Endnotes (continued) Neuroscience, 30(9), 1298–1314. https://doi. org/10.1162/jocn_a_01294 X. Belonging and Middle School: Not Such an Odd Couple 1 Brown, B. (2010). The Gifts of Imperfection: Let Go of Who You Think You’re Supposed to Be and Embrace Who You Are. Hazelden Publishing. 2 Belonging. Mindset Scholars Network. Retrieved January 2020, from https:// mindsetscholarsnetwork.org/learningmindsets/belonging/ 3 Mindset Kit—What is belonging?, Belonging for Educators. Mindset Kit. Retrieved January 2020, from https://www. mindsetkit.org/belonging/about-belonging/ what-is-belonging 4 Yeager, D. S., & Walton, G. M. (2011). Social-Psychological Interventions in Education: They’re Not Magic. Review of Educational Research, 81(2), 267–301. XI. An International Experience with the CTTL’s Summer Academy 1 Whitman, G., & Kelleher, I. (2016). Neuroteach: Brain Science and the Future of Education. Rowman & Littlefield. 2 Tokuhama-Espinosa, T. (2017). International Delphi panel on Mind Brain, and Education science. Quito, Ecuador. Retrieved from https://drive.google.com/file/ d/0B8RaPiQPEZ9ZbF9RRWE2V055UGc/view 3 One of the founders of the field of Mind, Brain and Education (MBE). XII. Boosting Investment and Motivation: Creating a Space for Choice in Your Curriculum 1 Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227–268. 2 Whitman, G., & Kelleher, I. (2016). Neuroteach: Brain Science and the Future of Education. Rowman & Littlefield. 3 Deci, E. L., & Ryan, R, M. (1985). Intrinsic Motivation and Self-determination in Human Behavior. Plenum. 4 Little, D., Ridley J. & Ushioda E. (Ed.). (2003). Learner autonomy in the foreign language classroom: Teacher, learner, curriculum and assessment. Authentik Language Learning Resources. 5 Vygotskij, L. S. (1986). Thought and Language. MIT Press. 6 van Lier, L. (2000). “From Input to Affordance: Social-interactive Learning from an Ecological Perspective.” In Sociocultural Theory and Second Language Learning, by Lantolf, J. P., 245-69. Oxford University Press. 7 Brophy, J. (2004). Motivating Students to Learn. Lawrence Erlbaum.
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XIII. Is That a Threat?: Language to Buffer Identity in the Classroom 1 Arnsten, A. F. T. (2009). Stress signalling pathways that impair prefrontal cortex structure and function. Nature Reviews Neuroscience, 10(6), 410–422. 2 Green, M., Emery, A., Sanders, M., & Anderman, L. H. (2016). Another Path to Belonging: A Case Study of Middle School Students’ Perspectives. The Educational and Developmental Psychologist, 33(1), 85–96. 3 Yeager, D. S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Brzustoski, P., Master, A., Hessert, W. T., Williams, M. E., & Cohen, G. L. (2014). Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide. Journal of Experimental Psychology: General, 143(2), 804–824. 4 Rattan, A., Savani, K., Komarraju, M., Morrison, M. M., Boggs, C., & Ambady, N. (2018). Meta-lay theories of scientific potential drive underrepresented students’ sense of belonging to science, technology, engineering, and mathematics (STEM). Journal of Personality and Social Psychology, 115(1), 54–75. 5 Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92(1), 82–96. XIV. Developing Studdents’ Voices: An Intricate Part of a Student’s Lifelong Learning, Self-Confidence, and Advancement 1 Using Rubrics for Assessment. (2011). Retrieved from https://sites.educ.ualberta. ca/staff/olenka.bilash/Best%20of%20Bilash/ rubrics.html 2 Shafer, L. (2016). Giving students a voice: Five ways to welcome student input and bolster your school’s success. Retrieved from https://www.gse.harvard.edu/news/uk/16/08/ giving-students-voice 3 Perry, J., Lundie, D., & Golder, G. (2019). Metacognition in schools: What does the literature suggest about the effectiveness of teaching metacognition in schools? Educational Review, 71(4), 483–500. XV. Design Thinkers in the Kindergarten Classroom 1 Razzouk, R., Shute, V. (2012). What Is Design Thinking and Why Is It Important? Review of Educational Research, 330-348. 2 Luka, I. (2014). Design Thinking in Pedagogy. Journal of Education Culture and Society, No. 2, 63-74. 3 Flanner, M. E. Design Thinking: Connecting Students to the Larger World—NEA Today. Retrieved January 16, 2020, from http:// neatoday.org/2018/04/19/design-thinking-inthe-classroom/ XVI. On Pilgrimage in the Classroom 1 “Research.” Duckworth, A. Retrieved 2019 from https://angeladuckworth.com/research/. 2 Duckworth, A. (2016). Grit: the Power of Passion and Perseverance. Simon and Schuster Books, pg. 104 T H E
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3 Duckworth, 147 4 Duckworth, 148 5 Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227–268. 6 Barron, K. E., & Hulleman, C. S. (2015). Expectancy-Value-Cost Model of Motivation. In International Encyclopedia of the Social & Behavioral Sciences (pp. 503–509). Elsevier. XVII. Mind, Brain, and Whole Child Coaching 1 Kids Sports Facts. The Aspen Institute, Project Play. Retrieved 2019, from https:// www.aspenprojectplay.org/kids-sports-facts 2 Chekroud, S. R., Gueorguieva, R., Zheutlin, A. B., Paulus, M., Krumholz, H. M., Krystal, J. H., & Chekroud, A. M. (2018). Association between physical exercise and mental health in 1·2 million individuals in the USA between 2011 and 2015: A cross-sectional study. The Lancet Psychiatry, 5(9), 739–746. 3 Erickson, K. I., Voss, M. W., Prakash, R. S., Basak, C., Szabo, A., Chaddock, L., Kim, J. S., Heo, S., Alves, H., White, S. M., Wojcicki, T. R., Mailey, E., Vieira, V. J., Martin, S. A., Pence, B. D., Woods, J. A., McAuley, E., & Kramer, A. F. (2011). Exercise training increases size of hippocampus and improves memory. Proceedings of the National Academy of Sciences, 108(7), 3017–3022. 4 Bowler, D. E., Buyung-Ali, L. M., Knight, T. M., & Pullin, A. S. (2010). A systematic review of evidence for the added benefits to health of exposure to natural environments. BMC Public Health, 10(1) 5 Kids Sports Facts: Participation Rates. The Aspen Institute, Project Play. Retrieved 2019, from https://www.aspenprojectplay.org/kidssports-participation-rates 6 Sabo, D. & Veliz, P. (2014). Mapping Attrition among U.S. Adolescents in Competitive, Organized School and Community Sports. Aspen, CO: The Aspen Project Play. Retrieved from https://www. dyc.edu/academics/research/crpash/docs/ mapping-attrition-us-sports.pdf 7 Kids Sports Facts: Participation Rates. The Aspen Institute, Project Play. Retrieved 2019, from https://www.aspenprojectplay.org/kidssports-participation-rates 8 Sport for All, Play for Life: The Problem. The Aspen Institute, Project Play. Retrieved 2019, from http://youthreport.projectplay.us/ the-problem 9 Visek, A. J., Achrati, S. M., Mannix, H. M., McDonnell, K., Harris, B. S., & DiPietro, L. (2015). The Fun Integration Theory: Toward Sustaining Children and Adolescents Sport Participation. Journal of Physical Activity and Health, 12(3), 424–433. 10 Immordino-Yang, M. H., DarlingHammond, L. & Krone, C. R. (2019).The Brain Basis for Integrated Social, Emotional and Academic Development: How emotions and social relationships drive learning. Retrieved from https://assets.aspeninstitute.org/ content/uploads/2018/09/Aspen_research_ FINAL_web.pdf
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