Speakers and Sessions

The Conference is SOLD OUT though there are some spaces left in the Pre-Conference workshops.

Please call 857-444-1500 x1 to be added to the waiting list.

THE SCIENCE OF HOW WE LEARN

Our San Francisco 2017 Learning & the Brain Conference is sold out, but there still is plenty of room at our April 7-9, 2017 Conference in Arlington, VA.  Come hear about Positive, Resilient Minds from Dr. Martin E. P. Seligman and more than 40 other speakers at our Spring 2017 Learning & the Brain Conference. Click here for more information.

A consensus is emerging from mind, brain, cognitive and education research on the most effective strategies for learning,memory and motivation. Research by John Hattie, Carol Dweck and Daniel Schwartz, along with scientific reports such as "The Science of Learning" from Deans for Impact, point to the most effective, scientifically-based strategies for boosting achievement. Explore the latest research on ways to improve instruction, motivation and mindsets, content mastery, makerspace and design thinking, hands-on exploration, active student-directed inquiry, effective feedback, and praise.

Follow us on Facebook and Twitter (@learningandtheb / #latb46) for conference updates and news

Explore the Latest Research on:
  • The Science of How We Learn
  • Using Effective Instructional Strategies
  • Improving Learning, Memory and Testing
  • Developing Designers, Thinkers and Makers
  • Brain Benefits of Exploring and Explaining
  • Using Active, Student-Directed Learning
  • Empowering Motivation and Mindsets
  • Developing Expertise and Skills
  • Educating for Mastery and Competency
  • Teaching Inquiry and Critical Thinking
  • Promoting Effective Student Feedback
  • Self-Efficacy, Agency and Self-Regulation
  • The Power of Peers, Parents and Praise
  • Creating Curious, Creative, Self-Explorers
  • Raising Resilience and Teaching Teens
  • Visible Learning, Literacy and STEM

Featured Speakers

Conference Chair and Presider

David B. Daniel, PhD

L&B Conference Chair; Professor of Psychology, James Madison University; Former Managing Editor, Mind, Brain, and Education Journal; Winner of the 2013 Transforming Education Through Neuroscience Award; Co-Author, "Educational Neuroscience: Are We There Yet?" (2019, Wiley Handbook on Education) and “Promising Principles: Translating the Science of Learning to Educational Practice” (2012, Journal of Applied Research in Memory and Cognition)

John A.C. Hattie, PhD

Director, Melbourne Education Research Institute, Graduate School of Education, University of Melbourne; Co-Director, Science of Learning Research Centre; Co-Author, Visible Learning Into Action (2015) and Visible Learning and the Science of How We Learn (2014); Co-Editor, From the Laboratory to the Classroom: Translating Science of Learning for Teachers (2016)

Daniel L. Schwartz, PhD

I. James Quillen Dean; Nomellini & Olivier Professor of Educational Technology, Stanford Graduate School of Education; Director of Stanford’s "Transforming Learning Accelerator," a major interdisciplinary initiative advancing the science and design of learning to bring effective and equitable solutions to the world; Director, AAALab, Stanford University; Co-Host of the Stanford podcast and SiriusXM radio show School’s In; Co-Author, 'The Relation Between Academic Achievement and the Spontaneous Use of Design-Thinking Strategies" (2020, Computers & Education), "Educating and Measuring Choice" (2019, Journal of the Learning Sciences), "Cognitive Science Foundations of Integer Understanding and Instruction" (2019, Constructing Number), The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them ( 2016), and Measuring What Matters Most (2013)

Roberta Michnick Golinkoff, PhD

Unidel H. Rodney Sharp Professor of Education; Departments of Psychological and Brain Sciences and Linguistics and Cognitive Science, University of Delaware; Director, Child's Play, Learning, and Development Laboratory; Co-Author, “Brain Science and Guided Play” (2019, Serious Fun: How Guided Play Extends Learning), Becoming Brilliant (2016), Play = Learning (2009), and A Mandate for Playful Learning in Preschool (2008)

Daniel Ansari, PhD

Cognitive Scientist; Professor, Department of Psychology & The Brain and Mind Institute; Principal Investigator, Numerical Cognition Laboratory, The University of Western Ontario; Co-Author, “Neuroeducation – A Critical Overview of an Emerging Field” (2012, Neuroethics) and “Culture and Education: New Frontiers in Brain Plasticity” (2012, Trends in Cognitive Sciences)

Yong Zhao, PhD

Foundation Distinguished Professor, School of Education, University of Kansas; Professorial Fellow at the Mitchell Institute for Health and Education Policy, Victoria University; Professor in Educational Leadership, Melbourne Graduate School of Education; Author, Learners Without Borders: New Learning Pathways for All Students (Forthcoming 2021), “COVID-19 as Catalyst for Educational Change” (2020, Prospects), and What Works May Hurt – Side Effects in Education (2018); Co-Author, Teaching Students to Become Self-Determined Learners (2020) and An Education Crisis Is a Terrible Thing to Waste: How Radical Changes Can Spark Student Excitement and Success (2019)

Wendy L. Ostroff, PhD

Associate Professor, Interdisciplinary Liberal Arts; Cognitive Science and Developmental Psychology, Sonoma State University; Author, Cultivating Curiosity in the K-12 Classroom (2016) and Understanding Children’s Learning (2012)

Allison Zmuda, MA

Founder/Curator, Learning Personalized; President, The Competent Classroom; Co-Author, Students at the Center: Personalized Learning With Habits of Mind (2017), Learning Personalized: The Evolution of the Contemporary Classroom (2015), and Transforming Schools, and Breaking Free from Myths About Teaching and Learning (2010)

Erika Christakis, MEd, MPH

Early Childhood Expert; Certified PreK-2 Teacher; Former Faculty Member, Yale Child Study Center, Yale University; Author of the New York Times bestseller, The Importance of Being Little: What Preschoolers Really Need from Grownups (2016)

1) The Science of Learning: Improving Memory, Testing & Feedback

The ABCs of How We Learn: From A is for Analogy to Z is for Sleep

Daniel L. Schwartz, PhD

I. James Quillen Dean; Nomellini & Olivier Professor of Educational Technology, Stanford Graduate School of Education; Director of Stanford’s "Transforming Learning Accelerator," a major interdisciplinary initiative advancing the science and design of learning to bring effective and equitable solutions to the world; Director, AAALab, Stanford University; Co-Host of the Stanford podcast and SiriusXM radio show School’s In; Co-Author, 'The Relation Between Academic Achievement and the Spontaneous Use of Design-Thinking Strategies" (2020, Computers & Education), "Educating and Measuring Choice" (2019, Journal of the Learning Sciences), "Cognitive Science Foundations of Integer Understanding and Instruction" (2019, Constructing Number), The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them ( 2016), and Measuring What Matters Most (2013)

A Meta-Synthesis on the Science of How We Learn

John A.C. Hattie, PhD

Director, Melbourne Education Research Institute, Graduate School of Education, University of Melbourne; Co-Director, Science of Learning Research Centre; Co-Author, Visible Learning Into Action (2015) and Visible Learning and the Science of How We Learn (2014); Co-Editor, From the Laboratory to the Classroom: Translating Science of Learning for Teachers (2016)

Becoming Brilliant: What Science Tells Us About Education for the 21st Century

Roberta Michnick Golinkoff, PhD

Unidel H. Rodney Sharp Professor of Education; Departments of Psychological and Brain Sciences and Linguistics and Cognitive Science, University of Delaware; Director, Child's Play, Learning, and Development Laboratory; Co-Author, “Brain Science and Guided Play” (2019, Serious Fun: How Guided Play Extends Learning), Becoming Brilliant (2016), Play = Learning (2009), and A Mandate for Playful Learning in Preschool (2008)

Helping Students Achieve: Promising Practices and Strategies from Cognitive Science

David M. Eagleman, PhD

Neuroscientist; Guggenheim Fellow; Adjunct Associate Professor, Department of Psychiatry & Behavioral Sciences; Director, Laboratory for Perception and Action, Stanford University School of Medicine; Host of the Emmy-nominated PBS Series, The Brain; Writer for The Atlantic, New York Times, Discover Magazine, Slate, Wired, and New Scientist; Regular Guest on National Public Radio and BBC to discuss both science and literature; Internationally Bestselling Author of The Brain: The Story of You (2017) and Incognito: The Secret Lives of the Brain (2012); Co-Author, The Runaway Species: How Human Creativity Remakes the World (2017)

Learning Engineering (Rethinking Education)

Melina R. Uncapher, PhD

Director of the Education Program, Neuroscape; Assistant Professor, Department of Neurology, University of California, San Francisco; Research Scientist, Stanford University; Director of the EF+Math Program; CEO and Co-Founder, Institute for Applied Neuroscience and the Nonprofit "Science of Good" Program; Leader of the Multi-University “Science of Learning Network”; Contributing Author, The Science of Learning and Development: Enhancing the Lives of All Young People (2021); Co-Author, “Development of Executive Function in Middle Childhood” (2021, PsyArXiv), “The Science of Learning and Learning Engineering: Advancing the Relationship Between Learning Sciences and Teaching Practice” (2019, Learning Sciences), and “Design Considerations for Conducting Large-Scale Learning Research Using Innovative Technologies in Schools” (2019, Mind, Brain and Education)

Why Should Teachers Care About Cognitive Neuroscience?

Daniel Ansari, PhD

Cognitive Scientist; Professor, Department of Psychology & The Brain and Mind Institute; Principal Investigator, Numerical Cognition Laboratory, The University of Western Ontario; Co-Author, “Neuroeducation – A Critical Overview of an Emerging Field” (2012, Neuroethics) and “Culture and Education: New Frontiers in Brain Plasticity” (2012, Trends in Cognitive Sciences)

Giving Effective Feedback to Students

Susan M. Brookhart, PhD

Education Consultant; Adjunct Faculty, School of Education, Duquesne University; Author, How to Give Effective Feedback to Your Students (2017), How to Design Questions and Tasks to Assess Student Thinking (2014), and How to Assess Higher-Order Thinking Skills in Your Classroom (2010)

The Purposeful Classrooms: Lessons with Learning Goals in Mind

Dan Ryder, MEd

Education Director, Success and Innovation Center, Mt. Blue High School; Adjunct Instructor, University of Maine at Farmington; Co-Founder, Teachers Lounge Mafia Improv; Apple Distinguished Educator; Co-Founder, Wicked Decent Learning; Co-Author, Intention: Critical Creativity in the Classroom (2017) and "Literacy 3x3: Literary Analysis Remixed & Reshuffled" (2015, The Best Lesson Series: Literature)

Facilitating Student Learning Through Feedback: Small Changes Can Make a Big Difference

Andrew C. Butler, PhD

Assistant Professor, Department of Educational Psychology, College of Education, The University of Texas at Austin; Co-Author, "Delaying Feedback Promotes Transfer Knowledge Despite Student Preferences Receive Feedback Immediately" (2014, Applied Research in Memory and Cognition) and "Explanation Feedback Is Better Then Correct Answer Feedback for Promoting Transfer of Learning" (2013, Journal of Educational Psychology)

Making It Work: The Critical Role of the Educator in Applying the Science of Learning

David B. Daniel, PhD

L&B Conference Chair; Professor of Psychology, James Madison University; Former Managing Editor, Mind, Brain, and Education Journal; Winner of the 2013 Transforming Education Through Neuroscience Award; Co-Author, "Educational Neuroscience: Are We There Yet?" (2019, Wiley Handbook on Education) and “Promising Principles: Translating the Science of Learning to Educational Practice” (2012, Journal of Applied Research in Memory and Cognition)

Memories Are Made of This...

Kenneth S. Kosik, MD

Co-Director, Neuroscience Research Institute; Harriman Professor of Neuroscience Research, Department of Molecular, Cellular and Developmental Biology, University of California, Santa Barbara; Co-Founder, Learning & the Brain; Author, Outsmarting Alzheimer's: What You Can Do to Reduce Your Risk (2017); Co-Author, The Alzheimer's Solution: How Today's Care is Failing Millions and How We Can Do Better (2010)

Why Neuroscience Matters in the Classroom

Kathleen Scalise, PhD

Associate Professor, Department of Educational Methodology, Policy and Leadership, College of Education, University of Oregon; Former Visiting Researcher/Scholar, Department of Neuroscience and Teacher's College, Columbia University; Co-Author, Why Neuroscience Matters in the Classroom (2016)

2) The Science of Motivation & Mindsets: Empowering Engagement

Learning vs. Performing for Learning Mindsets Success

Eduardo Briceno, MBA

Co-Founder and CEO of Mindset Works with Carol Dweck, Stanford University; Creator, Brainology, a program developed to motivate learners; Author, “Mindsets and Student Agency” (2013, Unboxed)

The Influence of Teaching: Motivation, Mindsets and Agency

Ronald F. Ferguson, PhD

Faculty Co-Chair and Director, Achievement Gap Initiative, Harvard University; Senior Lecturer in Education and Public Policy, Harvard Graduate School of Education and Harvard Kennedy School; Author, Toward Excellence with Equity (2007); Co-Author, “Beyond Standardized Test Scores: Engagement, Mindsets and Agency” (2015, Achievement Gap Initiative Report on Grades 6-9)

Working the Clay While Its Soft: Growing Early Mindsets

Kendra J. Coates, DEd

Adjunct Instructor, Teacher and Counselor Education, Oregon State University; Director of PreK-3rd Education, High Desert Education Service District; Professional Development Specialist, Mindset Works; Author, “Nurturing and Cultivating a Growth Mindset Across the Developmental Continuum Leads to School Readiness” (2013, Mindset Works Newsletter); Co-Author, Counting What Counts (2015)

Getting Students Motivated and Engaged Through Interest-Based Learning

Richard M. Cash, EdD

International Speaker, Educator, and Consultant; Former Director of Gifted Programs; Author, “Enhancing Social-Emotional Learning With Self-Regulation for Learning” (2019, Free Spirit Publishing Blog) and Self-Regulation in the Classroom: Helping Students Learn How to Learn (2016); Co-Author, Differentiation for Gifted Learners: Going Beyond the Basics (2013)

Flipping the Switch: Creating a Learning Environment Designed for Real Engagement

Allison Zmuda, MA

Founder/Curator, Learning Personalized; President, The Competent Classroom; Co-Author, Students at the Center: Personalized Learning With Habits of Mind (2017), Learning Personalized: The Evolution of the Contemporary Classroom (2015), and Transforming Schools, and Breaking Free from Myths About Teaching and Learning (2010)

Creating Classrooms Where Everyone Is Active, Engaged and Learning

Kathy Perez, EdD

Professor, Teacher Leadership Program; Director of Outreach and Professional Development, Saint Mary’s College of California; Author, 200+ Proven Strategies for Teaching Reading, Grades K-8 (2016), New Inclusion: Differentiated Strategies to Engage ALL Students (2013) and More Than 100 Brain-Friendly Tools and Strategies for Literacy Instruction (2008)

Motivation Equation: Practical Growth Mindset Applications for Grades 6-12

Emily Diehl, BA

Director of School Partnerships, Revolution Prep; Director, K-12 Professional Learning and Curriculum Design, Mindset Works; Author, “Growth Mindsets for Learning: Effective Effort” (2017, Optimizing Learning Outcomes)

Fostering Growth Mindsets in Readers

Gravity Goldberg, EdD

Educational Consultant; Former Assistant Professor of Education, Iona College; Former Instructor and Staff Developer, Reading and Writing Project, Teachers College, Columbia University; Author, Teach Like Yourself: How Authentic Teaching Transforms Our Students and Ourselves (2018), Mindsets and Moves: Strategies That Help Readers Take Charge (2015); Co-Author, What Do I Teach Readers Tomorrow? (2017) and Conferring With Readers: Supporting Each Student’s Growth and Independence (2007)

3) The Science of Hands-On Making: Developing Designers & Makers

Reasoning to Learn, Learning to Reason

Silvia A. Bunge, PhD

Professor of Psychology; Professor, Helen Wills Neuroscience Institute; Director, Building Blocks of Cognition Laboratory, University of California, Berkeley; Co-Author, “Eye Gaze Patterns Reveal How Reasoning Skills Improve With Experience” (2018, Science of Learning), “Neuroscientific Insights Into the Development of Analogical Reasoning” (2018, Developmental Science), and "Analogical Reasoning in the Classroom: Insights From Cognitive Science" (2015, Mind, Brain, and Education)

Taking Design Thinking to K-12 Schools

Shelley V. Goldman, EdD

Professor; Associate Dean for Faculty Affairs and for Student Affairs, Stanford Graduate School of Education; Faculty, Learning Design and Technology Master’s Program and Learning Sciences and Technology Design Doctoral Program; Principal Investigator, Research in Education and Design Lab (REDlab), Stanford University; Co-Author, Design Thinking for Every Classroom: A Practical Guide for Educators (2021) and Taking Design Thinking to School (2016)

Learning by Thinking, Questioning and Explaining

Tania Lombrozo, PhD

Associate Professor, Department of Psychology, University of California, Berkeley; Member, Institute of Cognitive and Brain Sciences; Co-Author, “Explaining Constrains Causal Learning in Childhood” (2016, Child Development), “Children Adapt Their Questions to Achieve Efficient Search” (2015, Cognition) and “Selective Effects of Explanation on Learning During Early Childhood” (2014, Journal of Experimental Child Psychology)

Why the Maker Movement Matters for Every Student: Design Thinking in K-12 Classroom

A.J. Juliani, MS

Director of Technology and Innovation, Centennial School District (PA); Adjunct Faculty, University of Pennsylvania; Author, Intentional Innovation: How to Guide Risk-Taking, Build Creative Capacity, and Lead Change (2017) and Inquiry and Innovation in the Classroom (2014); Co-Author, Empower: What Happens When Students Own Their Learning (2017) and LAUNCH: Using Design Thinking to Boost Creativity and Bring Out the Maker in Every Student (2016)

Design Thinking: How to Unleash Student Innovation

Susie Wise, PhD

Lead Instructional Designer for Design Thinking; Director, K-12 Lab, Stanford d.school, Stanford University; Founder/Design Team Member, Urban Montessori Charter School; Author, "Design Thinking in Education: Empathy, Challenge, Discovery and Sharing" (2016, Edutopia)

The Promise of the Maker Movement for Education

Lee Michael Martin, PhD

Associate Professor, University of California, Davis; Author, "The Promise of the Maker Movement for Education" (2015, Journal of Pre-College Engineering Education Research)

4) The Science of Active Inquiry and Learning: Creating Curious Self-Directed Explorers

Counting What Counts: Why Curiosity, Creativity and Student-Centered Learning Matter

Yong Zhao, PhD

Foundation Distinguished Professor, School of Education, University of Kansas; Professorial Fellow at the Mitchell Institute for Health and Education Policy, Victoria University; Professor in Educational Leadership, Melbourne Graduate School of Education; Author, Learners Without Borders: New Learning Pathways for All Students (Forthcoming 2021), “COVID-19 as Catalyst for Educational Change” (2020, Prospects), and What Works May Hurt – Side Effects in Education (2018); Co-Author, Teaching Students to Become Self-Determined Learners (2020) and An Education Crisis Is a Terrible Thing to Waste: How Radical Changes Can Spark Student Excitement and Success (2019)

Cultivating Curiosity in the K-12 Classroom: How to Foster Engagement, Exploration and Experimentation for Deeper Learning

Wendy L. Ostroff, PhD

Associate Professor, Interdisciplinary Liberal Arts; Cognitive Science and Developmental Psychology, Sonoma State University; Author, Cultivating Curiosity in the K-12 Classroom (2016) and Understanding Children’s Learning (2012)

How Experience Shapes the Neural Circuitry of the Frontal Cortex During Childhood/Adolescence

Linda E. Wilbrecht, PhD

Associate Professor, Department of Psychology; Director, The Wilbrecht Laboratory, University of California, Berkeley; Faculty Member, Helen Wills Neuroscience Institute; Co-Author, “Rule Learning Enhances Structural Plasticity of Long Range Axons in Frontal Cortex” (2016, Nature Communications)

The Cognitive Consequences of Active Inquiry and Self-Directed Learning

Todd M. Gureckis, PhD

Associate Professor of Psychology, New York University; Co-Author, “Enhanced Memory as a Common Effect of Active Learning” (2016, Mind, Brain, and Education), “Desirable Difficulties in the Development of Active Inquiry Skills” (2016, Proceedings of the Cognitive Science Society) and “Self-Directed Learning Favors Local, Rather Than Global, Uncertainty” (2015, Cognitive Science)

The Science of Being Little: The Power of Play, Creativity and Exploration in Young Children

Erika Christakis, MEd, MPH

Early Childhood Expert; Certified PreK-2 Teacher; Former Faculty Member, Yale Child Study Center, Yale University; Author of the New York Times bestseller, The Importance of Being Little: What Preschoolers Really Need from Grownups (2016)

Inquiry and Innovation in the Classroom: Empowering Student Engagement with Choice, Purpose and Technology

A.J. Juliani, MS

Director of Technology and Innovation, Centennial School District (PA); Adjunct Faculty, University of Pennsylvania; Author, Intentional Innovation: How to Guide Risk-Taking, Build Creative Capacity, and Lead Change (2017) and Inquiry and Innovation in the Classroom (2014); Co-Author, Empower: What Happens When Students Own Their Learning (2017) and LAUNCH: Using Design Thinking to Boost Creativity and Bring Out the Maker in Every Student (2016)

Designing Questions to Assess Student Inquiry and Thinking

Susan M. Brookhart, PhD

Education Consultant; Adjunct Faculty, School of Education, Duquesne University; Author, How to Give Effective Feedback to Your Students (2017), How to Design Questions and Tasks to Assess Student Thinking (2014), and How to Assess Higher-Order Thinking Skills in Your Classroom (2010)

5) The Science of Mastery: Teaching for Expertise & Competency

Secrets from the New Science of Expertise: Implications for Education and Life-Long Learning

K. Anders Ericsson, PhD

Conradi Eminent Scholar and Professor of Psychology, Department of Psychology, Florida State University; Co-Author, Peak: Secrets from the New Science of Expertise (2017) and Expert Performance in Sports (2003); Editor, The Road to Excellence (1996); Co-Editor, Cambridge Handbook of Expertise and Expert Performance (2018, 2nd Edition) and Development of Professional Expertise (2009)

How to Train Knowledge and Skills for Peak Performance

Alice F. Healy, PhD

College Professor of Distinction, Department of Psychology and Neuroscience; Director, Center for Research on Training, University of Colorado Boulder; Co-Author, Train Your Mind for Peak Performance (2014) and Training Cognition: Optimizing Effi ciency, Durability and Generalizability (2012)

Taking a Scientific Approach to STEM Education: Expertise and Active Learning

Carl E. Wieman, PhD

Nobel Laureate in Physics; Professor of Physics,Stanford University; Professor, Stanford Graduate School of Education; Founding Chair, Board of Science Education of the National Academy of Sciences; Co-Author, “Taking a Scientific Approach to Science Education” (2015, Microbe) and “Applying New Research to Improve Science Education” (2012, Issues in Science and Technology)

The Cognitive Development of Mathematical Brains

Daniel Ansari, PhD

Cognitive Scientist; Professor, Department of Psychology & The Brain and Mind Institute; Principal Investigator, Numerical Cognition Laboratory, The University of Western Ontario; Co-Author, “Neuroeducation – A Critical Overview of an Emerging Field” (2012, Neuroethics) and “Culture and Education: New Frontiers in Brain Plasticity” (2012, Trends in Cognitive Sciences)

Visible Learning in Literacy

Douglas B. Fisher, PhD

Chair, Department of Educational Leadership, San Diego State University; Classroom Teacher, Health Sciences High and Middle College; Co-Author, How Tutoring Works (2021), REBOUND, Grades K-12: A Playbook for Rebuilding Agency, Accelerating Learning Recovery, and Rethinking Schools (2021), Leading the Rebound (2021), The Quick Guide to Simultaneous, Hybrid, and Blended Learning (2021), The Teacher Clarity Playbook, Grades K-12 (2021), and The Distance Learning Playbook, Grades K-12: Teaching for Engagement and Impact in Any Setting (2020)

Over-Tested and Under-Prepared: Using a Competency Based Instruction Model

Robert (Bob) J. Sornson, PhD

Founder, Early Learning Foundation; Former Teacher and School Administrator; Author, Over-Tested and Under-Prepared: Using Competency Based Learning to Transform Our Schools (2015) and Fanatically Formative (2012)

Neuroimaging, Instruction and Expertise in Reading

Bruce D. McCandliss, PhD

Professor, Stanford Graduate School of Education; Professor, Department of Psychology, Stanford University; Co-Principal Investigator, “Contributions of Executive Function Subdomains to Math and Reading Cognition in the Classroom” Project; Co-Author, “Developmental Change in Cerebellar White Matter Pathways is Associated With Reading Proficiency in Children” (2017, Society for the Neurobiology of Language) and “Effects of Tutorial Interventions in Mathematics and Attention for Low-Performing Preschool Children” (2016, Journal of Research on Educational Effectiveness)

Teaching Moves that Create Reading Mastery, Independence, Motivation, and Growth

Kristin Souers, MA

Licensed Mental Health Counselor; Adjunct Faculty, Counselor Education Department, Gonzaga University School of Education; Assistant Director, Child and Family Research Unit, Washington State University; Co-Author, Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom (2016) and "Address Trauma with Calm, Consistant Care: Strategies to Help Educators Avoid Burnout While Keeping Students Learning-Ready" (2015, Principal Magazine)

6) The Power of Parents & Peers: Promoting Praise & Resilience

Kristen H. Turner, PhD

Associate Professor of English Education, Division of Curriculum and Teaching; Director, Digital Literacies Collaborative; Director, Contemporary and Interdisciplinary Research; Program Coordinator, Adolescent English Education, Graduate School of Education, Fordham University; Consultant, National Writing Project; Co-Author, Argument in the Real World: Teaching Adolescents to Read and Write Digital Text (2017) and Connected Reading: Teaching Adolescent Readers in a Digital World (2015)

The Power of Parents: How Beliefs About Failure Shape Mindsets and Motivation

Kyla Haimovitz, PhD

Postdoctoral Research Fellow working with Angela Duckworth, Character Lab, University of Pennsylvania; Former Researcher with Carol Dweck, Stanford University; Co-Author, “What Predicts Children’s Fixed and Growth Mindsets?: Not Their Parent’s Views of Intelligence But Their Parents’ Views of Failure” (2016, Psychological Science) and “Dangerous Mindsets: How Beliefs About Intelligence Predict Motivational Change” (2011, Learning and Individual Differences)

The Science of Social-Emotional and Cognitive Resilience in Learning

Fumiko Hoeft, MD, PhD

Professor of Psychological Sciences; Director, Brain Imaging Research Center, University of Connecticut; Director, Laboratory for Learning Engineering and Neural Systems (brainLENS.org) located at University of Connecticut and the University of California, San Francisco; Adjunct Professor of Psychiatry, Weill Institute for Neurosciences and Dyslexia Center, University of California, San Francisco; Senior Scientist & Senior Advisor, Haskins Laboratories; Co-Director of Haskins L2 (Language & Literacy) Global Innovation Hub, Yale University; Recipient of the 2015 Transforming Education through Neuroscience Award from Learning & the Brain Foundation; Co-Author, "Direct and Indirect Contributions of Executive Function to Word Decoding and Reading Comprehension in Kindergarten” (2019, Learning & Individual Differences), “Impact of Mentoring on Socio‐Emotional and Mental Health Outcomes of Youth with Learning Disabilities and Attention‐Deficit Hyperactivity Disorder” (2019, Child and Adolescent Mental Health), and “Brain Basis of Cognitive Resilience: Prefrontal Cortex Predicts Better Reading Comprehension in Relation to Decoding” (2018, PloS One)

Helping Children Develop Self-Regulation, Resilience and Empathy

Robert (Bob) J. Sornson, PhD

Founder, Early Learning Foundation; Former Teacher and School Administrator; Author, Over-Tested and Under-Prepared: Using Competency Based Learning to Transform Our Schools (2015) and Fanatically Formative (2012)

Rebels Love a Cause: Harnessing the Motivational Effects of Pubertal Testosterone on the Adolescent Brain

Ronald E. Dahl, MD, PhD

Pediatrician; Developmental Scientist; Director, The Center on the Developing Adolescent, Institute of Human Development; Professor, School of Public Health, University of California, Berkeley; Co-Author, “The Effect of Social Rank Feedback on Risk Taking and Associated Reward Processing in Adolescent Girls” (2016, Social Cognitive Affective Neuroscience) and “A Neural Correlate of Strategic Exploration at the Onset of Adolescence” (2016, Cognitive Neuroscience)