Learn about the brain from some fine minds in education
The Best of Corwin series showcases key chapters from critically acclaimed Corwin publications for a powerful compilation of perspectives on important education issues and topics. Featuring the works of recognized pioneers in the nascent field of educational neuroscience, this cutting-edge collection show show to apply current brain research to teaching and learning. The book is divided into three parts: The Developing Brain, The Brain in School, and Instructional Strategies for Every Brain. Chapter topics include:
Brain structures and development from birth through adolescence What causes the brain to pay attention and remember How the brain learns to read and calculate Differences between the male and female brain The social and academic needs of students with learning difficulties Strategies for keeping students brains engaged, focused, and energized
Teachers are brain-changers, and knowing more about how the brain learns can only make you more successful at reaching and engaging young minds.
Preface |
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vii | |
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Introduction |
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About the Editor |
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xiii | |
About the Contributors |
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PART I THE DEVELOPING BRAIN |
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1 The Physiology of the Brain |
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3 | (26) |
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29 | (14) |
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43 | (34) |
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PART II THE BRAIN IN SCHOOL |
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77 | (18) |
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95 | (14) |
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6 The Male and the Female Brain |
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109 | (18) |
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7 The Special Needs Brain |
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127 | (12) |
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PART III INSTRUCTIONAL STRATEGIES FOR EVERY BRAIN |
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139 | (4) |
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143 | (6) |
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149 | (10) |
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159 | |
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References |
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169 | (40) |
Preface |
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vii | |
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Introduction |
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About the Editor |
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xvi | |
About the Contributors |
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xvii | |
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PART I OUR 21ST-CENTURY SCHOOLS |
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1 Partnering: A Pedagogy for the New Educational Landscape |
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3 | (22) |
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2 No More Cookie-Cutter High Schools |
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25 | (16) |
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3 Strategic Leadership: Encouraging and Assessing Technology Integration |
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41 | (18) |
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4 Emerging Roles Within the Knowledge Community |
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59 | (20) |
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PART II TECHNOLOGY-POWERED CLASSROOMS |
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5 Understanding Youth and Digital Media |
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79 | (14) |
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6 "Short": Social Networking in a Low-Tech Environment |
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93 | (36) |
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7 Why Use Web 2.0 Tools With ELLs? |
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129 | (10) |
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8 Assessment in the Partnership Pedagogy |
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139 | (12) |
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PART III SAFETY AND POLICY MATTERS |
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9 Policies, Procedures, and Contracts: Communicating Expectations to Teachers, Students, and Parents |
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151 | (16) |
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10 Preventing Cyberbullying |
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167 | (34) |
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11 Top Ten Rules That Govern School Authority Over Student Cyber Expressions |
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201 | |
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References |
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Preface |
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Introduction |
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About the Editor |
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About the Contributors |
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xv | |
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1 The Tools of Cultural Proficiency |
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3 | (18) |
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21 | (28) |
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3 The Wallpaper Effect: Uncovering Inequities Using the Other Data |
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49 | (34) |
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83 | (12) |
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PART II FOR CLASSROOM TEACHERS AND THOSE WHO SUPPORT CLASSROOM TEACHERS |
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5 Reaching Diverse Learners Through Strategic Instruction |
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95 | (10) |
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105 | (20) |
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7 Only the Strong Survive: Dealing With Roadblocks to Effective Classroom Management |
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125 | (18) |
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8 Connecting Home and School |
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143 | (16) |
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159 | |
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References |
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163 | (19) |
Preface |
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vii | |
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Introduction |
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About the Editor |
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xvi | |
About the Contributors |
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xvii | |
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PART I READING AND WRITING |
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1 Differentiated Models and Strategies of Reading |
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3 | (20) |
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2 Gradual Release to Accelerate Progress |
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23 | (8) |
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3 Implementing Multi-Tiered Writing Instruction |
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31 | (26) |
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4 Differentiated Instruction and Response to Intervention in Mathematics |
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57 | (28) |
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5 Supporting Students Who Are Low Achieving |
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85 | (28) |
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6 Challenging Students Who Are High Achieving |
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113 | (10) |
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7 Mathematics Interventions Overview |
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123 | (16) |
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8 Differentiated Science Inquiry |
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139 | (22) |
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9 Methods and Effective Practices for Increasing Student Achievement |
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References |
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Preface |
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Introduction |
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About the Editor |
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About the Contributors |
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1 Examining the Research Base and Legal Considerations in Special Education |
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1 | (34) |
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2 CIVICS: An Agenda for Our Schools |
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35 | (16) |
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3 A Decision-Making Process for Creating IEPs That Lead to Curriculum Access |
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51 | (22) |
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4 The Locks on the Doors to Learning |
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73 | (14) |
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5 How Teachers Teach: Good Practices for All |
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87 | (18) |
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105 | (8) |
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7 Teaching Core Curriculum to Students With Moderate to Severe Intellectual Disabilities |
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113 | (32) |
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8 Determining and Implementing Valid and Appropriate Testing Accommodations |
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145 | (20) |
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9 Effective Home-School Partnerships |
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165 | |
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References |
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175 | |
Preface |
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Introduction |
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About the Contributors |
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1 Response to Intervention |
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1 | (16) |
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2 Determining Appropriate Research-Based Interventions |
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17 | (34) |
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3 Framework for Instructional Intervention With Diverse Learners |
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51 | (12) |
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4 Using Progress Monitoring Data |
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63 | (16) |
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5 Leadership Perspectives on RTI |
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79 | (16) |
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6 The Reading Brain and Literacy Instruction |
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95 | (24) |
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7 Mathematics Intervention Overview |
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119 | (14) |
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8 Classroom Interventions and Individual Behavior Plans |
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133 | (20) |
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9 Fidelity of Implementation |
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153 | (16) |
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References |
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DR. David A. Sousa is an international consultant in educational neuroscience and author of more than twenty books that suggest ways educators and parents can translate current brain research into strategies for improving learning. 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 preK12 and university levels. He has made presentations to more than two hundred thousand educators at national conventions of educational organizations and to regional and local school districts across the United States, Canada, Europe, Australia, New Zealand, and Asia.
Dr. Sousa has a bachelors degree in chemistry from Bridgewater State University in Massachusetts, a master of arts in teaching degree in science from Harvard University, and a doctorate from Rutgers University. His teaching experience covers all levels. He has taught senior high school science and served as a K12 director of science, supervisor of instruction, and district superintendent in New Jersey schools. He was an adjunct professor of education at Seton Hall University for ten years and a visiting lecturer at Rutgers University.
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 US diplomatic missions in Geneva (Switzerland) and Vienna (Austria).
Dr. Sousa has edited science books and published dozens of articles in leading journals on professional development, science education, and educational research. His most popular books for educators include How the Brain Learns, now in its sixth edition; How the Special Needs Brain Learns, second edition; How the Gifted Brain Learns; How the Brain Learns to Read, second edition; How the Brain Influences Behavior; How the ELL Brain Learns; Differentiation and the Brain, second edition (with Carol Tomlinson); and How the Brain Learns Mathematics, second edition, which was selected by the Independent Book Publishers Association as one of the best professional development books. The Leadership Brain suggests ways for educators to lead todays schools more effectively. Dr. Sousas books have been published in French, Spanish, Chinese, Arabic, Korean, Russian, and several other languages. His book Brainwork: The Neuroscience Behind How We Lead Others is written for business and organizational leaders.
Dr. Sousa is past president of the National Staff Development Council (now called 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 and an honorary doctorate in humane letters from Gratz College in Philadelphia.
Dr. Sousa has been interviewed on the NBC Today show, by other television programs, and by National Public Radio about his work with schools using brain research. He makes his home in south Florida.