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The Power of Mindsets (SOLD OUT)The Neuropsychology of Learning Disabilities (SOLD OUT)Think Smart (SOLD OUT)Neuroscience and Classroom Engagement (SOLD OUT)The Neuroscience of Reading (SOLD OUT)Neuroscience and Executive Skills (SOLD OUT)
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Boston 2016
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Shaping Student Mindsets :
Promoting Academic Attitudes, Persistence and Performance - SOLD OUT
February 11-13, 2016
  Held at the historic Fairmont Hotel in San Francisco, CA - CONFERENCE IS SOLD OUT

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NOTE: Due to high demand, this conference is SOLD OUT. Please call 781-449-4010 x101 or x102 to be put on the mailing list.

 

 

HOW CHANGING MINDSETS CAN MOTIVATE ACHIEVEMENT

Psychological science has shown that changing student mindsets (beliefs and attitudes about themselves, their feelings about school and their sense of social belonging) can motivate them to work harder, be more persistent and achieve more. Research by Stanford’s Carol Dweck and others have found that students who were told their brains can change had a “growth mindset” (a belief that their success is based on effort and not talent or IQ) and were more likely to have successful outcomes than those who were not told. Discover how the “Psychology of Mindsets” can help boost academic motivation, persistence and performance and raise student achievement.

Download Conference Brochure (pdf)

 

Explore the latest research on:       
  • The Psychological Science of Mindsets
  • The Science of Stress, Grit and Persistence
  • Boosting Achievement Among All Students
  • Battling Bias, Prejudice and Stereotypes
  • Developing Growth Mindsets in Students
  • Adolescents, Peers, Belonging and Success
  • Motivating Math and Science Mindsets
  • Strategies to Improve Student Motivation
  • Boosting Self-Control and Self-Efficacy
  • How Brains Can Change to Boost Success
  • Using Persistence and Persistent Practice
  • How Beliefs Shape Academic Performance
  • Benefits of Effort, Mistakes and Failure
  • Boosting Thinking and Reasoning Skills
  • Social-Emotions, Caring and Connections
  • STEM, Technology and Reading 
   

LEARNING OBJECTIVES

CO-SPONSORS

  • Apply the psychological sciences of mindsets and persistence
  • Use strategies to increase student motivation, learning and performance
  • Apply mindsets research to change student attitudes, goals and achievement
  • Teach students about their brains and how this can help them be successful
  • Use research and interventions to combat bias, prejudice and stereotype threats
  • Achieve classroom goals by using effort, mistakes and failure to improve learning
  • Increase student performance through self-efficacy, self-regulation and affirmation
  • Explore ways mindsets and motivation can help teach math, science and technology
  • Examine teen social relationships and ways to foster a better sense of belonging
  • Apply strategies to increase scientific thinking, reasoning and problem solving
  • Discover strategies for reducing stress and strengthening academic persistence
  • Connect social-emotional learning, relationships, resilience and reading

School of Education, Stanford University
Building Blocks of Cognition, University of California, Berkeley
The Greater Good Science Center, University of California, Berkeley
Lab. of Educational NeuroScience, University of California, San Francisco
Gazzaley Cognitive Neuroscience Lab, University of California, San Francisco
The Neuroscience Research Institute, University of California, Santa Barbara
Mind, Brain and Education Program, Harvard Graduate School of Education
Comer School Development Program, Yale University School of Medicine
The Dana Alliance for Brain Initiatives, The Dana Foundation
National Association of Elementary School Principals (NAESP)
National Association of Secondary School Principals (NASSP)
Edutopia, The George Lucas Educational Foundation
LEARNING & the BRAIN® Foundation

WHO SHOULD ATTEND:

 
Educators, Parents
Curriculum, Staff Developers
Speech-Language Pathologists
PreK-12 Teachers, Administrators
Learning Specialists, Special Educators
Psychologists, Social Workers, Clinicians
Math, Science, Technology, Reading Teachers
Superintendents, Principals, School Heads
Occupational, College, Career Counselors
College, University, Teen Educators
Educational Therapists, Consultants
Academic Achievement Specialists

 

 

FEATURED SPEAKERS

dweck Carol S. Dweck, PhD, Lewis and Virginia Eaton Professor of Psychology at Stanford University; one of the world’s leading researchers in the field of motivation, why people succeed and how to foster success; Author, “The Secret to Raising Smart Kids” (2015, Scientific American), “The Perils and Promise of Praise (2007, Educational Leadership) and Mindset: The New Psychology of Success (2006); Co-Author, Academic Tenacity: Mindsets and Skills that Promote Long-Term Learning (2014) and Self-Theories: Their Role in Motivation, Personality and Development (2000)
ritchart Ron E. Ritchhart, EdD, Senior Research Associate, Harvard Project Zero, Harvard Graduate School of Education; Author, Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools (2015), Making Thinking Visible (2011) and Intellectual Character (2004)
carter

Christine L. Carter, PhD, Sociologist; Senior Fellow, Greater Good Science Center, University of California, Berkeley; Author, The Sweet Spot: How to Find Your Groove at Home and Work (2015) and Raising Happiness: 10 Simple Steps for More Joyful Kids and Happier Parents (2011)
aronson

Joshua M. Aronson, PhD, Associate Professor of Applied Psychology; Director, Metro Center for Achievement Research and Evaluation, Steinhardt School of Culture, Education and Human Development, New York University; Author, “The Threat of Stereotype” (2004, Educational Leadership); Co-Author, “Minding and Mending the Gap” (2015, Contemporary Educational Psychology); Editor, Improving Academic Achievement (2002)

mcgonigal

Kelly M. McGonigal, PhD, Award-winning Psychology Lecturer, Stanford University, including the Stanford Center for Compassion and Altruism Research and Education and the Stanford School of Medicine’s Health Improvement Program; Co-Founder, Stanford Women’s Wellness Network; Author, The Upside of Stress: Why Stress is Good for You and How to Get Good at It (2015), The Willpower Instinct (2013) and The Neuroscience of Change (2012)
cushman

Kathleen Cushman, BA, Editor; Documentarian; Co-Founder, What Kids Can Do; Author, The Motivation Equation: Designing Lessons that Set Kids’ Minds on Fire (2013); Co-Author, Belonging and Becoming: The Power of Social and Emotional Learning in High Schools (2015)
Robert B. Brooks, PhD, Psychologist; Faculty, part-time, Harvard Medical School; Co-Author, “The Power of Mindsets: Nurturing Student Engagement, Motivation and Resilience in Students” (2012, Handbook of Research on Student Engagement), Raising Resilient Children (2001), The Power of Resilience: Achieving Balance, Confidence, and Personal Strength in Your Life (2004), Raising a Self-Disciplined Child (2007) and Handbook of Resilience in Children (2012) 


CONFERENCE PROGRAM TOPICS WITH A DISTINGUISHED FACULTY
 


THE PSYCHOLOGY OF MINDSETS: ALTERING ATTITUDES TO ACHIEVE
dweck The Psychology of Mindsets and Achievement

Carol S. Dweck, PhD,
Lewis and Virginia Eaton Professor of Psychology, Stanford University, Courtesy Professor of Education, Stanford Graduate School of Education; Author, Mindset: The New Psychology of Success (2006); Co-Author, Academic Tenacity: Mindsets and Skills that Promote Long-Term Learning (2014) and Self-Theories: Their Role in Motivation, Personality and Development (2000)
aronson Making a Difference in Children's Lives: The Art and Science of Effective Mindsets

Joshua M. Aronson, PhD,
Associate Professor of Applied Psychology; Director, Metro Center for Achievement Research and Evaluation, Steinhardt School of Culture, Education and Human Development, New York University; Author, “The Threat of Stereotype” (2004, Educational Leadership); Co-Author, “Minding and Mending the Gap” (2015, Contemporary Educational Psychology); Editor, Improving Academic Achievement (2002)
ricci Paths to a Growth Mindset School Culture in K-12

Mary Cay Ricci, MA,
Adjunct Professor, Johns Hopkins University Graduate School of Education; Supervisor of Advanced and Enriched Instruction, Prince George County Public Schools; Author, Ready to Use Resources for Mindsets in the Classroom (2015) and the New York Times Best Seller, Mindsets in the Classroom: Building a Culture of Success and Student Achievement in Schools (2013)
moser Mind Your Mistakes: Illuminating Brain Mechanisms Linking Growth Mindsets to Effective Response to Errors

Jason S. Moser, PhD, Associate Professor, Department of Psychology, Michigan State University; Co-Author, "Mindset Induction Effects on Cognitive Control” (2014, Biological Psychology) and “Mind Your Errors: Evidence for a Neural Mechanism Linking Growth Mindset to Adaptive Post-error Adjustments” (2011, Psychological Science)
kryza Think Smart: Mindsets, Metacognition and Intelligence

Kathleen M. Kryza, MA,
President, Infinite Horizons; Co-Author, Developing Growth Mindsets in the Inspiring Classroom (2011) and Differentiation for Real Classrooms (2009) and Jack A. Naglieri, PhD, Professor of Psychology, Department of Psychology, George Mason University; Senior Research Scientist, Devereux Foundation Center for Resilient Children; Author, Helping Children Learn (2011, 2nd Edition); Co-Author, Handbook of Executive Functioning (2014) and Handbook of Intelligence (2014)
daniel Getting Brains to Mind

David B. Daniel, PhD,
Professor of Psychology, James Madison University; Managing Editor, Mind, Brain and Education Journal; Author, "Promising Principles: Translating the Science of Learning to Educational Practice" (2012, Journal of Applied Research in Memory and Cognition)
mraz A Mindset for Learning: Teaching the Traits for Student Growth in School

Kristine Mraz, MA, Kindergarten teacher, New York City Public Schools; Co-Author, Smarter Charts for Math, Science and Social Studies (2014); and Christine Hertz, MEd, Teacher, Shelburne Community School, Shelburne, Vermont; both Co-Authors, A Mindset for Learning: Teaching the Traits of Joyful, Independent Growth (2015)
zaki Emotions, Motivation and Empathy

Jamil Zaki, PhD,
Director, Social Neuroscience Lab; Assistant Professor, Department of Psychology, Stanford University; Co-Director, The People’s Science; Co-Author, “The neuroscience of empathy: progress, pitfalls and promise” (2012, Nature Neuroscience)
duncan

Malleable Minds: Persistence and Fadeout in the Impacts of Child and Adolescent School Interventions

Greg J. Duncan, PhD, Distinguished Professor, School of Education, University of California, Irvine; Co-Author, Restoring Opportunity: The Crisis of Inequality and the Challenge for American Education (2015); Co-Editor, Whither Opportunity (2011)

gracia Smart is Something You GET: How to Foster a Growth Mindset in Your School

Kristen Gracia, MA,
Principal, Oak Knoll School, which has incorporated growth mindsets into it curriculum; with staff members: Joyce Chan, K-2 Team Leader; Jennifer Ryan, School Psychologist, Dylan Cline, 5th Grade Teacher; Jacqueline Cebrian, Reading Specialist; and Nicole Scott, Counselor

THE SCIENCE OF STRESS: PROMOTING GRIT AND PERSISTENCE
 
mcgonigal The Science of Stress: Creating a Mindset of Courage, Connection and Persistence

Kelly M. McGonigal, PhD,
Award-winning Psychology Lecturer, Stanford University, including the Stanford Center for Compassion and Altruism Research and Education and the Stanford School of Medicine’s Health Improvement Program; Co-Founder, Stanford Women’s Wellness Network; Author, The Upside of Stress: Why Stress is Good for You and How to Get Good at It (2015), The Willpower Instinct (2013) and The Neuroscience of Change (2012)
carter Fostering Academic Success By Doing Less

Christine L. Carter, PhD, Sociologist; Senior Fellow, Greater Good Science Center, University of California, Berkeley; Author, The Sweet Spot: How to Find Your Groove at Home and Work (2015) and Raising Happiness: 10 Simple Steps for More Joyful Kids and Happier Parents (2011)
pope Overloaded and Unprepared: Strategies for Stronger Schools and Healthy, Successful Children 

Denise C. Pope, PhD,
Senior Lecturer, Stanford Graduate School of Education; Co-Founder, Challenge Success; Co-Author, Overloaded and Underprepared: Strategies for Stronger Schools and Healthy, Successful Kids (2015); Author, Doing School: How We Are Creating a Generation of Stressed-Out, Materialistic, and Miseducated Students (2003)
bhanji Perceived Control Influences the Brain's Responses to Setback: Implications for Persistence

Jamil P. Bhanji, PhD,
Post-Doctoral Fellow, Social and Affective Neuroscience Lab, Rutgers University; Co-Author, "Perceived Control Influences Neural Responses to Setbacks and Promotes Persistence" (2014, Neuron) and "The Social Brain and Reward: Social Information Processing in the Human Striatum" (2014, Cognitive Science)
The Motivational Brain: Growth Mindsets vs. Grit 

Fumiko Hoeft, MD, PhD, Associate Professor of Child and Adolescent Psychiatry; Director of UCSF Hoeft Laboratory for Educational Neuroscience (brainLENS.org), University of California, San Francisco School of Medicine; Researcher on connections between brain systems, mindsets and grit
sanchez A Brain-Based Approach to the Achievement Gap: The Role of Beliefs, Relationships and Resilience

Horacio Sanchez, MEd,
President/CEO, Resiliency Inc.; Teacher; School Administrator; Clinical Health Director; Leading authorities on child and adolescent behavioral disorders and resiliency; Author, A Brain Based Approach to Closing the Achievement Gap (2008) and A Mentor's Guide to Promoting Resiliency (2003)
strayhorn College Students’ Sense of Belonging & Grit: Keys to Success

Terrell L. Strayhorn, PhD,
Director, Center for Higher Education Enterprise; Professor, College of Education and Human Ecology, The Ohio State University; Author, College Students’ Sense of Belonging (2012)
ludvik The Neuroscience of College Stress: Enhancing Engagement, Resilience and Persistence

Marilee Bresciani Ludvik, EdD,
Professor, Administration, Rehabilitation, and Postsecondary Education, San Diego State University; Editor, The Neuroscience of Learning and Development: Enhancing Creativity, Compassion, Critical Thinking, and Peace in Higher Education (forthcoming)
harris What About Us: Building Resiliency in K-12 Teachers

Bryan K. Harris, EdD,
Director of Professional Development and Public Relations, Casa Grande Elementary School District; Educational Consultant; Author, Creating a Classroom Culture That Supports the Common Core: Teaching Questioning, Conversation Techniques and Other Essential Skills (2013) and Battling Boredom (2010); Co-Author, 75 Quick and Easy Solutions to Common Classroom Disruptions (2012)
diehl Teacher Mindsets and Persistence

Emily Diehl, BA, Director, K-12 Professional Learning and Curriculum Design, Mindset Works; Former K-12 Teacher and Instructional Coach; Author, "Persistence in the Face of Setbacks: Teacher With-It-Ness Can Be Grown" (2013, Growth Mindset Newsletter) and "As Above, So Below" (2013, Resilience and Learning, Educational Leadership)
lyon Got Grit: Fostering Grit in the School Setting

Amy Lyon, PhD, Fifth Grade Teacher, The Kearsarge Regional School District, NH; Developer of a "grit curriculum" who has studied ways to foster qualities of grit in the classroom; Adjunct Professor, Colby-Sawyer College; Team member with the University of Pennsylvania to look at ways to instill grit and feelings of belonging with inner city school children in Baltimore, Maryland


SOCIAL BRAINS: SUPPORTING SOCIAL-EMOTIONS, MOTIVATION AND BELONGING IN HIGH SCHOOL
 
farrington Failing at High School: Supporting Adolescent Motivation, Mindsets and Development 

Camille A. Farrington, PhD,
Research Associate, Consortium on Chicago School Research, University of Chicago; Co-Author, Foundations for Young Adult Success: A Developmental Framework (2015) and Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance (2012); Author, Failing at School: Lessons for Redesigning Urban High Schools (2014)
cushman Belonging and Becoming: Social-Emotional Learning in Secondary Schools

Kathleen Cushman, BA,
Editor; Documentarian; Co-Founder, What Kids Can Do; Author, The Motivation Equation: Designing Lessons that Set Kids’ Minds on Fire (2013); Co-Author, Belonging and Becoming: The Power of Social and Emotional Learning in High Schools (2015)
immordino.jpg Teen Brains on Emotions: Parents, Peers, Culture and Risks

Mary Helen Immordino-Yang, EdD,
Associate Professor of Education, Psychology and Neuroscience, Rossier School of Education; Associate Professor of Psychology, Brain and Creativity Institute, University of Southern California; Co-Author, “Neural Correlates of Adolescents’ Viewing of Parents’ and Peers’ Emotions: Associations With Risk-Taking Behavior and Risky Peer Affiliations” (2015, Social Neuroscience) and “Correlations Between Social-Emotional Feelings and Anterior Insula Activity are Independent from Visceral States but Influenced by Culture” (2014, Frontiers in Human Neuroscience)
wallace Student Voice and the Motivational Power of Teachers' Autonomy-Supportive Talk

Tanner L. Wallace, PhD
, Associate Professor, Psychology in Education, University of Pittsburg School of Education; Center Associate, Learning Research and Development Center, University of Pittsburg; Co-Author, "The Defining Features of Teacher Talk within Autonomy-Supportive Classroom Management" (2015, Teaching and Teacher Education), “‘Fitting In’ in High School: How Adolescent Belonging is Influenced by Locus of Control Beliefs” (2014, International Journal of Youth and Adolescence) and "Bridges and Barriers: Adolescent Perceptions of Student-Teacher Relationships (2013, Urban Education)
hamedani Social-Emotional Learning: How Three Urban High Schools Educate, Engage and Empower Youth

MarYam G. Hamedani, PhD,
Associate Director, Center for Comparative Studies in Race and Ethnicity, Stanford University; Co-Author, “Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate and Empower Youth” (2015, Stanford Center for Opportunity Policy in Education) and "Closing the Social-Class Achievement Gap” (2014, Psychological Science)

BIASED BRAINS: STEREOTYPES, PREJUDICE AND PERFORMANCE
 
reardon Income Inequality and Achievement Gaps

Sean F. Reardon, PhD,
Professor of Poverty and Inequity in Education; Professor of Sociology, Stanford Graduate School of Education; Co-Author, “Patterns and Trends in Racial/ethnic and Socioeconomic Achievement Gaps” (2015, Handbook of Research in Education Finance and Policy), “Inequality Matters” (2014, William T. Grant Foundation Report) and “The Widening Income Achievement Gap” (2013, Educational Leadership)
greenwald Blindspot: The Hidden Biases of Good People

Anthony G. Greenwald, PhD, Social Psychologist; Professor of Psychology, University of Washington; Co-Author, Blindspot: Hidden Biases of Good People (2013), "Math–Gender Stereotypes in Elementary-School Children" (2010, Child Development) and “Implicit Social Cognition: Attitudes, Self-Esteem, and Stereotypes” (1995, Psychological Review)
cohen Invisible But Powerful: Social Psychological Processes that Shape Student Success in School

Geoffrey L. Cohen, PhD, Professor, Department of Psychology, Stanford University; Professor of Education, Stanford Graduate School of Education; Co-Author, "The Psychology of Change: Self-Affirmation and Social Psychological Intervention" (2014, Annual Review of Psychology) and “Addressing Achievement Gaps with Psychological Interventions” (2013, Phi Delta Kappan)
legault Reducing Prejudice by Enhancing Self-Determination

Lisa Legault, PhD,
Assistant Professor, Department of Psychology, Clarkson University; Co-Author, "In Search of Best Practices for Multicultural Education” (2015, Making Sense of Beliefs and Values), “Self-Determination, Self-Regulation and the Brain: Autonomy Improves Performance by Enhancing Neuroaffective Responsiveness to Self-Regulation Failure” (2013, Journal of Personality and Social Psychology) and “Ironic Effects of Anti-Prejudice Messages: How Motivational Interventions Can Reduce (But Also Increase) Prejudice” (2011, Psychological Science)
hammond Cultivating the Diverse Students' Positive Mindset: Counter-Narratives That Challenge Bias and Stereotypes


Zaretta L. Hammond, MA,
Lecturer, Kalmanovitz School of Education, Saint Mary’s College of California; Chief Instructional Strategist, Transformative Learning Solutions; Past Curriculum Development Manager, National Equity Project; Blogger, Ready for Rigor; Author, Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students (2014)
perez Motivating Reluctant Learners: Strategies for Success

Kathy Perez, EdD,
Professor of Education; Director of Outreach and Professional Development, Saint Mary’s College of California; Author, New Inclusion: Differentiated Strategies to Engage ALL Students (2013) and More Than 100+ Brain-Friendly Tools and Strategies for Literacy Instruction (2008)
duncan Restoring Opportunity: The Crisis of Inequity and the Challenge to American Education

Greg J. Duncan, PhD, 
Distinguished Professor, School of Education, University of California, Irvine; Co-Author, Restoring Opportunity: The Crisis of Inequality and the Challenge for American Education (2015); Co-Editor, Whither Opportunity (2011)

MOTIVATING MINDS: ENGAGING SELF-CONTROL, PRAISE AND PURPOSE
 
Beyond Academics: Nurturing Mindsets for Connections, Caring and Purpose in Students

Robert B. Brooks, PhD, Psychologist; Faculty, part-time, Harvard Medical School; Co-Author, “The Power of Mindsets: Nurturing Student Engagement, Motivation and Resilience in Students” (2012, Handbook of Research on Student Engagement), Raising Resilient Children (2001), The Power of Resilience: Achieving Balance, Confidence, and Personal Strength in Your Life (2004), Raising a Self-Disciplined Child (2007) and Handbook of Resilience in Children (2012) 
gross Hidden in Plain View: The Role of Situational Self-Control in Academic Success

James J. Gross, PhD
, Professor of Psychology; Director, Psychophysiology Laboratory, Stanford University; Editor, Handbook of Emotional Regulation (2015, 2nd Edition); Co-Author, “Self-Control in School-Age Children” (2014, Educational Psychologist), and “Self-Control and Grit: Related but Separable Determinants of Success” (2014, Current Directions in Psychological Science)
yeager A Purpose for Learning: Why It Matters and How to Encourage It

David S. Yeager, PhD,
Assistant Professor of Psychology, University of Texas at Austin; Co-Director, Mindset Scholars Network; Fellow, Productive Persistence, Carnegie Foundation for the Advancement of Teaching, Stanford University; Co-Author, “Academic Tenacity: Mindsets and Skills That Promote Long-Term Learning" (2015, Gates Foundation Report) and "Mindsets that Promote Resilience: When Students Believe that Personal Characteristics Can Be Developed" (2012, Educational Psychologist)
blackburn Motivation + Mindsets + Rigor = Student Success

Barbara R. Blackburn, PhD,
Consultant; Former Faculty, University of North Carolina at Charlotte; Author, Motivating Struggling Learners: 10 Ways to Build Student Success (2015), Rigor in Your Classroom: A Toolkit for Teachers (2014) and Classroom Motivation from A to Z (2005)
obradovic The Importance of Self-Regulation and Executive Functioning in Classroom Settings

Jelena Obradovic, PhD,
Director, Stanford Project on Adaptation and Resilience in Kids (SPARK); Assistant Professor, Developmental and Psychological Sciences Program, Stanford Graduate School of Education; Research Investigator, The Peers and Wellness Study (PAWS), University of California, Berkeley; Co-Author, “An Integrative View of School Functioning: Transactions Between Self-Regulation, School Engagement and Teacher-Child Relationship Quality” (2015, Child Development)
ostroff Engaging Brains: Children’s Motivation from a Developmental Science Perspective

Wendy L. Ostroff, PhD,
Visiting Professor of Interdisciplinary Liberal Arts, Cognitive Science and Developmental Psychology, Sonoma State University; Author, Understanding How Young Children Learn (2012)
ayduk Implications of Self-Distancing for Self-Regulation

Ozlem Ayduk, PhD, Professor, Department of Psychology, University of California, Berkeley; Co-Author, “The role of emotion and emotion regulation in the ability to delay gratification” (2013, Handbook of Emotion Regulation) and “Making meaning out of negative experiences by self-distancing” (2011, Current Directions in Psychological Science)
damon

Educating for Purpose and Civic Motivation

William Damon, PhD, Director, Stanford Center on Adolescence; Professor of Education, Stanford University; Editor, The Handbook of Child Psychology (2006, Sixth edition); Author, Failing Liberty 101: How We Are Leaving Young Americans Unprepared for Citizenship in a Free Society (2011); Co-Author, The Power of Ideals: The Real Story of Moral Choice (2015)


THINKING MINDSETS: TEACHING MATH, SCIENCE & REASONING
 
ritchart Making Thinking Visible: Developing Powerful Mindsets for Thinking

Ron E. Ritchhart, EdD,
Senior Research Associate, Harvard Project Zero, Harvard Graduate School of Education; Author, Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools (2015), Making Thinking Visible (2011) and Intellectual Character (2004)
boaler Mathematical Mindset Revolution: Unleashing Student Potential Through Brain Science and Creative Teaching

Jo Boaler, PhD,
Professor, Stanford Graduate School of Education; Author, Mathematical Mindsets: Unleashing Students' Potential through Creative Math, Inspiring Messages and Innovative Teaching (2015) and What’s Math Got To Do with It? How Parents and Teachers Can Help Children Learn to Love Their Least Favorite Subject (2009)
schoenfeld Creating Classrooms That Produce Powerful Mathematical Thinkers

Alan H. Schoenfeld, PhD,
Elizabeth and Edward Conner Professor of Education; Affiliate Professor of Mathematics, Graduate School of Education, University of California, Berkeley; Author, “What Makes for Powerful Classrooms, and How Can We Support Teachers in Creating Them?” (2014, Educational Researcher) and How We Think (2010); Co-Editor, Mathematical Thinking and Problem Solving (1994)
prensky "Plan B": Changing Our Mindset to "Education to Improve the World"

Marc Prensky, MBA, Executive Director/Vice President of the Board of Directors, The Global Education Foundation and Institute, LTD; Consultant; Futurist; Author, Global Empowered Kids: Reimagining K-12 Education for a New Age (Forthcoming), The World Needs a New Curriculum (2014), Brain Gain: Technology and the Quest for Digital Wisdom (2012) and Teaching Digital Natives (2010)
shumow Enhancing Adolescents' Growth Mindset: Lessons from Research in the Science Classroom

Lee B. Shumow, PhD,
Presidential Teaching Professor of Educational Psychology, Department of Leadership, Educational Psychology and Foundations, College of Education, Northern Illinois University; and Jennifer A. Schmidt, PhD, Associate Professor, Department of Leadership, Educational Psychology and Foundations, College of Education, Northern Illinois University; Co-Authors, Enhancing Motivation for Science: Research-Based Strategies for Teaching Male and Female Students (2013) and “Growth Mindset of Gifted Seventh Grade Students in Science” (2014, NCSSSMST Journal)
evans Brain Networks Supporting Growth and Mindsets in Mathematic Proficiency: Predicting Childhood Trajectory of Numerical Abilities

Tanya M. Evans, PhD,
Post-Doctoral Research Fellow in Child Psychiatry, Cognitive & Systems Neuroscience Lab, Stanford University School of Medicine; Author, “Brain Structural Integrity and Intrinsic Functional Connectivity Forecast 6-Year Longitudinal Growth In Children's Numerical Abilities” (2015, Journal of Neuroscience)
mccandliss Organizing Brain Circuits for Numbers: How it Affects Later Math Ability

Bruce D. McCandliss, PhD, Professor, Stanford University Graduate School of Education; Faculty Affiliate, Center for Mind, Brain and Computation, Stanford University; Author, "Foundational Changes in Number Representation Induced by Early Elementary Education" (2014, American Association for the Advancement of Science); Co-Author, "Hemispheric Specialization for Visual Words is Shaped by Attention to Sublexical Units During Initial Learning" (2015, Brain and Language), "The Emergence of ‘Groupitizing’ in Children’s Numerical Cognition” (2014, Journal of Experimental Child Psychology) and "Educational Neuroscience: The Early Years" (2010, Proceedings of the National Academy of Sciences)