Endnotes

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.

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/. 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

11 Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. R. (2019). Nurturing Nature: How Brain Development Is Inherently Social and Emotional, and What This Means for Education. Educational Psychologist, 54(3), 185–204.

12 Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2020). Drivers of human development: How relationships and context shape learning and development. Applied Developmental Science, 24(1), 6–36.

13 Darling-Hammond, L., Flook, L., CookHarvey, C., Barron, B., & Osher, D. (2019). Implications for educational practice of the science of learning and development. Applied Developmental Science, 1–44.

14 Ettekal, A. V., Callina, K. S., & Lerner, R. M. (2015). The promotion of character through youth development programs: A view of the issues. Journal of Youth Development, 10(3), 6-13.

15 Zarrett, N., & Lerner, R. M. (2008, February). Ways to promote the positive development of children and youth. ChildTrends Research-to-Results Brief. Publication 2008-11.

16 Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2019). Malleability, plasticity, and individuality: How children learn and develop in context. Applied Developmental Science, 23(4), 307–337. 17 Zukav, G. (2009). Dancing Wu Li Masters: An Overview of the New Physics. HarperOne.

18 Experts Say 90% of Youth Sports Coaches Have Little to No Training, Thus Putting Their Athletes at Risk. PRWeb. Retrieved 2019, from https://www.prweb.com/releases/sports/ coaching/prweb907124.htm

19 Kids Sports Facts: Participation Rates. The Aspen Institute, Project Play. Retrieved 2019, from https://www.aspenprojectplay.org/kidssports-participation-rates

20 Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2019). Malleability, plasticity, and individuality: How children learn and develop in context. Applied Developmental Science, 23(4), 307–337.

21 ChildTrends (March, 2014). Retrieved from https://www.childtrends.org/

22 Zarrett, N., & Lerner, R. M. (2008, February). Ways to promote the positive development of children and youth. ChildTrends Research-toResults Brief. 2008-11.

23 Rose, T. (2016). The End of Average: How We Succeed in a World That Values Sameness. HarperOne.

24 Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2019). Malleability, plasticity, and individuality: How children learn and develop in context. Applied Developmental Science, 23(4), 307–337.

25 Whitman, G., & Kelleher, I. (2016). Neuroteach: Brain Science and the Future of Education. Rowman & Littlefield Publishers.

26 Boyce, W. T. (2019). The Orchid and the Dandelion. Allen Lane.

27 Ellis, B. J., Boyce, W. T., Belsky, J., Bakermans-Kranenburg, M. J., & van Ijzendoorn, M. H. (2011). Differential susceptibility to the environment: An evolutionary–neurodevelopmental theory. Development and Psychopathology, 23(1), 7–28. 28 Immordino-Yang, M. H., DarlingHammond, L., & Krone, C. R. (2019). Nurturing Nature: How Brain Development Is Inherently Social and Emotional, and What This Means for Education. Educational Psychologist, 54(3), 185–204.

29 M.D, B. van der K. (2015). The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma. Penguin Books.

30 Brackett, M. (2019). Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive. Celadon Books.

31 Science—Center on the Developing Child at Harvard. Center on the Developing Child at Harvard University. Retrieved 2019, from https://developingchild.harvard.edu/science/

32 Johnson, S. B., Riley, A. W., Granger, D. A., & Riis, J. (2013). The Science of Early Life Toxic Stress for Pediatric Practice and Advocacy. PEDIATRICS, 131(2), 319–327.

33 Harris, N. B. (2018). The Deepest Well: Healing the Long-Term Effects of Childhood Adversity. Houghton Mifflin Harcourt.;

34 Immordino-Yang, M. H., DarlingHammond, L., & Krone, C. R. (2019). Nurturing Nature: How Brain Development Is Inherently Social and Emotional, and What This Means for Education. Educational Psychologist, 54(3), 185–204.

35 Bronfenbrenner, U., & Morris, P. A. (2006). The Bioecological Model of Human Development. In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Theoretical models of human development (p. 793–828). John Wiley & Sons Inc.

36 Bowers, E. P., Geldhof, G. J., Johnson, S. K., Hilliard, L. J., Hershberg, R. M., Lerner, J. V., & Lerner, R. M. (2015). Promoting Positive Youth Development [recurso electrónico]: Lessons from the 4-H Study.

37 Overton, W. F. (2015). Processes, relations, and relational-developmental-systems. In W. F. Overton, P. C. M. Molenaar, & R. M. Lerner (Eds.), Handbook of child psychology and developmental science: Theory and method (p. 9–62). John Wiley & Sons Inc.

38 Netz, Y. (2017). Is the Comparison between Exercise and Pharmacologic Treatment of Depression in the Clinical Practice Guideline of the American College of Physicians EvidenceBased? Frontiers in Pharmacology, 8.

39 Exercise for Mental Health: 8 Keys to Get and Stay Moving | NAMI: National Alliance on Mental Illness. Retrieved 2019, from https:// www.nami.org/blogs/nami-blog/may-2016/ exercise-for-mental-health-8-keys-to-get-andstay

40 Easterlin, M. C., Chung, P. J., Leng, M., & Dudovitz, R. (2019). Association of Team Sports Participation With Long-term Mental Health Outcomes Among Individuals Exposed to Adverse Childhood Experiences. JAMA Pediatrics, 173(7), 681.

41 Lerner, R. M., Lerner, J. V., P. Bowers, E., & John Geldhof, G. (2015). Positive Youth Development and Relational-DevelopmentalSystems. In R. M. Lerner (Ed.), Handbook of Child Psychology and Developmental Science (pp. 1–45). John Wiley & Sons, Inc. 43 Popkin, C. A., Bayomy, A. F., & Ahmad, C. S. (2019). Early Sport Specialization: Journal of the American Academy of Orthopaedic Surgeons, 27(22), e995–e1000.

44 Feudtner, C., & Miles, S. H. (2018). Traumatic Brain Injury News Reports and Participation in High School Tackle Football. JAMA Pediatrics, 172(5), 492.

45 NHE Fact Sheet | CMS. Retrieved 2019, from https://www.cms.gov/ Research-Statistics-Data-and-Systems/ Statistics-Trends-and-Reports/ NationalHealthExpendData/NHE-Fact-Sheet

46 How You Can Prevent Chronic Diseases | CDC. (2019, July 31). https://www.cdc.gov/ chronicdisease/about/prevent/index.htm

47 Why Children’s Health is the Foundation of Lifelong Health. Center on the Developing Child at Harvard University. Retrieved 2019, from https://developingchild.harvard.edu/ science/deep-dives/lifelong-health/

48 How You Can Prevent Chronic Diseases | CDC. (2019, July 31). https://www.cdc.gov/ chronicdisease/about/prevent/index.htm

49 Mitchell, J., Skouteris, H., McCabe, M., Ricciardelli, L. A., Milgrom, J., Baur, L. A., FullerTyszkiewicz, M., & Dwyer, G. (2012). Physical activity in young children: A systematic review of parental influences. Early Child Development and Care, 182(11), 1411–1437.

XVIII. Context Matters 1 Rose, L. T., Daley, S. G., & Rose, D. H. (2011). Let the Questions Be Your Guide: MBE as Interdisciplinary Science. Mind, Brain, and Education, 5(4), 153–162.

2 Haden, Mark. (2003). The Curious Incident of the Dog in the Nighttime. Random House of Canada Limited. ISBN 978-1-4000-2535-4

3 Kleschevnikov, A. M., Belichenko, P. V., Salehi, A., & Wu, C. (2012). Discoveries in Down syndrome: Moving basic science to clinical care. Progress in Brain Research, 197, 199–221.

4 Cantania, A.C. (1979). Learning. Englewood Cliffs, NJ: Prentice-Hall, Inc.

5 Chitiyo, M., May, M. E., & Chitiyo, G. (2012). An Assessment of the Evidence-Base for SchoolWide Positive Behavior Support. Education and Treatment of Children, 35(1), 1–24.

6 IES Funded Research Grants and Contracts—Details. Retrieved January 10, 2020, from https://ies.ed.gov/funding/ grantsearch/details.asp?ID=1876

7 Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., Kasari, C., Ingersoll, B., Kaiser, A. P., Bruinsma, Y., McNerney, E., Wetherby, A., & Halladay, A. (2015). Naturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 45(8), 2411–2428.

8 Mundy, P., Sullivan, L., & Mastergeorge, A. M. (2009). A parallel and distributed-processing model of joint attention, social cognition and autism. Autism Research, 2(1), 2–21.

Endnotes (continued)

XIX. A Parent’s Mind, Brain, and Education Science Journey 1 Stixrud, W. R., Johnson, N., & Fair, J. D. (2019). The self-driven child: The science and sense of giving your kids more control over their lives. Penguin Books.

2 Levine, M. (2008). The price of privilege: How parental pressure and material advantage are creating a generation of disconnected and unhappy kids. Harper.

3 Steinberg, L. D. (2015). Age of opportunity: Lessons from the new science of adolescence. Houghton Mifflin Harcourt.

4 Lamborn, S. D., Mounts, N. S., Steinberg, L., & Dornbusch, S. M. (1991). Patterns of Competence and Adjustment among Adolescents from Authoritative, Authoritarian, Indulgent, and Neglectful Families. Child Development, 62(5), 1049.

5 Whitman, G., & Kelleher, I. (2016). Neuroteach: Brain Science and the Future of Education. Rowman & Littlefield.

6 Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

XX. Training Optimization Using Neuromotor Thresholds 1 Kushner, A. M., Kiefer, A. W., Lesnick, S., Faigenbaum, A. D., Kashikar-Zuck, S., & Myer, G. D. (2015). Training the Developing Brain Part II. Current Sports Medicine Reports, 14(3), 235-243.

2 Myer, G. D., Kushner, A. M., Faigenbaum, A. D., Kiefer, A., Kashikar-Zuck, S., & Clark, J. F. (2013). Training the Developing Brain, Part I. Current Sports Medicine Reports, 12(5), 304-310.

3 Dixon, S. D., & Stein, M. T. (2006). Encounters with children: pediatric behavior and development. Philadelphia, PA: Mosby Elsevier.

4 Gemelli, R. (1996). Normal child and adolescent development. Washington: American Psychiatric Press.

5 Patel, D. R., Pratt, H. D., & Greydanus, D. E. (2002). Pediatric neurodevelopment and sports participation. Pediatric Clinics of North America, 49(3), 505-531

6 Fischer, K.W. (1980). A theory of cognitive development: The control and construction of hierarchies of skills. Psychol. Rev., 87, 477.

7 Dyment, P. (1990). Neurodevelopmental milestones: when is a child ready for sports participation. In: Sullivan, A.J., Grana, W.A., editors. The Pediatric Athlete. Park Ridge, IL: American Academy of Orthopaedic Surgeons, 27-29.

8 Kreipe, R. (1992). Normal somatic adolescent growth and development. Textbook of Adolescent Medicine, 57.

9 Merriënboer, J. J. G. V., Kirschner, P. A., & Kester, L. (2003). Taking the Load Off a Learners Mind: Instructional Design for Complex Learning. Educational Psychologist, 38(1), 5-13. 10 Swanik, C.B., Covassin, T., Stearne, D.J., & Schatz, P. (2007). The relationship between neurocognitive function and noncontact anterior cruciate ligament injuries. Am. J. Sports Med., 35, 943-948

11 Tropp, H., Ekstrand, J., & Gillquist, J. (1984). Stabilometry in functional instability of the ankle and its value in predicting injury. Med. Sci. Sports Exerc., 16, 64-66.

12 Hewett, T.E., Ford, K.R., & Myer, G.D. (2006). Anterior Cruciate Ligament injuries in female athletes: Part 2, a meta-analysis of neuromuscular interventions aimed at injury prevention. Am. J. Sports Med., 34, 490-498.

XXI. Student Manifestos 1 Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

2 Growth Mindset Archives. Mrs. Winter’s Bliss. Retrieved January 2020, from https:// mrswintersbliss.com/product-category/ growth-mindset-7/

3 Clear, J. (2018). Atomic Habits: An Easy & Proven Way to Build Good Habits & Break Bad Ones. Avery.

XXII. Towards the Possible: The Creative Mindset 1 American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK–12 teaching and learning. Retrieved from http:// www.apa.org/ed/ schools/cpse/top-twenty-principles.pdf

2 Ainsworth-Land, G. T., & Jarman, B. (2000). Breakpoint and beyond: Mastering the future - today. HarperBusiness.

3 In Jazz Improv, Large Portion of Brain’s Prefrontal Region ‘Takes Five’ to Let Creativity Flow. (2015). NIDCD. Retrieved from https:// www.nidcd.nih.gov/news/2008/jazz-improvlarge-portion-brains-prefrontal-region-takesfive-let-creativity-flow

4 Beaty, R. E., Benedek, M., Wilkins, R. W., Jauk, E., Fink, A., Silvia, P. J., Hodges, D. A., Koschutnig, K., & Neubauer, A. C. (2014). Creativity and the default network: A functional connectivity analysis of the creative brain at rest. Neuropsychologia, 64, 92–98.

5 Hennessey, B. A., & Amabile, T. M. (1988). The conditions of creativity. In R. J. Sternberg (Ed.), The nature of creativity: Contemporary psychological perspectives. Cambridge University Press.

6 Leggett Dugosh, K., & Paulus, P. B. (2005). Cognitive and social comparison processes in brainstorming. Journal of Experimental Social Psychology, 41(3), 313–320.

7 Fink, A., Grabner, R. H., Gebauer, D., Reishofer, G., Koschutnig, K., & Ebner, F. (2010). Enhancing creativity by means of cognitive stimulation: Evidence from an fMRI study. NeuroImage, 52(4), 1687-1695.

CREDITS

Director: Glenn Whitman Head of Research: Dr. Ian Kelleher Associate Diretor of Research: Eva Shultis Editors: Richard Coco, Dr. Ian Kelleher, Eva Shultis, Glenn Whitman Graphic Design: Hillary Reilly and Richard Coco Photography: Andrea Joseph Photography, Creosote Affects, Freed Photography, Jonah Koch, Kirsten Petersen, Nancy Schwartz, Shutterstock

Published March 2020

The CTTL’s mission is to create and innovate in the field of Mind, Brain, and Education Science research to allow teachers to maximize their effectiveness and students to achieve their highest potential.

@thecttl

THE CENTER for TRANSFORMATIVE TEACHING & LEARNING TM

AT ST. ANDREW’S EPISCOPAL SCHOOL

St. Andrews Episcopal School 8804 Postoak Road Potomac, MD. 20854

301-983-5200 | www.saes.org

5 1 1 9 9 > ISBN 978-0-9968305-6-0 $11.99