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Mind, Brain, and Education: Neuroscience Implications for the Classroom (The Leading Edge Series) Kindle Edition
"This infinitely practical work tackles a topic most educators avoid. It is my hope that with Kipp's guidance, teachers and principals will begin to rethink long-held policies that have kept legitimate tools for learning out of the hands of today's students."
--William Ferriter, Sixth-Grade Teacher and Author
"Mobile Learning Devices is well-written, easy to ready, and contains a perfect combination of theory, research, and practice. If you are an educator moving into the world of MLDs, this book provides the information you ll need. And if you are already there, it will help you to improve and enhance your program."
--Tammy Worcester, Instructional Technology Specialist, Educational Services and Staff Development Association of Central Kansas
"As a principal I have personally experienced apprehension when it came to integrating mobile learning devices in school. Kipp Rogers does an exceptional job of alleviating many of the common fears that principals have in regard to MLDs and presents practical integration strategies."
--Eric Sheninger, Principal, New Milford High School, New Milford, New Jersey --This text refers to an alternate kindle_edition edition.
About the Author
Editor: David A. Sousa, EdD, is an author and international consultant. He taught high school science and served as a K-12 director of science, a supervisor of instruction, and a district superintendent in New Jersey schools. He has also been an adjunct professor of education at Seton Hall University and a visiting lecturer at Rutgers University.
A member of the Cognitive Neuroscience Society, he has conducted workshops in hundreds of school districts on brain research, instructional skills, and science education at the pre-K-12 and university levels. He has made presentations to more than 200,000 educators at national conventions of educational organizations and to regional and local school districts across the US, Canada, Europe, Australia, New Zealand, and Asia.
Prior to his career in New Jersey, Dr. Sousa taught at the American School of Paris (France), and served for five years as a Foreign Service Officer and science advisor at the USA diplomatic missions in Geneva (Switzerland) and Vienna (Austria). Dr. Sousa has been interviewed on NBC's Today Show and by National Public Radio about his work with schools using brain research.
Dr. Sousa has edited science books and published dozens of articles in leading journals on staff development, science education, and educational research. He is author of The Leadership Brain, How the Brain Learns, How the Special Needs Brain Learns, How the Gifted Brain Learns, How the Brain Learns to Read, How the Brain Influences Behavior, How the ELL Brain Learns, and How the Brain Learns Mathematics, which was selected by the Independent Publishers' Association as one of the best professional development books of 2008, among others. His books have been published in French, Spanish, Chinese, Arabic, Russian, Korean, and several other languages.
Dr. Sousa is past president of Learning Forward. He has received numerous awards from professional associations, school districts, and educational foundations for his commitment to research, staff development, and science education. He received the Distinguished Alumni Award and an honorary doctorate from Bridgewater State University in Massachusetts and an honorary doctorate from Gratz College in Philadelphia.
Dr. Sousa has a bachelor's degree in chemistry from Bridgewater State University, a master's degree in science from Harvard University, and a doctorate from Rutgers University.
Contributors: Daniel Ansari, Joanna A. Christodoulou, Donna Coch, Stanislas Dehaene, Keith Devlin, Marianna D. Eddy, Matthias Faeth, Kurt W. Fischer, John Gabrieli, Mariale M. Hardiman, Katie Heikkinen, Mary Helen Immordino-Yang, Tricia O'Loughlin, Michael I. Posner, David A. Sousa, Diane L. Williams, and Judy Willis. --This text refers to an alternate kindle_edition edition.
- ASIN : B0046W6UDY
- Publisher : Solution Tree Press (28 July 2010)
- Language : English
- File size : 2005 KB
- Text-to-Speech : Enabled
- Screen Reader : Supported
- Enhanced typesetting : Enabled
- X-Ray : Not Enabled
- Word Wise : Enabled
- Print length : 312 pages
- Best Sellers Rank: 865,302 in Kindle Store (See Top 100 in Kindle Store)
- Customer Reviews:
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I chose to read Mind, Brain, and Education: Neuroscience Implications for the Classroom, by David Sousa, as part of a project in my Introductory Neuroscience class. I was hoping to find out more about how the brain handles mathematics and calculations, and was not disappointed. This book is a well-organized compilation of expert reviews of current neuroscience research that covers a variety of topic areas. What sets this book apart from others is the analysis of how neuroscience can influence a classroom of the future. Each expert gives his or her opinion on how neuroscience could lead to better instruction and classroom dynamics in the specific topic being discussed.
Synopsis of parts:
Mind, Brain, and Education starts out in the first few chapters by giving a thorough background of educational neuroscience. The history of educational neuroscience is first discussed, from the very first attempts of connecting the brain to implications for the classroom to where we are today in the field. This section of the book is very personal, with the author detailing his role and observations about how educational neuroscience came to be about. The neuroimaging techniques that led to the evolution of education neuroscience are also discussed, with each technique being explained in detail.
It is not until chapter four that the book really delves into how the brain handles different processes involved in learning. The topics covered include: Emotion and skilled intuition in learning, the speaking brain, the reading brain, the mathematical brain, the calculating brain, the computing brain, and the creative-artistic brain. The authors discuss the most important neuroscience findings dealing with the chapter topic and give their own interpretations, as well as employed examples, of how the results can be applied to the classroom and learning. For example, Stanislas Dehaene, researcher at the College de France, advocates that various types of number games (counting, abacus, or simple board games) can be used to "enhance [the] developmental cross-linking of mental representations" that is critical in developing and strengthening the number system in children. (Chapter 9, The Calculating Brain).
The final portion of the book outlines where educational neuroscience can go from here, including obstacles that need to be overcome and translating results from a lab setting to practical applications. A glossary is also provided in the back of the book, which defines all neuroscience terms used.
Style and structure:
Mind, Brain, and Education is organized into chapters each about a different topic relating to educational neuroscience. Every chapter is presented by a different author (or group of authors) and each individual is briefly introduced at the beginning of each new chapter. The first half of every chapter describes the current understanding of how the brain handles the given topic area of learning. Each chapter generally concludes with how this understanding is applied (or could be better applied) to teaching. In addition, a references list is included at the end of each chapter, providing the reader with the information needed to consult other resources if desired.
The style of Mind, Brain, and Education is slightly varied from chapter to chapter, since each chapter is written by a different author. However, the general style is consistent, with the book written to a general audience with a neuroscience background being optional. Each chapter is also broken down into sections with descriptive headings, with each section generally lasting less than a few pages. Every scientific term presented can be looked up via the glossary in the back of the book, if it is not defined by the author themselves in the chapter. Additionally, most chapters include diagrams, charts, and images to aid the reader in their understanding of the more technical aspects of educational neuroscience.
On a whole, I thoroughly enjoyed this book, even with having only a minimal background in both neurology and education. The varied writing styles keeps things interesting and from getting too boring or technical, while still getting across a substantial amount of useful information. If one is interested in the way the brain learns, this book is definitely worth the read. Furthermore, understanding the neuroscience of learning is definitely a tool that should be evaluated by school systems and educators, with Sousa quoting one advocate, Lindsay Hart, as saying "teaching without an awareness of how the brain learns is like designing a glove with no sense of what a hand looks like" (Chapter 1, How Science Met Pedagogy).
I found the most useful and comprehensive chapters to be 6 and 7, dealing with the reading brain, and chapters 8 and 9 on the mathematical and calculating brain. These sets of chapters do an excellent job of outlining what we currently know, what we do not know, and what it means for education, both in children and adults. However, the topics in chapter 8 and 9 overlap a little, but each author discusses the current literature in a different way, leading to two different and insightful points of view.
My only criticism would be that some chapters did not measure up to others in terms of comprehensiveness and completeness. While most chapters, such as those described above, left the reader with a substantial amount of information, some others left the reader feeling as if I only got a broad overview and wanting more explanation. However, the extensive list of references presented at the end of each chapter gives the reader the option of continuing their exploration of the topic, which I found very useful and helped lend credibility to the opinions presented in the book.
Overall, I would recommend this book to all readers who wish to learn more about how the brain affects learning or who are interested in studying the field of educational neuroscience. This could be a wonderful resource for all teachers; however, the bulk of the book focuses on the learning of children, making it an especially useful tool for primary and secondary educators. Mind, Brain, and Education is definitely readable by people of all backgrounds, but those who are familiar with science will particularly enjoy the literature discussion, scientific terminology, and use of charts and diagrams throughout the book. One could read this book in its entirety or easily jump around to topics of interest over time, as each chapter is written by a different author (or authors) and covers a different topic exclusive of the previous chapters. I highly recommend the e-book if the reader has a Kindle. Having the e-book edition allowed me to easily determine the meaning of any words I encountered that I was not familiar with, which can be very helpful when reading a book on a scientific topic.
It is worth reading many times over.