TRACEY TOKUHAMA-ESPINOSA, PH.D. PUBLICATIONS
Educational Director, Conexiones, Ecuador
Instructor, Harvard College and Harvard University Extension School, Cambridge, MA
traceytokuhamaepsinosa@fas.harvard.edu
www.thelearningsciences.com
Nurturing T-Ss Relationship during Online TEYL.pptxSriSupiahCahyati
The relationship of teachers and students in the classroom has been addressed in several reports, but there is still a lack of research on online teaching English to young learners in Indonesia context. By investigating how teachers interact with their students during online learning, the practice of teaching-learning Engish, and their perceptions of this, this study tackled this void. In this descriptive case study design, 6 participants were recruited, while the data were obtained from observation and semi-structured interview. The results showed that the teachers used the method of grammar translation to interact with the students and promote cognitive engagement, as well as active engagement. The teachers nevertheless claimed that teaching English online was difficult and challenging, although students admitted that they missed the time to visit their teacher in person. Since the teaching-learning process is a social and individual process, it needs a social context and the intense teacher-student relationship is very critical. Therefore, online interactions with intense relationships will stimulate the encouragement, cognitive growth, and creativity of children.
I can choose the media by myself: A conceptual research of using digital boo...SriSupiahCahyati
As teachers are expected to help students attain greater levels, the quality of Teacher Professional Development (TPD) has become a growing educational problem. Teachers are expected to meet new criteria, and educational institutions are urging them to do so. Furthermore, how teachers teach subject matter knowledge in unique circumstances using certain instructional methods and technology determines a teacher's success in TPACK. As a result, the consequences of how technology is utilized become highly substantial. The necessity for giving kindergarten and primary school teachers, as well as parents of young learners, with the ability to select or create an engaging digital multimodal book, i.e. book creator with English learning activities, inspired this conceptual-based research. Children who are digital natives prefer digital books to traditional ones. While they are reading, the multiple media incorporated in the digital interactive multimodal book may excite all five senses, making learning more engaging. Since there are little studies on the use of digital books for young learners in Indonesian contexts, this study provides a conceptual-based research on the issue.
Keywords: digital literacy, interactive multimodal book, young learners
Connect with Maths Early Years Learning in Mathematics community
The revised VEYLDF: Supporting the cycle of teaching and learning through the early years
Presenters: Caroline Cohrssen [University of Melbourne] Carmel Phillips and Mary Holwell [VCAA]
The revised Victorian Early Years Learning and Development Framework: Supporting the cycle of teaching and learning through the early years
In this webinar, the focus will be on formative assessment children’s mathematical thinking to support the cycle of teaching and learning. Children demonstrate mathematical thinking in diverse ways. This requires early childhood educators to recognise this thinking when it is demonstrated and to develop playful learning experiences for children to consolidate and extend their thinking. High quality interactions with children create opportunities for educators to provide feedback that extends children’s learning, to model mathematical language and to encourage children to articulate their thinking. This in turn provides opportunities for further planning, and thus the cycle of teaching and learning continues. Finally, by demonstrating how the VEYLDF intersects with the Victorian Curriculum, the revised framework supports smooth transitions for every child from the home learning environment, into early childhood education and care settings, and into school.
Connect with Maths ~ supporting the teaching of mathematics ONLINE.
Join the Early Years Learning in Maths Community to access webinar. Membership is free.
http://connectwith.earlyyears.aamt.edu.au
TRACEY TOKUHAMA-ESPINOSA, PH.D. PUBLICATIONS
Educational Director, Conexiones, Ecuador
Instructor, Harvard College and Harvard University Extension School, Cambridge, MA
traceytokuhamaepsinosa@fas.harvard.edu
www.thelearningsciences.com
Nurturing T-Ss Relationship during Online TEYL.pptxSriSupiahCahyati
The relationship of teachers and students in the classroom has been addressed in several reports, but there is still a lack of research on online teaching English to young learners in Indonesia context. By investigating how teachers interact with their students during online learning, the practice of teaching-learning Engish, and their perceptions of this, this study tackled this void. In this descriptive case study design, 6 participants were recruited, while the data were obtained from observation and semi-structured interview. The results showed that the teachers used the method of grammar translation to interact with the students and promote cognitive engagement, as well as active engagement. The teachers nevertheless claimed that teaching English online was difficult and challenging, although students admitted that they missed the time to visit their teacher in person. Since the teaching-learning process is a social and individual process, it needs a social context and the intense teacher-student relationship is very critical. Therefore, online interactions with intense relationships will stimulate the encouragement, cognitive growth, and creativity of children.
I can choose the media by myself: A conceptual research of using digital boo...SriSupiahCahyati
As teachers are expected to help students attain greater levels, the quality of Teacher Professional Development (TPD) has become a growing educational problem. Teachers are expected to meet new criteria, and educational institutions are urging them to do so. Furthermore, how teachers teach subject matter knowledge in unique circumstances using certain instructional methods and technology determines a teacher's success in TPACK. As a result, the consequences of how technology is utilized become highly substantial. The necessity for giving kindergarten and primary school teachers, as well as parents of young learners, with the ability to select or create an engaging digital multimodal book, i.e. book creator with English learning activities, inspired this conceptual-based research. Children who are digital natives prefer digital books to traditional ones. While they are reading, the multiple media incorporated in the digital interactive multimodal book may excite all five senses, making learning more engaging. Since there are little studies on the use of digital books for young learners in Indonesian contexts, this study provides a conceptual-based research on the issue.
Keywords: digital literacy, interactive multimodal book, young learners
Connect with Maths Early Years Learning in Mathematics community
The revised VEYLDF: Supporting the cycle of teaching and learning through the early years
Presenters: Caroline Cohrssen [University of Melbourne] Carmel Phillips and Mary Holwell [VCAA]
The revised Victorian Early Years Learning and Development Framework: Supporting the cycle of teaching and learning through the early years
In this webinar, the focus will be on formative assessment children’s mathematical thinking to support the cycle of teaching and learning. Children demonstrate mathematical thinking in diverse ways. This requires early childhood educators to recognise this thinking when it is demonstrated and to develop playful learning experiences for children to consolidate and extend their thinking. High quality interactions with children create opportunities for educators to provide feedback that extends children’s learning, to model mathematical language and to encourage children to articulate their thinking. This in turn provides opportunities for further planning, and thus the cycle of teaching and learning continues. Finally, by demonstrating how the VEYLDF intersects with the Victorian Curriculum, the revised framework supports smooth transitions for every child from the home learning environment, into early childhood education and care settings, and into school.
Connect with Maths ~ supporting the teaching of mathematics ONLINE.
Join the Early Years Learning in Maths Community to access webinar. Membership is free.
http://connectwith.earlyyears.aamt.edu.au
Assessment & feedback Literature ReviewMorse Project
Reference List for the presentation by Dr Ann Ooms and Hendrik van der Sluis, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
20210928 Global study on Open Education and Open Science: Practices, use case...Ramesh C. Sharma
This paper provides an overview of the status of Open Education and Open Science for our global society in the first year of the COVID-19 pandemic: It presents practices and uses cases from 12 countries and global regions on the challenges for formal education during the COVID-19 outbreak. A special focus is led on the potential solutions and examples of Open Education and Open Science in these regional use cases. Their analysis and comparison present insights about the developed strategies and implemented practices in the different regions worldwide. And their discussion offers opportunities and recommendations how Open Education and Open Science can innovate and improve formal education in schools, universities and lifelong learning during the ongoing COVID-19 pandemic as well as afterwards.
Presentation by Rosemarri Klamn, MAPC, CHRP
November 20, 2015
EDDE 803: Teaching and Learning in Distance Education
Doctorate of Education in Distance Education
Our presentation today 28 September 2021 at OEGlobal2021 on Global study on Open Education and Open Science: Practices, use cases and potentials during the COVID-19 pandemic and beyond.
Christian M. Stracke, Aras Bozkurt, Daniel Burgos, Jon Mason, Ebba Ossiannilsson, Ramesh Chander Sharma, Marian Wan, Jane-Frances Obiageli Agbu, Karen Cangialosi, Grainne Conole, Glenda Cox, Fabio Nascimbeni, Chrissi Nerantzi, María Soledad Ramírez Montoya, Cleo Sgouropoulou, Jin Gon Shon, Pierre Boulet, Andreia Inamorato dos Santos, Stephen Downes, Robert Farrow, Vanessa Proudman, Zeynep Varoglu, Martin Weller, Junhong Xiao, Gema Santos-Hermosa, Özlem Karakaya, Vi Truong & Cécile Swiatek
Colleagues: this is the presentation I made at the Athabasca University Graduate Student Association (AUGSA) conference (October 2019) based on my research study on reflection and feedback interaction in the development of ePortfolio projects.
Students with limited or interrupted education (SLIFE) often come with different learning paradigms from those their teachers know and expect. I present the Intercultural Communication Framework (ICF), which takes a cultural approach to helping teachers better understand SLIFE in order to plan and implement appropriate teaching practices.
Colleagues: this is a short slide presentation based on a 14-page paper on my findings related to the description, context and influence of Bloom's Taxonomy on education (November, 2016 / EDDE803 / Athabasca University / EdD).
La conexión entre el cerebro y el cuerpo por Tracey Tokuhama-Espinosa, Ph.D.
Charla dictada durante el Congreso de Educación Física y Deporte Escolar de The American School of Querétaro (México)
Study on Innovative Trends, Worldwide, in Digital Educational Resources (DER) (2019) by Tracey Tokuhama - Espinosa, Ph.D., Cynthia Borja, Ph.D. and Mishel Tirira, BA, Table 14, p.137.
To read the full study on Spanish click here https://thelearningsciences.com/portfolio-items/tendencias_innovadoras_red_nivel_mundial/
More Related Content
Similar to Suggested Reading List for Teachers in MB(H)E Schools., by Tracey Tokuhama-Espinosa, Ph.D.
Assessment & feedback Literature ReviewMorse Project
Reference List for the presentation by Dr Ann Ooms and Hendrik van der Sluis, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
20210928 Global study on Open Education and Open Science: Practices, use case...Ramesh C. Sharma
This paper provides an overview of the status of Open Education and Open Science for our global society in the first year of the COVID-19 pandemic: It presents practices and uses cases from 12 countries and global regions on the challenges for formal education during the COVID-19 outbreak. A special focus is led on the potential solutions and examples of Open Education and Open Science in these regional use cases. Their analysis and comparison present insights about the developed strategies and implemented practices in the different regions worldwide. And their discussion offers opportunities and recommendations how Open Education and Open Science can innovate and improve formal education in schools, universities and lifelong learning during the ongoing COVID-19 pandemic as well as afterwards.
Presentation by Rosemarri Klamn, MAPC, CHRP
November 20, 2015
EDDE 803: Teaching and Learning in Distance Education
Doctorate of Education in Distance Education
Our presentation today 28 September 2021 at OEGlobal2021 on Global study on Open Education and Open Science: Practices, use cases and potentials during the COVID-19 pandemic and beyond.
Christian M. Stracke, Aras Bozkurt, Daniel Burgos, Jon Mason, Ebba Ossiannilsson, Ramesh Chander Sharma, Marian Wan, Jane-Frances Obiageli Agbu, Karen Cangialosi, Grainne Conole, Glenda Cox, Fabio Nascimbeni, Chrissi Nerantzi, María Soledad Ramírez Montoya, Cleo Sgouropoulou, Jin Gon Shon, Pierre Boulet, Andreia Inamorato dos Santos, Stephen Downes, Robert Farrow, Vanessa Proudman, Zeynep Varoglu, Martin Weller, Junhong Xiao, Gema Santos-Hermosa, Özlem Karakaya, Vi Truong & Cécile Swiatek
Colleagues: this is the presentation I made at the Athabasca University Graduate Student Association (AUGSA) conference (October 2019) based on my research study on reflection and feedback interaction in the development of ePortfolio projects.
Students with limited or interrupted education (SLIFE) often come with different learning paradigms from those their teachers know and expect. I present the Intercultural Communication Framework (ICF), which takes a cultural approach to helping teachers better understand SLIFE in order to plan and implement appropriate teaching practices.
Colleagues: this is a short slide presentation based on a 14-page paper on my findings related to the description, context and influence of Bloom's Taxonomy on education (November, 2016 / EDDE803 / Athabasca University / EdD).
La conexión entre el cerebro y el cuerpo por Tracey Tokuhama-Espinosa, Ph.D.
Charla dictada durante el Congreso de Educación Física y Deporte Escolar de The American School of Querétaro (México)
Study on Innovative Trends, Worldwide, in Digital Educational Resources (DER) (2019) by Tracey Tokuhama - Espinosa, Ph.D., Cynthia Borja, Ph.D. and Mishel Tirira, BA, Table 14, p.137.
To read the full study on Spanish click here https://thelearningsciences.com/portfolio-items/tendencias_innovadoras_red_nivel_mundial/
Estudio sobre Tendencias innovadoras, a nivel mundial, en Recursos Educativos Digitales (RED) (2019) de Tracey Tokuhama-Espinosa, Ph.D., Cynthia Borja, Ph.D. y Mishel Tirira, B.A., Tabla 14, p.137.
Estudio completo en este enlace https://thelearningsciences.com/portfolio-items/tendencias_innovadoras_red_nivel_mundial/#
Estudio sobre Tendencias innovadoras, a nivel mundial, en Recursos Educativos Digitales (RED) (2018) de Tracey Tokuhama-Espinosa, Ph.D., Cynthia Borja, Ph.D. y Mishel Tirira, B.A., Table 14, p.137.
¿Cómo aprende a leer y escribir el cerebro?
- Los circuitos neuronales de la lectoescritura
- Mitos de multilingüismo
Rol del docente: Mejores prácticas en el aula multilingüe
Estructuras curriculares
Aprendizajes durante de la pandemia
Los nuevos conocimientos de los docentes:
Mente, cerebro, salud y educación
Pedagogía
Tecnología
Relaciones humanos
(30 ideas importantes)
- ¿Cómo aprende a leer y escribir el cerebro?
- Los circuitos neuronales de la lectoescritura
- Mitos de multilingüismo
- Rol del docente: Mejores prácticas en el aula multilingüe
- Estructuras curriculares
Publication of OCDE. The original version on this link https://www.oecd-ilibrary.org/education/how-learning-continued-during-the-covid-19-pandemic_bbeca162-en
Preguntas sobre enseñanza bilingüe
- Beneficios de bilingüismo
- El cerebro e idiomas: diferencia entre lenguaje hablado y lecto-escritura
- Los circuitos neuronales relacionadas con la lectura y las actividades que mejora lecto-escritura
- Diez factores que influyen en el multilingüismo exitoso
- Mitos de multilingüismo
- Estructuras curriculares
- Rol del docente: Mejores prácticas en el aula multilingüe
- Políticas educativas (de las instituciones educativas)
The Ten Key Factors:
- Timing (Windows of Opportunity)
- Aptitude
- Motivation
- Strategy
- Consistency
- Opportunity and support (home, school, community)
- Linguistic and historic relationship between languages
- Siblings
- Gender
- Hand-use as a reflection of cerebral dominance for languages
- …and…?
Tracey Tokuhama-Espinosa, Ph.D., docente de Harvard University y directora académica de Conexiones, habla sobre estos temas:
- Definiciones
- Mito: ¿Cognición sin emoción?
- Partes de la respuesta:
- Emociones y la toma de decisiones
- ¿Cómo se desarrolla la inteligencia emocional?
- Teorías de emociones
- Emociones vs. sentimientos
- El contagio social
- Motivación
- Variabilidad humana
Para ver más recursos relacionados con las ciencias del aprendizaje, ingresa en nuestro sitio web www.thelearningsciences.com
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Suggested Reading List for Teachers in MB(H)E Schools., by Tracey Tokuhama-Espinosa, Ph.D.
1. v.4 Nov 2023
Tokuhama-Espinosa
1
101 Perspectives on Teachers’ New Pedagogical Knowledge: Suggested
Reading List for Teachers in MB(H)E Schools
Agarwal, P. K., & Bain, P. M. (2019). Powerful teaching:
Unleash the science of learning. John Wiley & Sons.
ISBN: 978-1-119-52184-6
Aronson, B., & Laughter, J. (2016). The theory and practice
of culturally relevant education: A synthesis of
research across areas. Review of Educational
Research, 86(1), 163-206.
https://doi.org/10.3102/0034654315582066
Barrett, L. F. (2020). Seven and a half lessons about the
brain. Houghton Mifflin. ISBN-13: 978-0358645597
Battro, A. M., Fischer, K. W., & Léna, P. J. (2008). The
educated brain: Essays in neuroeducation. In Mind,
Brain, and Education. Cambridge University Press.
https://doi.org/10.1017/CBO9780511489907
Blakemore, S. J., & Frith, U. (2005). The learning brain:
Lessons for education. Blackwell publishing. ISBN:
1405144777, 9781405144773
www.thelearningsciences.com
2. v.4 Nov 2023
Tokuhama-Espinosa
2
Blinkoff, E., Wright, C. A., Scott, M., Fletcher, K., Masters,
A. S., Ilgaz, H., Vu, L., Hirsh-Pasek, K., & Golinkoff,
R. M. (2023). Shifting from a classroom of
reluctant compliance to a classroom of responsive
curiosity. Young Children, 78(3), 14-22.
https://www.naeyc.org/resources/pubs/yc/fall202
3
Brault Foisy, L. M., Matejko, A. A., Ansari, D., & Masson, S.
(2020). Teachers as orchestrators of neuronal
plasticity: effects of teaching practices on the
brain. Mind, Brain, and Education, 14(4), 415-428.
https://doi.org/10.1111/mbe.12257
Brooks, J. G., & Brooks, M. G. (2021). Schools reimagined:
unifying the science of learning with the art of
teaching. Teachers College Press. ISBN-13: 978-
0807764978
Brown, P. C., Roediger III, H. L., & McDaniel, M. A.
(2014). Make it stick: The science of successful
learning. Harvard University Press. ISBN-13: 978-
0674729018
Callaghan, B. L., & Tottenham, N. (2016). The neuro-
environmental loop of plasticity: A cross-species
analysis of parental effects on emotion circuitry
development following typical and adverse
caregiving. Neuropsychopharmacology, 41(1), 163-
176. doi.org/10.1038/npp.2015.204
www.thelearningsciences.com
3. v.4 Nov 2023
Tokuhama-Espinosa
3
Cantor,P., &Osher, D.(Eds.). (2021).The scienceof learning
and development: Enhancing the lives of all young
people. Routledge. ISBN 9780367481070
Cantor, P., Lerner, R. M., Pittman, K. J., Chase, P. A., &
Gomperts, N. (2021). Whole-child development,
learning, and thriving: A dynamic systems
approach. Cambridge University Press.
https://doi.org/10.1017/9781108954600
Carroll, A., Cunnington, R., & Nugent, A. (Eds.).
(2020). Learning under the lens: applying findings
from the science of learning to the classroom.
Routledge. ISBN 9780367136635
Casey, B. J. (2023). Executive functions in the brain,
development and social context: Early
contributions by neuroscientist, Adele
Diamond. Developmental Cognitive
Neuroscience, 62. doi: 10.1016/j.dcn.2023.101272
Castles, A., Rastle, K., & Nation, K. (2018). Ending the
reading wars: Reading acquisition from novice to
expert. Psychological Science in the Public Interest,
19(1), 5-51.
https://doi.org/10.1177/1529100618772271
www.thelearningsciences.com
4. v.4 Nov 2023
Tokuhama-Espinosa
4
Costa, A.L. & Kallick, B. (2008). Learning and leading with
habits of mind: 16 characteristics for success.
ASCD. ISBN: 978-1-4166-0741-0
Costandi, M. (2016). Neuroplasticity. MIT Press. ISBN:
9780262529334
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron,
B., & Osher, D. (2020). Implications for educational
practice of the science of learning and
development. Applied developmental
science, 24(2), 97-140.
https://doi.org/10.1080/10888691.2018.1537791
Darling-Hammond, L., & Oakes, J. (2021). Preparing
teachers for deeper learning. Harvard Education
Press. ISBN-13: 978-1682532928
Darling-Hammond, L., Cantor, P., Hernández, L. E.,
Theokas, C., Schachner, A., Tijerina, E., &
Plasencia, S. (2021). Design principles for schools:
Putting the science of learning and development
into action. Learning Policy Institute.
http://creativecommons.org/licenses/by-nc/4.0/.
www.thelearningsciences.com
5. v.4 Nov 2023
Tokuhama-Espinosa
5
Darling-Hammond, L., Schachner, A. C., Wojcikiewicz, S. K.,
& Flook, L. (2022). Educating teachers to enact the
science of learning and development. Applied
Developmental Science, 1-21.
doi.org/10.1080/10888691.2022.2130506
Dehaene, S. (2020). How we learn: The new science of
education and the brain. Penguin UK. ISBN:
0525559884
Diamond, A. (2000). Close interrelation of motor
development and cognitive development and of
the cerebellum and prefrontal cortex. Child
Development, 71, 44–56.
https://doi.org/10.1111/1467-8624.00117
Diamond, A. (2011). Biological and social influences on
cognitive control processes dependent on
prefrontal cortex. Progress in Brain Research,
189, 319–339. (special issue entitled “Gene
Expression to Neurobiology and Behavior: Human
Brain Development and Developmental
Disorders”) doi:10.1016/B978-0-444-53884-
0.00032-4
Diamond, A. (2013). Executive functions. Annual Review of
Psychology, 64, 135-168.
https://doi.org/10.1146/annurev-psych-113011-
143750
www.thelearningsciences.com
6. v.4 Nov 2023
Tokuhama-Espinosa
6
Diamond, A. (2012). How I came full circle from the social
end of psychology to neuroscience and back again
in an effort to understand the development of
cognitive control. Malleable minds, Translating
insights from psychology and neuroscience to
gifted education. Storrs, CT: National Center for
Research on Giftedness and Talent.
doi:10.13140/RG.2.1.2972.3284
Diamond, A., & Ling, D. S. (2019). Aerobic-Exercise and
resistance-training interventions have been among
the least effective ways to improve executive
functions of any method tried thus
far. Developmental Cognitive Neuroscience, 37.
doi: 10.1016/j.dcn.2018.05.001
Dockrell, J., Llaurado, A., Massonnie, J., & Sumner, E.
(2021). Oral language–the foundation for learning.
Oxford Review of Education, 48(6), 743-
766, doi: 10.1080/03054985.2021.2013189
Doyle, T. & Zakrajsek, T. D. (2022). The new science of
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