Policy

Resources

Bergen, D., & Woodin, M. (2017). Brain research and childhood education: Implications for educators, parents, and society. Abingdon-on-Thames: Routledge.

Center on the Developing Child at Harvard University. (2007). A science-based framework for early childhood policy: Using evidence to improve outcomes in learning, behavior, and health for vulnerable children. Cambridge, MA: Author.

Cooper, L.A., Hill, M.N., & Powe, N.R. (2002). Designing and evaluating interventions to eliminate racial and ethnic disparities in health care. Journal of General Internal Medicine, 17, 477-486.

Child Welfare League. (2016). Policy statement. Washington, DC. Author.

Deans For Impact. (2015). Science of learning. Austin, TX. Author.

Edwards, R., Gillies, V., & Horsley, N. (2015). Brain science and early years policy: Hopeful ethos or ‘cruel optimism’?. Critical Social Policy, 35(2), 167-187.

Edelenbosch, R., Kupper, F., Krabbendam, L., & Broerse, J. E. (2015). Brain‐based learning and educational neuroscience: Boundary work. Mind, Brain, and Education, 9(1), 40-49.

Exworthy, M., Bindam, A., Davies, H., & Washington, A.E. (2006). Evidence into policy and practice? Measuring the progress of US and UK policies to tackle disparities and inequalities in US and UK Health and Health care. Milbank Quarterly, 84(1), 75-109.

Fisher, P. A. (2016). Translational neuroscience as a tool for intervention development in the context of high-adversity families. In F. Hoeft (Ed.), New directions for child and adolescent development (pp.?). San Francisco, CA: Jossey-Bass.

Fisher, P. A. & Berkman, E. T. (2015). Designing interventions informed by scientific knowledge about effects of early adversity: A translational neuroscience agenda for next-generation addictions research. Current Addiction Reports. Advance online publication. DOI 10.1007/s40429-015-0071-x

Fitz, N. S., & Reiner, P. B. (2013). The challenge of crafting policy for do-it-yourself brain stimulation. Journal of Medical Ethics, Medethics-2013.

Gluckman, P. D., Bardsley, A., & Kaiser, M. (2021). Brokerage at the science–policy interface: from conceptual framework to practical guidance. Humanities and Social Sciences Communications, 8(1), 1-10. https://doi.org/10.1057/s41599-021-00756-3

Green, L. W., Ottoson, J. M., García, C., Hiatt, R. A., & Roditis, M. L. (2014). Diffusion theory and knowledge dissemination, utilization and integration. Frontiers in Public Health Services & Systems Research, 3(1), 3.

Hassel, B. (2013). Quality teachers: Key to student achievement. [video] (5:59 minutes). Available on: https://www.c-span.org/video/?c4368255/quality-teachers-key-student-achievement

Heinrich, C.J. (2011). How credible is the evidence, and does it matter? An analysis of the program assessment rating tool. Public Administration Rev, 72(1), 123-134.

Hinton, C., Miyamoto, K., & Della-Chiesa, B. (2008). Brain research, learning and emotions: implications for education research, policy and practice. European Journal of education, 43(1), 87-103.

Johnson, S. B., Riis, J. L., & Noble, K. G. (2016). State of the art review: poverty and the developing brain. Pediatrics, 137(4), e20153075.

Karmarkar, U. R., & Plassmann, H. (2019). Consumer neuroscience: past, present, and future. Organizational Research Methods, 22(1), 174-195.

Lacasse, J. R., Dunleavy, D. J., & Hughes, S. (2021). Psychiatric prescribing in child welfare: Barriers to evidence-based practice and an agenda for reform. Child and Adolescent Social Work Journal, 1-15. https://doi.org/10.1007/s10560-020-00731-y

Mayer, R. E. (2005). The failure of educational research to impact educational practice: Six obstacles to educational reform. In G. D. Phye, D. H. Robinson, & J. Levin (Eds.), Empirical methods for evaluating educational interventions (pp. 67-81). San Diego, CA: Elsevier Academic Press.

National Forum on Early Childhood Program Evaluation (2008). Workforce development, welfare reform, and child well-being. Working Paper No. 7. Cambridge, MA: Author.

National Research Council and Institute of Medicine. (2000). From neurons to neighborhoods: The science of early childhood development. Committee on Integrating the Science of Early Childhood Development, Shonkoff J., & Phillips D. (eds.) Board on Children, Youth, and Families, Commission on Behavioral and Social Sciences and Education. Washington, DC, National Academy Press.

National Scientific Council on the Developing Child (2010). Persistent fear and anxiety can affect young children’s learning and development. Working Paper No. 9. Cambridge, MA: Author.

National Scientific Council on the Developing Child (2012). The science of neglect: The persistent absence of responsive care disrupts the developing brain. Working Paper No.12. Cambridge, MA: Author.

National Scientific Council on the Developing Child. (2004). Children's emotional development is built into the architecture of their brain. Working Paper No. 2. Cambridge, MA: Author.

National Scientific Council on the Developing Child. (2004). Young children develop in an environment of relationships. Working Paper No.1 Cambridge, MA: Author.

National Scientific Council on the Developing Child. (2005 / 2009 / 2014). Excessive stress disrupts the architecture of the developing brain. Working Paper No. 3. Cambridge, MA: Author.

National Scientific Council on the Developing Child. (2006). Early exposure to toxic substances damages brain architecture. Working Paper No. 4. Cambridge, MA: Author.

National Scientific Council on the Developing Child. (2007). The science of early childhood development: Closing the gap between what we know and what we do. Cambridge, MA: Author.

National Scientific Council on the Developing Child (2019). Motivation and Early Childhood Policy: Science-Based Approaches for Policymakers and Public Systems. Brief: Cambridge, MA: Author.

Navas, J. F., Billieux, J., Verdejo-García, A., & Perales, J. C. (2019). Neurocognitive components of gambling disorder: Implications for assessment, treatment and policy.

OECD. (2018). Education at a glance. Paris, France: Author.

Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2017). Science of learning and development: A synthesis. Washington, DC: AMerican Research Institutes.

Pecora, P. J., Whittaker, J. K., Maluccio, A. N., & Barth, R. P. (2012). The child welfare challenge: Policy, practice, and research. AldineTransaction.

Pillemer, K., Connolly, M. T., Breckman, R., Spreng, N., & Lachs, M. S. (2015). Elder mistreatment: Priorities for consideration by the White House Conference on Aging. The Gerontologist, 55(2), 320-327.

Piccolo, L. R., & Noble, K. G. (2018). Poverty, early experience, and brain development. Handbook of Infant Mental Health, 157.

Piper, D., et al. (2012). Assessing state substance abuse prevention infrastructure through the lens of the CSAPs strategic prevention framework. Evaluation Program Planning, 35, 66-77.

Pomerance, L., Greenberg, J., & Walsh, K. (2016). Learning about learning: What every new teacher needs to know. Washington, DC: National Council on Teacher Quality.

Ramani, G. B., & Siegler, R. S. (2008). Promoting broad and stable improvements in low-income children’s numerical knowledge through playing number board games. Child Development, 79(2), 375–394. http://doi.org/10.1111/j.1467-8624.2007.01131.x

Rattan, A., Savani, K., Chugh, D., & Dweck, C. S. (2015). Leveraging mindsets to promote academic achievement: Policy recommendations. Perspectives on Psychological Science, 10(6), 721-726.

Shonkoff, J. P. (2012). Leveraging the biology of adversity to address the roots of disparities in health and development. Proceedings of the National Academy of Sciences, 109(Supplement 2), 17302-17307.

Shonkoff , J. & Bales, S. (2011). Science does not speak for itself: Translating child development research for the public and its policymakers. Child Development, 82(1), 17-32.

Shonkoff J (2013 April 22). Strengthening adult capacities to improve child outcomes: A new strategy for reducing intergenerational poverty. Spotlight on Poverty and Opportunity.

Shonkoff, J. (2011). Protecting brains, not simply stimulating minds. Science, 333, 982-983.

Shonkoff, J. (2012). Leveraging the biology of adversity to address the roots of disparities in health and development. Proceedings of the National Academy of Sciences, 109, 17302-17307.

Shonkoff, J. & Fisher, P. (2013). Rethinking evidence-based practice and two-generation programs to create the future of early childhood policy. Development and Psychopathology, 25, 1635–1653.

Siegel, B. S., Dobbins, M. I., Earls, M. F., Garner, A. S., McGuinn, L., Pascoe, J., & Wood, D. L. (2012). The Lifelong Effects of Early Childhood Adversity and Toxic Stress. PEDIATRICS, 129(1), e232-e246.

Shonkoff, J. & Levitt, P. (2010). Neuroscience and the future of early childhood policy: Moving from why to what and how. Neuron, 67, 689-691.

Shonkoff, J. & Richter, L. (2013). The powerful reach of early childhood development: A science-based foundation for sound investment. In P. Britto, P. Engle, & C. Super (eds.) Handbook of early childhood development research and its impact on global policy. Oxford University Press.

Shonkoff, J. P. & Fisher, P.A. (2013). Rethinking evidence-based practice and two-generation programs to create the future of early childhood policy. Development and Psychopathology, 25, 1635-1653.

Shonkoff, J., Boyce, W.T., McEwen, B. (2009). Neuroscience, molecular biology, and the childhood roots of health disparities: Building a new framework for health promotion and disease prevention. Journal of the American Medical Association, 301(21), 2252-2259

Shonkoff, J.P., Richter, L., Van der Gaag, J., Bhutta, Z. (2012). An integrated scientific framework for child survival and early childhood development. Pediatrics, 129(2), e460-72.

Stein, Z., & Fischer, K. W. (2011). Directions for mind, brain, and education: Methods, models, and morality. Educational Philosophy and Theory, 43(1), 56-66.

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.

Tokuhama-Espinosa, T. (2017). Research, practice and policy goals. In Delphi panel results: Mind, Brain, and Education Science. DOI: 10.13140/RG.2.2.14259.22560

Other Resources

Geoffrey Canada on education reform (2011). (video). (32:00 minutes). Eventbrite. Capella University.  

Date of last update: 15-Dec-2022 CB

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