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Andrew Watson, EdM, MA
[email protected]

Interests: Professional Development; Psychology; Neuroscience; K-12

Andrew began his classroom life as a high-school English teacher in 1988, and has been working in or near schools ever since. In 2008, Andrew began exploring the practical application of psychology and neuroscience in his classroom. In 2011, he earned his M. Ed. from the “Mind, Brain, Education” program at Harvard University. As President of “Translate the Brain,” Andrew now works with teachers, students, administrators, and parents to make learning easier and teaching more effective. He has presented at schools and workshops across the country; he also serves as an adviser to several organizations, including “The People’s Science.” 

Andrew’s Book– Learning Begins: The Science of Working Memory and Attention for the Classroom Teacher–is available on Amazon.


Check out his articles.

Stephanie Fine Sasse, EdM
CEO, The People's Science

Interests: Information literacy; Conceptual Change; History of Science; Identity; Educational Technology; Bias

Stephanie was the founding Editor-in-Chief for the Learning & the Brain blog. She now serves as the CEO & Creative Director of The People’s Science, where she leads initiatives aimed at breaking down barriers between science, society, and self. Previously, she worked as an educational technology and design consultant, a researcher in the Affective Neuroscience & Development Lab, and a Teaching Fellow at Harvard University and Harvard Graduate School of Education. At The People’s Science, she leverages her multidisciplinary background to develop immersive, educational platforms, events, and campaigns to make the world a little nicer than we found it. In her free time, she designs super nerdy stuff.

Check out her articles.

Ashle Bailey-Gilreath, MA
Research Assistant, University of Oxford

Interests: Evolutionary Anthropology; Cognition; Cultural Evolution

Ashle holds a Master’s degree in Cognition and Culture from the Institute of Cognition and Culture at Queen’s University Belfast. She currently works as a Research Assistant at the Institute of Cognitive and Evolutionary Anthropology at the University of Oxford and is the Web and Social Media Coordinator for the Evolution Institute and This View of Life Magazine. Her research interests broadly include ritual, identity, human cooperation and conflict, international relations, and human rights.

Check out her articles.

Rina Deshpande, EdM
Instructor, Mindfulness

Interests: Mindfulness; Self-Regulation; Grit

Rina is a teacher of children and adults in academics and self-regulation through mindfulness practice. After teaching bilingual (Spanish-English) third grade and fifth grade as a public school teacher in New York City, Rina helped found Relay Graduate School of Education as Assistant Professor of Practice and Director of the Elementary Masters Program where she designed, taught, and coached elementary teachers in the classroom. Believing that ongoing learning is the foundation of improving instruction, Rina attended the Harvard Graduate School of Education Mind, Brain, and Education program where she earned her masters degree. She presently continues self-regulation and emotion-regulation research as an HGSE fellow and is a contributing writer to

Check out her articles.


Kevin Kent, EdM
Research Specialist, Arizona State University

Interests: Language, Math, Emotion, Technology

Kevin is a researcher in the Science of Learning and Educational Technology lab at Arizona State University’s Institute for the Science of Teaching and Learning. In 2015 he earned his Ed.M from the Harvard Graduate School of Education in Mind, Brain, and Education. Diagnosed with a reading disability in the 8th grade, he is particularly interested in research at the intersection of cognitive science, reading, and technology. As a former high school mathematics teacher he is passionate about conducting research that is relevant for K-12 and college classrooms. While not thinking about learning he is most likely to be found holding a racquet of some kind, usually on tennis and squash courts.

Check out his articles

Austin Matte, EdM
Research Assistant, Ecological Approach to Social Emotional Learning Lab; Teacher, Torit Montessori School

Interests: Early childhood education; Self-regulation; Caretaker capacity building; Systems change; Marrying research and practice

It was during his time in Peace Corps Nicaragua when Austin had the striking realization that the first years of life are tremendously formative and far too overlooked. Upon returning stateside, his involvement in research and his studies in graduate school confirmed and further elucidated the notion that the earliest years of life lay an important groundwork for future learning; experiences had during this period have life-long effects on an individual. When not attempting to straddle the worlds of research and practice, Austin is probably outside, reading, or learning something.

Check out his articles.


Scott MacClintic
Director, Henry R. Kravis ’63 Center for Excellence in Teaching at The Loomis Chaffee School

Interests: Technology & teaching; high school education; practical application of education research

Scott MacClintic is an independent school educator with 31 years of classroom experience teaching all levels of biology and chemistry. Scott currently serves as the Director of the Henry R. Kravis ’63 Center for Excellence in Teaching at The Loomis Chaffee School in Windsor, CT. He also teaches in the Teaching and Learning Strand Penn Residency Master’s in Teaching Program.

Scott serves as the Chair of the Connecticut Association of Independent Schools Commission on Professional Development.

Check out his articles.

Glenn Whitman, MALS
Director, The Center for Transformative Teaching and Learning at St. Andrew's Episcopal School

Interests: Mind, Brain, Education Science; classroom application of education research

Glenn Whitman is the co-author of Neuroteach: Brain Science and the Future of Education. Glenn collaborates with public, public-charter, and private school teachers and leaders to deepen their understanding of ability to translate and apply Mind, Brain, and Education Science research to how they design their schools,  classes and work with each individual student. Glenn is a former Martin Institute for Teaching Excellence Fellow and author of Dialogue with the Past: Engaging Students and Meeting Standards through Oral History as well as co-editor of Think Differently and Deeply, the internationally recognized publication of the CTTL. Glenn is also a blogger for Edutopia and article contributor to Independent School magazine. Glenn has presented at more than a dozen major conferences including: Learning and the Brain Conference, SXSWedu, Festival of Education (UK), Ideas in Education Festival, researchEd,  National Association of Independent Schools Annual Conference (NAIS), Association of Independent Maryland Schools (AIMS) and to over 5000 teachers and school leaders from more than 200 schools in five countries. Glenn began his teaching career at the St. George’s School in Spokane, Washington before earning his MALS from Dartmouth College that led him to Blair Academy. Glenn established himself at St. Andrew’s in 1997. When not teaching, Glenn likes a fast round of golf or hiking with his family (with his cell phone turned off).

Check out his articles.

Ian Kelleher, PhD
Head of Research, The Center for Transformative Teaching and Learning at St. Andrew's Episcopal School

Interests: Mind, Brain, Education Science; classroom application of education research

Dr. Ian Kelleher grew up in Cambridge, UK. He went to the University of Manchester as an undergraduate, then returned to Cambridge to do a PhD. After this, Ian moved to the US where he spent six years teaching, coaching and dorm-parenting at Brooks School in North Andover, MA. He still drinks lots of tea and watches a good amount of English Premier League soccer. At St. Andrew’s, Ian teaches Chemistry, Physics and Robotics, and coaches soccer. Ian’s work for the CTTL focuses on working with teachers to translate ideas from academic research into classroom practices, and developing ways to assess the impact of these brain based teaching and learning strategies. He creates and leads Mind, Brain and Education Science professional development programs. He also co-facilitates the CTTL”s “Creating Innovators through Design Thinking” workshop, and is responsible for the CTTL’s Teacher and Student Research Fellowship Program. Ian is co-author of the book Neuroteach: Brain Science and the Future of Education.

Check out his articles.


Lindsay Clements, EdM

Research Assistant, Ph.D Student, Boston College

Interests: Early childhood education; Executive function; Special Education; Sociocultural contexts of development

Lindsay is a researcher and Ph.D student in Boston College’s Applied Developmental and Educational Psychology department where she studies early childhood development. As a member of the national ‘DREME’ research team, she focuses on the role that parents and teachers play in early math and executive function learning. In 2012, she earned her Ed.M in Mind, Brain, and Education from Harvard University. Lindsay has worked and taught in both public and private schools and, most recently, she spent three years at Punahou School in Honolulu where she created and led the middle school learning support program. In her spare time, Lindsay enjoys walking around Boston finding delicious foods and friendly dogs.

Check out her articles.


We are proud of the diverse expertise and passion for education that our contributing team, past and present, offers our readers.

Past Contributors:


Myra Laldin, EdM


Kathryn Mills, PhD


LaJoi Royston, EdM


Rose Hendricks

Theresa Cheng, EdM


Maya Bialik, EdM

Sarah Gretter

Gabriella Hirsch, EdM

Jonathan Scheff, EdM

Suzanne Lettrick, EdM

Interested in joining the writing team? We accept applications on a rolling basis here.

Please Note: Though we will accept your application at any time, we only offer positions when a spot opens up on the team. At that time, we review all applications that have been submitted since the last opening and reach out to those who are a good fit.

Unfortunately, due to the number of applications we receive, we are unable to respond to all interested contributors.