Featured Speaker: Education and Neuroscience: Potential, Myths and Practical Application

Paul Howard-Jones, PhD
Researcher, Bristol Neuroscience Dept.; Coordinator, Centre for Psychology and Learning in Context; Senior Lecturer in Education, Graduate School of Education, University of Bristol, England; Author, Introducing Neuroeducational Research: Neuroscience, Education and the Brain from Context to Practice (2009)

Featured Speaker: Performance vs. Learning: The Costs of Overemphasizing Achievement

Alfie Kohn
Author of eleven books including, The Homework Myth: Why Our Children Get Too Much of a Good Thing (2006), The Schools Our Children Deserve: Moving Beyond Traditional Classrooms and “Tougher Standards” (2000), and Punished By Rewards (1999); who has been described by Time Magazine as “perhaps the country’s most out spoken critic of education’s fixation on grades and test scores”

Featured Speaker: How the Brain Learns: Translating Brain Research into Classroom Practice

David A. Sousa, EdD
Expert on Brain Research/Educational Consultant; Former School Superintendent; Editor, Mind, Brain & Education: Neuroscience Implications for the Classroom (2010); Author, Brain Compatible Math Activities (2010), How the Gifted Brain Learns (2009), How the How the Brain Influences Behavior (2008), How the Special Needs Brain Learns (2006), How the Brain Learns (2005), How the Brain Learns to Read (2004)

Featured Speaker: Rethinking Learning Disabilities: Implications of a Developmental Framework for Special Education and Education Reform

Deborah P. Waber, PhD, Research Director, Department of Psychiatry; Senior Associate in Psychology, Children’s Hospital Boston; Associate Professor, Harvard Medical School; Author, Rethinking Learning Disabilities: Understanding Children Who Struggle in School (2010); Co-author, “Executive functions and performance on high-stakes testing in children from urban schools” (2006, Developmental Neuropsychology)

Schedule:

Friday, Nov. 19
8:30 AM – 12:40 PM
Pre-Conference Workshops

Friday, Nov. 19
1:30 PM – 5:30 PM
Conference Day 1

Saturday, Nov. 20
8:30 AM – 5:30 PM
Conference Day 2

Sunday, Nov. 21
8:30 AM – 5:00 PM
Conference Day 3

Education and Neuroscience: Potential, Myths and Practical Application

Paul Howard-Jones, PhD, Researcher, Bristol Neuroscience Dept.; Coordinator, Centre for Psychology and Learning in Context; Senior Lecturer in Education, Graduate School of Education, University of Bristol, England; author, Introducing Neuroeducational Research: Neuroscience, Education and the Brain from Context to Practice (2009); editor, Education and Neuroscience: Evidence, Theory and Practical Application (2009)

Educating the Brain: Lessons From the Latest Brain Imaging

John D.E. Gabrieli, PhD, Grover Herman Professor of Health Sciences and Technology and Professor of Brain and Cognitive Sciences; Co-Director, Clinical Research Center; Director, Athinoula A. Martinos Imaging Center, McGovern Institute for Brain Research, Massachusetts Institute of Technology; co-author, "Educating the Human Brain: Lessons from Brain Imaging" (2002, EduCause)

Performance vs Learning: The Costs of Overemphasizing Achievement

Alfie Kohn Author of eleven books including, The Homework Myth: Why Our Children Get Too Much of a Good Thing (2006), The Schools Our Children Deserve: Moving Beyond Traditional Classrooms and “Tougher Standards” (2000), and Punished By Rewards (1999); who has been described by Time Magazine as “perhaps the country’s most out spoken critic of education’s fixation on grades and test scores”

The Brain is a Terrible Thing to Waste: Making Schools Worthy of Our Children

Paul D. Houston, PhD, Founding Partner, Center for Empowered Leadership; Former Executive Director, American Association of School Administrators; author, Giving Wings to Children’s Dreams: Making Our Schools Worthy of Our Children (2010) and No Challenge Left Behind: Transforming American Education Through Heart and Soul (2008)

Building Mind, Brain and Education Connections

Donna J. Coch, EdD, Associate Professor/Chair, Department of Education; Principal Investigator, Reading Brains Lab., Department of Education; Faculty, Graduate Program, Department of Psychological & Brain Sciences, Dartmouth College; co-author, “Building mind, brain, and education connections: The view from the upper valley” (2009, Mind, Brain and Education Journal); co-editor, Human Behavior, Learning, and the Developing Brain (2007)

Mind, Brains and Learning: Applying Brain Science to Literacy, Reading and Math Disorders

James P. Byrnes, PhD, Associate Dean, Psychological Studies in Education, College of Education, Temple University; Associate Editor, Journal of Cognition and Development; author, Language, Literacy and Cognitive Development (2009); Cognitive Development and Learning in Instructional Context (3rd Edition, 2007) and Minds, Brain and Learning: Understanding Psychological and Educational Relevance of Neuroscientific Research (2001); co-author, Language and Literacy Development (2008) and Perspectives on Language and Thought (2008)

IMPROVING INSTRUCTION: THE NEW SCIENCE OF TEACHING

The New Science of Teaching: Understanding the Mind and Brain in the Classroom

Tracey Tokuhama-Espinosa, PhD, EdM, Director, IDEA (Institute for Teaching and Learning); Professor of Education and Neuropsychology, University of San Francisco de Quito; author, Mind, Brain, and Education Science: A Comprehensive Guide to the New Brain-Based Teaching (2010) and The New Science of Teaching and Learning: Using the Best of Mind, Brain, and Education Science in the Classroom (2010)

Brain-Targeted Teaching in a Climate of High Stakes Testing

Mariale M. Hardiman, EdD, Co-Director, Neuro-Education Initiative; Chair, Dept. of Interdisciplinary Studies; Assistant Dean, Urban School Partnerships, School of Education, Johns Hopkins University; former principal; author, Connecting Brain Research with Effective Teaching: The Brain-Targeted Teaching Model (2003)

How the Brain Learns: Translating Brain Research into Classroom Practice

David A. Sousa, EdD, Educational Consultant; Former School Superintendent; editor, Mind, Brain & Education: Neuroscience Implications for the Classroom (2010); author, Brain Compatible Math Activities (2010), How the Gifted Brain Learns (2009), How the Brain Learns Mathematics (2007), How the Brain Influences Behavior (2008), How the Special Needs Brain Learns (2006), How the Brain Learns (2005) and How the Brain Learns to Read (2004)

Connecting the Brain, Emotions and Social Relationships to Teaching

Mary Helen Immordino-Yang, EdD,Assistant Professor, Rossier School of Education; Assistant Professor, Brain and Creativity Institute, University of Southern California; co-author, “Neuroscience basis of learning” (2009, International Encyclopedia of Education); author, "Emotions, social relationships, and the brain: Implications for the classroom” (2008, ASCD Express)

Teaching and Reaching the Teenage Brain

Sheryl G. Feinstein, EdD,Associate Professor, Department of Education, Augustana University; author, Secrets of the Teen Brain: Research-Based Strategies for Reaching and Teaching Today's Adolescents (2nd Edition, 2009), Inside the Teen Brain: Parenting A Work in Progress (2009), and Teaching the At-Risk Teenage Brain (2007); editor, The Praeger Handbook of Learning and the Brain (2006)

Lost in Translation?: From the Lab to the School/College Classroom and Back

David B. Daniel, PhD, Associate Professor, Department of Psychology, James Madison University; Coordinator, Teaching Institute, Society for Research in Child Development; Managing Educator, Mind, Brain and Education Journal; co-author, “Learning for life: An ecological approach to pedagogical research” (2009, Perspectives on Psychological Science)

Rethinking Learning Disabilities: Implications of a Developmental Framework for Special Education and Education Reform

Deborah P. Waber, PhD, Research Director, Department of Psychiatry; Senior Associate in Psychology, Children’s Hospital Boston; Associate Professor, Harvard Medical School; Author, Rethinking Learning Disabilities: Understanding Children Who Struggle in School (2010); Co-author, “Executive functions and performance on high-stakes testing in children from urban schools” (2006, Developmental Neuropsychology)

Revealing Minds: Tactics for Identifying Learning Strengths and Weaknesses

Craig Pohlman, PhD, Licensed Clinical Psychologist; Director, Mind Matters, Southeast Psychological Services, PLLC; co-author, Schools for All Kinds of Minds: Boosting Student Success by Embracing Learning Variation (2010) and Revealing Minds: Assessing to Understand and Support Struggling Learners (2007); author, How Can My Kid Succeed in School? (2009)

Learning, Reading and Math Interventions: Applications of PASS Theory

Jack A. Naglieri, PhD, Professor Emeritus of Psychology, Dept. of Psychology, George Mason University; Senior Research Scientist, Devereux Foundation Center for Resilient Children; co-author, Helping All Gifted Children Learn (2009), Assessing Impairment (2009) and Helping Children Learn (2010, 2nd Edition)

How the Special Needs Brain Learns: Learning, Reading, & Math Difficulties

David A. Sousa, EdD, Educational Consultant; Former School Superintendent; editor, Mind, Brain & Education: Neuroscience Implications for the Classroom (2010); author, Brain Compatible Math Activities (2010), How the Gifted Brain Learns (2009), How the Brain Learns Mathematics (2007), How the Brain Influences Behavior (2008), How the Special Needs Brain Learns (2006), How the Brain Learns (2005) and How the Brain Learns to Read (2004)

The Brain-Behavior Puzzle: Connecting the Pieces in Language and Reading Disorders

Maria Mody, PhD, Assistant Professor in Radiology, Developmental Language and Reading Research Laboratory, Harvard Medical School; Member of Faculty, Harvard University Graduate School of Education; Assistant in Neuroscience, Massachusetts General Hospital; Affiliate Faculty, Harvard-MIT Division of Health Sciences and Technology; co-editor, Brain, Behavior, and Learning in Language and Reading Disorders (2008)

Raising and Teaching Multilingual Minds

Tracey Tokuhama-Espinosa, PhD, EdM, Director, IDEA (Institute for Teaching and Learning); Professor of Education and Neuropsychology, University of San Francisco de Quito; author, Living Languages: Multilingualism Across the Lifespan (2008), The Multilingual Mind: Questions By, For and About People Living with Many Languages (2003), and Raising Multilingual Children: Foreign Language Acquisition and Children (2000), and Naomi J. Steiner, MD, Developmental-Behavioral Pediatrician; Assistant Professor of Pediatrics, Floating Hospital for Children, Tufts Medical Center; co-author, 7 Steps to Raising a Bilingual Child (2008)

High-Stakes Testing and Motivation from a Self-Determination Theory Perspective

Richard M Ryan, PhD, Professor of Psychology, Psychiatry and Education, Department for Clinical and Social Sciences in Psychology, University of Rochester; Editor-in-Chief, Motivation & Emotions Journal; co-author, “Undermining quality teaching and learning: A self-determination theory perspective on high-stakes testing” (2009, Theory and Research in Education)

Redesigning Assessment: Making Testing a Natural Part of Learning

Kurt W. Fischer, PhD, Charles Bigelow Professor; Director, Mind, Brain, and Education Program (MBE), Harvard University Graduate School of Education; Past President, International Mind, Brain, and Education Society (IMBES); editor, Mind, Brain and Education Journal; co-author, “Redesigning testing: operationalizing the new science of learning” (2009, The New Science of Learning: Computers, Cognition and Collaboration in Education); co-editor, The Educated Brain: Essays in Neuroeducation (2008)

The Truth About Intelligence and Achievement Tests: What They Measure and What They Should Measure

Jack A. Naglieri, PhD, Professor Emeritus of Psychology, Dept. of Psychology, George Mason University; co-author, Practitioner's Guide to Assessing Intelligence and Achievement (2009), Essentials of WNV (Wechsler Nonverbal Scale of Ability) Assessment (2008), and Assessment of Autism Spectrum Disorder (2008)

Designing Accessible Assessment for Students with Disabilities

Stephen N. Elliott, EdD, Professor of Special Education; Dunn Family Chair in Educational and Psychological Assessment; Director, Center for Assessment and Intervention Research, Vanderbilt University; co-author, “Consultation to support inclusive accountability and standards-based reform: Facilitating access, equity, and empowerment” (2010, Journal of Educational and Psychological Consultation)

The Neuropsychology of Reading Assessment and Intervention

George McCloskey PhD, Professor and Director, School Psychology Research, Dept. of Psychology, Philadelphia College of Osteopathic Medicine; author, Essentials of Executive Function Assessment (2010)

Teen Brains, Memory and Testing: Practical Strategies

Jeb Schenck, PhD, Adjunct Professor, University of Wyoming, middle and high school biology teacher; memory researcher; author, Teaching the Brain, Best Ideas and Best Practice (2009)

Schools of the Future: The New Science of Learning Environments, Education and Creativity

R. Keith Sawyer, PhD, Associate Professor of Psychology and Education, Washington University in St. Louis; editor, The Cambridge Handbook of the Learning Sciences (2006); author, Group Genius: The Creative Power of Collaboration (2008)

Brain Research, Early Learning Environments and Leave No Child Behind

Stephen P. Rushton, PhD, Associate Professor, Childhood Education Department, College of Education, University of South Florida Sarasota-Manatee; co-author, “Classroom learning environment, brain research and the No Child Left Behind initiative: Six years later” (2008, Early Childhood Education Journal) and “Brain research and assessment in the Elementary Grades” (2007, Balancing Assessment for the Classroom)

Impact of Toxic Stress, Abuse and Family on Brain Development and Learning

Charles A. Nelson III, PhD, Professor of Pediatrics, Harvard Medical School; Richard David Scott Chair in Pediatric Developmental Medicine Research; Research Director, Developmental Medicine Center, Laboratories of Cognitive Neuroscience, Children’s Hospital Boston; co-author, Neuroscience and Cognitive Development: The Role of Experiences and the Developing Brain (2006)

Home Environments: Effects of Parent Involvement and Poverty on Achievement

Eric Dearing, PhD, Associate Professor, Developmental and Educational Psychology, Department of Counseling, Developmental and Educational Psychology, Lynch School of Education, Boston College; co-author, “Home improvements: Within-family associations between income and the quality of children’s home environments" (2007, Journal of Applied Developmental Psychology)

Temperament: How Biology and Environment Shape Achievement & Psychopathology

Jerome Kagan, PhD, Daniel and Amy Starch Professor of Psychology Emeritus, Harvard University; renowned expert in child development; author, The Temperamental Thread: How Genes, Culture, Time and Luck Make Us Who We Are (2010), The Three Cultures: Natural Sciences, Social Sciences and Humanities in the 21st Century (2009) and An Argument for Mind (2007)

De-Stressing Students for Success: Stress on Children’s Brains and Learning

Pierrich Plusquellec, PhD, Associate Professor, School of Psychoeducation, University of Montreal; Co-Director, Centre for Studies on Human Stress, Fernand-Seguin Research Centre, Louis-H. Lafontaine Hospital, Montreal; Instructor, De-Stress for Success Program©, an 11-week program that provides stress education for children making the transition from middle-school to high school; author of “Dominating to Better Stress” (2010, Mammoth Magazine)

Brain Health and the Interface with Education

Paul D. Nussbaum, PhD, Clinical Neuropsychologist; Adjunct Professor of Neurological Surgery, University of Pittsburgh School of Medicine; author, Save Your Brain (2010) and Brain Health Lifestyle (2009); co-author, What Brain Research Teaches us About Rigor, Relevance, and Relationships and What it Teaches us About Keeping Our Own Brain Healthy (2009)

Fit Minds: The Benefits of Exercise on Cognitive Function, Memory and Achievement

Charles H. Hillman, PhD, Director, Neurocognitive Kinesiology Lab; Associate Professor, Depts. of Kinesiology and Community Health, Psychology, and Internal Medicine, College of Applied Health Sciences, University of Illinois at Urbana-Champaign; Affiliate Faculty, Human Perception and Performance, Beckman Institute for Advance Science and Technology; co-author, “Physical activity, cognition, and school performance: From neurons to neighborhoods” (2010, Physical Activity as Intervention: Application to Depression, Obesity, Drug Use, and Beyond)

The Effects of Children’s Fitness and Obesity on Test Scores and Achievement

Virginia R. Chomitz, PhD, Senior Scientist, Institute for Community Health; Lecturer on Medicine, Harvard Medical School; Adjunct Assistant Faculty, Friedman School of Nutrition Science and Policy, Tufts University; co-author, “Is there a relationship between physical fitness and academic achievement? Positive results from public school children in the northeastern U.S.” (2009, Journal of School Health)

Memory and the Brain: Lifestyles and Life-Long Learning

Kenneth S. Kosik, MD, Co-Director, Neuroscience Research Institute; Harriman Chair and Professor of Neuroscience Research, Department of Molecular, Cellular and Developmental Biology, University of California, Santa Barbara; author, The Alzheimer's Solution: How Today's Care Is Failing Millions- and How We Can Do Better (2010)

Optimizing the Benefits of Sleep on Learning and Memory

Rebecca M. C. Spencer, PhD, Director and Principal Investigator, Cognition and Action Lab; Assistant Professor, Department of Psychology and Neuroscience, University of Massachusetts, Amherst; co-author, “Age-related decline of sleep-dependent consolidation” (2007, Learning and Memory)

Sleep and Teen Lifestyles: Their Impact on Academic Achievement

Mary A. Carskadon, PhD, Director, Chronobiology and Sleep Research, E.P. Bradley Hospital; Professor of Psychiatry and Human Behavior, Warren Alpert Medical School, Brown University; co-author, "Declarative memory recall and circadian phase in adolescents: preliminary findings" (Sleep, 2009); co-editor, Adolescent Sleep Patterns: Biological, Social, and Psychological Influences (2002)

Sleepiness in the Classroom: Strategies to Reduce the High Cost of Inadequate Sleep in Adolescent

Judith A. Owens, MD, MPH, Associate Professor of Pediatrics, Division of Biology and Medicine; Brown University; Director, Pediatric Sleep Disorders Clinic, Hasbro Children's Hospital; Director, Learning, Attention, & Behavior (LAB) Program at the Child Development Center, Rhode Island Hospital; co-author, "Impact of delaying school start times on adolescent sleep, mood, and behavior" (2010, Archives of Pediatrics and Adolescent Medicine) and "Attention-deficit disorders with sleep/arousal disturbances" (2008, ADD and Comorbidities in Children, Adolescents, and Adults)