Journal of Adventure Education and Outdoor Learning, 18(1), 36-52. doi.org/10.1080/14729679.2017.1324313

Robinson, C. D. (2022). A framework for motivating teacher-student relationships. Educational Psychology Review, 1-34. doi.org/10.1007/s10648-022-09706-0

Rose, L. T., Rouhani, P., & Fischer, K. W. (2013). The science of the individual. Mind, Brain, and Education, 7(3), 152-158. doi.org/10.1111/mbe.12021

Rubie-Davies, C.M. (2010). Teacher expectations and perceptions of student attributes: Is there a relationship? British Journal of Educational Psychology, 80, 121–135. doi:10.1348/000709909X466334

Rueckert, D., & Griffin, R. (2022). Making education more brain-friendly through gamified instruction. In I. Deliyannis’s Gamification: Analysis, design, and development, doi: 10.5772/intechopen.105974

Sadvakassova, N., Karmanova, Z., & Bobrova, V. (2022). Pedagogical conditions for managing stressful states of preschool children with special educational needs. Mind, Brain, and Education. doi.org/10.1111/mbe.12345

Schmeck, A., Mayer, R. E., Opfermann, M., Pfeiffer, V., & Leutner, D. (2014). Drawing pictures during learning from scientific text: Testing the generative drawing effect and the prognostic drawing effect. Contemporary Educational Psychology, 39, 275-286. doi.org/10.1016/j.cedpsych.2014.07.003

Schöllhorn, W. I., Hegen, P., & Davids, K. (2012). The nonlinear nature of learning–a differential learning approach.The Open Sports Sciences Journal, 5(Suppl. 1-M11), 100-112. https://benthamopen.com/contents/pdf/TOSSJ/TOSSJ-5-100.pdf

Sepp, S., Wong, M., Hoogerheide, V., & Castro-Alonso, J. C. (2022). Shifting online: 12 tips for online teaching derived from contemporary educational psychology research. Journal of Computer Assisted Learning, 38(5), 1304-1320. doi.org/10.1111/jcal.12715

Shepard, L. A., Penuel, W. R., & Pellegrino, J. W. (2018). Classroom assessment principles to support learning and avoid the harms of testing. Educational Measurement: Issues and Practice, 37(1), 52-57. doi: 10.1111/emip.12195

Skulmowski, A. (2022). Guidelines for choosing cognitive load measures in perceptually rich environments. Mind, Brain, and Education.doi.org/10.1111/mbe.12342

Stein, Z., Dawson, T., & Fischer, K. W. (2010). Redesigning testing: Operationalizing the new science of learning. In New Science of Learning (pp. 207-224). Springer New York. doi.org/10.1007/978-1-4419-5716-0_10

Strelan, P., Osborn, A., & Palmer, E. (2020). Student satisfaction with courses and instructors in a flipped classroom: A meta‐analysis. Journal of Computer Assisted Learning, 36(3), 295-314.doi.org/10.1111/jcal.12421

Stürmer, K., Könings, K. D., & Seidel, T. (2013). Declarative knowledge and professional vision in teacher education: Effect of courses in teaching and learning. British Journal of Educational Psychology, 83(3), 467-483. doi-org.ezp-prod1.hul.harvard.edu/10.1111/j.2044-8279.2012.02075.x

Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252-275. doi.org/10.1016/j.compedu.2015.11.008

Teo, T., Unwin, S., Scherer, R., & Gardiner, V. (2021). Initial teacher training for twenty-first century skills in the Fourth Industrial Revolution (IR 4.0): A scoping review. Computers & Education, 170, 104223. doi.org/10.1016/j.compedu.2021.104223

Thomas, M. S., Ansari, D., & Knowland, V. C. (2019). Annual Research Review: Educational neuroscience: progress and prospects. Journal of Child Psychology and Psychiatry, 60(4), 477-492.  doi:10.1111/jcpp.12973

Timuș, N., Bartlett, M. E., Bartlett, J. E., Ehrlich, S., & Babutsidze, Z. (2023). Fostering inclusive higher education through Universal Design for learning and Inclusive Pedagogy – EU and US Faculty perceptions. Higher Education Research & Development, 43(2), 473–487. https://doi.org/10.1080/07294360.2023.2234314

Tokuhama-Espinosa, T. (2008). The scientifically substantiated art of teaching. [Ph.D. Dissertation]. Minnesota: Capella University. https://search-proquest-com.ezp-prod1.hul.harvard.edu/docview/250881375?pq-origsite=primo

Tokuhama-Espinosa, T. (2014). Making classrooms better: 50 practical applications of Mind, Brain, and Education science. New York, NY: W. W. Norton & Company.

Tokuhama-Espinosa, T. (2014). Making classrooms better: Practical applications of mind, brain, and education science. Part 1 [video]. (23 minutes).

Tokuhama, Espinosa, T. (2014). Making classrooms better: Best Practices 34-41.  [video]. (11:36; 21:38 minutes).

Tokuhama-Espinosa, T. (2015). The new science of teaching and learning: Using the best of mind, brain, and education science in the classroom. Teachers College Press.

Tokuhama-Espinosa, T. (2018). The five pillars of the mind: Redesigning education to suit the brain. W.W. Norton.

Tokuhama-Espinosa, T. (2019, December). The learning sciences framework in educational leadership. In Frontiers in Education 4, 136. doi.org/10.3389/feduc.2019.00136

Tokuhama-Espinosa, T. (2021). Bringing the neuroscience of learning to online teaching: An educator’s handbook. Teachers College Press.

Tokuhama-Espinosa, T., Simmers, K., Batchelor, D., Nelson, A. D., _ Borja, C. (2023). A theory of mental frameworks. Frontiers in Psychology, 14, 1220664.

United States Department of Education. (2023). What Works Clearinghouse. [website]. https://ies.ed.gov/ncee/wwc/

Vereijken, M. W., van der Rijst, R. M., de Beaufort, A. J., van Driel, J. H., & Dekker, F. W. (2018). Fostering first-year student learning through research integration into teaching: Student perceptions, beliefs about the value of research and student achievement. Innovations in Education and Teaching International, 55(4), 425-432. doi.org/10.1080/14703297.2016.1260490

Wang, Q., Zhu, Y., Wei, L., & Deng, H. (2022). Visual attention pattern of middle school students during problem-solving in Physics. Mind, Brain, and Education. doi.org/10.1111/mbe.12313

Weber, K. (Ed.). (2010). Waiting for SUPERMAN: How we can save America's failing public schools. [documentary video]. PublicAffairs. Available on: http://watchdocumentaries.com/waiting-for-superman/

Weissberg, R. P. (2019). Promoting the social and emotional learning of millions of school children.  Perspectives on Psychological Science, 14(1), 65-69. doi.org/10.1177/1745691618817756

West, J. (2023). Utilizing Bloom’s taxonomy and authentic learning principles to promote preservice teachers’ pedagogical content knowledge. Social Sciences & Humanities Open, 8(1), 100620. https://doi.org/10.1016/j.ssaho.2023.100620

White, C. & Dickerson, C. (2022). Learning from exploring narratives of practice using educational theories and research. University of Hertfordshire, UK.

Wirebring, L. K., Wiklund-Hörnqvist, C., Stillesjö, S., Granberg, C., Lithner, J., Andersson, M., ... & Jonsson, B. (2022). An fMRI intervention study of creative mathematical reasoning: behavioral and brain effects across different levels of cognitive ability. Trends in Neuroscience and Education, 100193. doi.org/10.1016/j.tine.2022.100193

Wright, G. W., & Park, S. (2022). The effects of flipped classrooms on K-16 students’ science and math achievement: a systematic review. Studies in Science Education, 58(1), 95-136. doi.org/10.1080/03057267.2021.1933354

Yeager, D. S., Romero, C., Paunesku, D., Hulleman, C. S., Schneider, B., Hinojosa, C., ... & Trott, J. (2016). Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school. Journal of Educational Psychology, 108(3), 374. doi.org/10.1037/edu0000098

Yoon, S. A., Goh, S. E., & Park, M. (2018). Teaching and learning about complex systems in K–12 science education: A review of empirical studies 1995–2015. Review of Educational Research, 88(2), 285-325. doi: 10.3102/0034654317746090

Other Resources

Annenberg Foundation. (2012). Dynamic skill development. [video]. (8:43). Neuroscience and the Classroom.

Annenberg Foundation. (2012). The Montessori approach.. [video]. (7:45). Neuroscience & the Classroom.

Association for Supervision and Curriculum Development (ASCD). (2014). The whole child.  Retrieved from http://www.wholechildeducation.org/

Bartholomew Consolidated School Corporation video (2012). UDL in 5 minutes.  [Video file]. Retrieved from http://ow.ly/d3ZAZ

Bidwell, V. (2011). IQ tests explained. [Video file]. Retrieved from IQ Tests Explained

 Biggs, J. (1999). What the student does: teaching for enhanced learning. Higher Education Research & Development, 18(1), 57-75.

Carey, B. (2009, Dec 20) Studying young minds, and how to teach them. New York Times.

Chen, R. J. C., Lin, H. C., Hsueh, Y. L., & Hsieh, C. C. (2020). Which is more influential on teaching practice, classroom management efficacy or instruction efficacy? Evidence from TALIS 2018. Asia Pacific Education Review, 21(4), 589-599. https://doi.org/10.1007/s12564-020-09656-8

Chen, H., Park, H. W., & Breazeal, C. (2020). Teaching and learning with children: Impact of reciprocal peer learning with a social robot on children’s learning and emotive engagement. Computers & Education, 150, 103836. ttps://doi.org/10.1145/3319502.3374822

Compton, B. (2011). The making of a two million minutes high school. [video] (5:40 minutes). Joliet, IL. Available at https://www.youtube.com/watch?v=O3mezNB0dEg

Connor, C. M. (2018). Individual students, literacy research, and policy: There are multiple sources of influence on teaching and learning . Psychology Today.

Darling-Hammond, L. (2015). The flat world and education: How America's commitment to equity will determine our future. Teachers College Press. https://books.google.com/books?hl=en&lr=&id=lP32XQw0lKYC&oi=fnd&pg=PA1&dq=teaching+learning+inda+darling-hammond&ots=UBdjTo4vvl&sig=Zy_Hr9GeZg-axqYVc0QkQJOqF9Q#v=onepage&q=teaching%20learning%20inda%20darling-hammond&f=false

Davidson Films, Inc. (2011). Human brain development: Nature and nurture. [video] (4:08). Available at https://www.youtube.com/watch?v=nTrxRMwmu5w

Dawson, T. & Heikkinin, K. (2009). Identifying within-level differences in leadership decision making . Integral Leadership Review.

Debatecity. (2015). Should the world adopt Finland's education system? [video]. (5:00 minutes). Available on: https://www.youtube.com/watch?v=E_W2oS6HvTo

Developmental Computational Psychology Lab. (n.d.) Brain Explorer. [app] https://brainexplorer.net/

Dweck, C. (2015). Carol Dweck Revisits the 'Growth Mindset'. Education Week.

Edmondson, A.C. (2011). Strategies for learning from failure. Harvard Business Review. [video]. (12:38 minutes). Available on: https://hbr.org/2011/04/strategies-for-learning-from-failure

Esteban-Guitart, M., & Gee, J. (2020). “Inside the Head and Out in the World”. An Approach to Deep Teaching and Learning. Multidisciplinary Journal of Educational Research, 10(1), 1-25.  Doi: 10.4471/remie.2020.4868

Fischer, K.W. & Rose, T. (2001, Nov). Webs of skills: How students learn. Educational Leadership, 6-12.

Fuhrman, N. (2018, April 11).The one thing all great teachers do  TEDxUGA. Retrieved from https://www.youtube.com/watch?v=WwTpfVQgkU0

García-Carrión, R., López de Aguileta, G., Padrós, M., & Ramis-Salas, M. (2020). Implications for social impact of dialogic teaching and learning. Frontiers in Psychology, 11, 140. https://doi.org/10.3389/fpsyg.2020.00140

Gate, B. (2013). Teachers need real feedback . [video]. (110:17 minutes). Available on: http://www.teachthought.com/pedagogy/50-inspiring-ted-talks-teachers-challenge-eduspective/

Gates, B. (2009). How do you make a great teacher? (Part 1). [video]. (5:58 minutes). Available at

Gates, B. (2009). How do you make a great teacher? (Part 2). [video]. (5:58 minutes). Available at https://www.youtube.com/watch?v=BCSdIRNZmHw

Greenwald, R.Z. (2007). Preparing our children for success: Animal School. (5:19 minutes). Available at http://www.youtube.com/watch?v=wN7QfjIcVvA

Harvard University. (2016). Assessment to improve student learning: Transforming a large introductory physics course. [video] (17:38). Available at https://www.youtube.com/watch?v=M9ZZbHVKl94

Harvard University. (2016). Teacher/learner dependency: A classroom culture of reciprocity . Into Practice.

Harvard University Graduate School of Education. (2014). Data Wise Project. [website].

Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.

Leadbeater, C. (2010). Education innovation in the slums . Ted Talk. [video]. (18:58 minutes). Available on: https://www.ted.com/talks/charles_leadbeater_on_education?language=en

McTighe, J. (1998). What is Understanding by Design? Author Jay McTighe explains. [video] (7:04 minutes). Retrieved from https://www.youtube.com/watch?v=d8F1SnWaIfE

Mehta, R., & Aguilera, E. (2020). A critical approach to humanizing pedagogies in online teaching and learning. The International Journal of Information and Learning Technology. ISSN: 2056-4880

Mindset Works, Inc. (2012). The growth mindset. [website].

New York Public Radio. (2009). The best schools in the world. [video] (6:30 minutes). Available on: https://www.youtube.com/watch?v=-AFH1mStuFQ

Norvig, P. (2014). 100,000 tutors. Stanford University. [video]. (6:04 minutes). Available on: http://www.teachthought.com/pedagogy/50-inspiring-ted-talks-teachers-challenge-eduspective/

OECD. (2018). The OECD Teaching and Learning International Survey (TALIS) Technical Report. Author.

Palmer, P.J. (2016). The inner teachers. [video] (3:17 minutes). Available on: https://vimeo.com/155180846

Price, H., & Carstens, R. (2020). Teaching and Learning International Survey (TALIS) 2018 analysis plan. OECD. doi.org/10.1787/19939019

Robinson, K. (2006). How schools kill creativity.  Ted Talk. [video]. (19:24 minutes). Available on: https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en

Robinson, K. (2010). Bring on the learning revolution! Ted Talks. [video]. (17:50 minutes). Available on: https://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution

Robinson, K. (2013). How to escape education's death valley.  Ted Talk. [video]. (19:07 minutes). Available on: https://www.ted.com/talks/ken_robinson_how_to_escape_education_s_death_valley

Ross, D. A. (2020). Creating a “quarantine curriculum” to enhance teaching and learning during the COVID-19 pandemic. Academic Medicine. doi: 10.1097/ACM.0000000000003424

Sahlberg, P. (2015). The myth of Finnish education.  [video]. (7:50 minutes). Available on: https://www.youtube.com/watch?v=RQzpiQCr2zA

Scherer, R., Howard, S. K., Tondeur, J., & Siddiq, F. (2021). Profiling teachers' readiness for online teaching and learning in higher education: Who's ready?. Computers in Human Behavior, 118, 106675. doi.org/10.1016/j.chb.2020.106675

Schlesselman, L. S. (2020). Perspective from a teaching and learning center during emergency remote teaching. American Journal of Pharmaceutical Education, 84(8). DOI: https://doi.org/10.5688/ajpe8142

Science Media Group. (2011). Dynamic skill development: Neuroscience & the Classroom. Annenberg Learner.

Stephenson, S. (2011). Scaffolding the dynamic development of skill. Toddler Hand washing. [video] (0:47). Retrieved from https://www.youtube.com/watch?v=wDzH3Bl_jU0&feature=feedu

The Young Turks. (2012). Finland's revolutionary education system. [video]. (5:25 minutes). Available at https://www.youtube.com/watch?v=qlOfZL_J5fo

Date of last update: 19-Jan-2023 CB

This resource is protected under a Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) license.