This issue shows the convergence among the fields of psychology, education and neuroscience, how this is deepening what we know about learning, and how this can contribute to more meaningful experiences in classrooms and beyond.

The journal is available in multiple formats. The interactive version allows readers to turn pages, hear authors read their work, enjoy podcasts, and experience other media. The PDF version is easy to download and print. Printed, bound copies are also available. They can be purchased at lulu.com in black and white and color, and are priced at the cost of printing.

• View an interactive version of Mind, Brain and Education: Implications for Educators (As the entire journal may take a few moments to load, please begin with the first articles.)


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Table of Contents

• 7 • Statement of Purpose


• 8 • Review Board


• 9 • Editorial
  
  Lynn Butler-Kisber


• 19 • Commentary: How New Research on Learning Is Re-writing How Schools Work and Teachers Teach
  
  Renate N. Caine & Geoffrey Caine


• 27 • Commentary: The Need for a Deeper Exploration and Conceptual Understanding: The Critical Role of Creativity and Collaboration in Real-World Learning
  R. Keith Sawyer


• 37 • Commentary: Mind, Brain and Education: The Impact of Educational Neuroscience on the Science of Teaching
  
  David A. Sousa


• 45 • Brain, Mind, and the Organization of Knowledge for Effective Recall and
  Application
  O. Roger Anderson


• 63 • Your Mind on Music: Muffins, Magic, Mozart, Myth
  Jean Emmerson


• 71 • The Teenage Brain and Technology
  
  Sheryl Feinstein


• 85 • Mind, Brain and Education: The Birth of a New Science
  Michel Ferrari & Hazel E. A. McBride


• 101 • Executive Function in the Classroom: Neurological Implications for Classroom Intervention
  
  Harriet Greenstone


• 115 • We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education
  Mary Helen Immordino-Yang & Antonio Damasio


• 133 • Musings on the Neurobiological and Evolutionary Origins of Creativity via a Developmental Analysis of One Child's Poetry
  Mary Helen Immordino-Yang with Nora Ming-Min Yang


• 141 • Designing a Robot's Brain: An In-Class Learning Task
  Susan Kerwin-Boudreau


• 149 • Yearning for Words, Learning With Words: Poetic Ruminations
  Carl Leggo


• 156 • Supporting Emotional Regulation in Elementary School: Brain-Based Strategies and Classroom Interventions to Promote Self-Regulation
  Ann-Bailey Lipsett


• 177 • Using Brain Research and the Experience of Knitting Socks in Teacher Education
  Zabe MacEachren


• 193 • The Impact of Visual Frameworks on Teacher Candidates' Professional Reflection
  
  Nancy Maynes & Lynn Julien-Schultz


• 211 • The Impact of Emotions on Divergent Thinking Processes: A Consideration for Inquiry-Oriented Teachers
  
  Krista C. Ritchie, Bruce M. Shore, Frank LaBanca & Aaron J. Newman


• 227 • Theorizing an Integration of Reading and Mathematics: Solving Mathematical Word Problems in the Elementary Grades
  William H. Rupley, Robert M. Capraro, & Mary Margaret Capraro


• 251 • The Power of Mindset in Shaping Student Success
  
  Megan Webster & Nathalie Bossé


• 259 • Nurturing Students' Brains for the Future
  Judy Willis

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