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Children with disabilities --- Children with disabilities --- Education --- Interdisciplinary approach in education. --- Needs assessment. --- Learning, Psychology of. --- Learning --- Brain. --- Education. --- Psychological testing. --- Evaluation. --- Physiological aspects.
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Although educators are expected to bring about functional changes in the brain--the organ of human learning--they are given no formal training in the structure, function or development of the brain in formal or atypically developing children as part of their education. This book is organized around three conceptual themes: First, the interplay between nature (genetics) and nurture (experience and environment) is emphasized. Second, the functional systems of the brain are explained in terms of how they lead to reading, writing and mathematics and the design of instruction. Thirdly, research is
Brain. --- Neurophysiology. --- Developmental neurobiology. --- Learning. --- Learning process --- Developmental neurology --- Neurogenesis --- Nervous system --- Cerebrum --- Mind --- Physiology --- Comprehension --- Education --- Developmental biology --- Embryology --- Neurobiology --- Neuroplasticity --- Central nervous system --- Head --- Evolution
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Introduction: Implementing Evidence-Based Academic Interventions in School Settings, Sylvia Rosenfield and Virginia Berninger. Step I in Implementation: Knowing the Research Literature as a Critical Consumer. 1. Why We Need Evidence-Based Practice in Reading and Where to Find that Evidence, Peggy McCardle and Brett Miller. 2. A Review of Science-Supported Writing Instruction with Implementation in Mind, Stephen R. Hooper, Sean B. Knuth, Donna Carlson Yerby, and Kathleen L. Anderson. 3. Science-S.
Educational psychology. --- Learning, Psychology of. --- Effective teaching. --- Instructional effectiveness --- Teaching effectiveness --- Teaching quality --- Teaching --- Teacher effectiveness --- Learning --- Psychology of learning --- Educational psychology --- Comprehension --- Learning ability --- Education --- Psychology --- Psychological aspects --- Didactics
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Although educators are expected to bring about functional changes in the brain--the organ of human learning--they are given no formal training in the structure, function or development of the brain in formal or atypically developing children as part of their education. This book is organized around three conceptual themes: First, the interplay between nature (genetics) and nurture (experience and environment) is emphasized. Second, the functional systems of the brain are explained in terms of how they lead to reading, writing and mathematics and the design of instruction. Thirdly, research is presented, not as a finished product, but as a step forward within the field of educational neuropsychology. The book differs from neuropsychology and neuroscience books in that it is aimed at practitioners, focuses on high incidence neuropsychological conditions seen in the classroom, and is the only book that integrates both brain research with the practice of effective literacy, and mathematics instruction of the general and special education school-aged populations.
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