Main description:

Research in Mind, Brain, and Education cuts across and unites areas of Mind, Brain, and Education (MBE) to introduce foundational and emerging topics in the field. With chapters written by leading scholars, this book offers empirical research on specific topics including autism, math, reading, and emotion, as well as conceptual guidance on the role of models and epistemological considerations relevant to MBE. Each chapter seeks to provide a platform for exploring questions, tools, and models central to current work in MBE by emphasizing investigative focus and influences. Designed both as a supplementary text for advanced undergraduate or early graduate training and as an introduction for educators, researchers, and policy makers, Research in Mind, Brain, and Education showcases the collaborative, innovative, and dynamic approach to research that is fundamental to the discipline.

Contents:

Contents

List of Contributors

Acknowledgements

Introduction:

Marc S. Schwartz

E. Juliana Pare-Blagoev

Section I: A Conceptual Approach

1. Models and MBE: How they Shape our Thinking about Thinking

Marc S. Schwartz

2. Epistemology and MBE: Educating the Bayesian Brain

Ken Williford

Section II: Creating New Knowledge

3. An Evolving Understanding of Social Emotions from a Mind, Brain, and Education Perspective

Mary Helen Immordino-Yang

Rebecca JM Gotlieb

4. Reading from a Mind, Brain, and Education Perspective

Donna Coch

5. Reading: Insights on a Common Skill from Uncommon Cases

Joanna Christodoulou

Section III: Application

6. A Case Study of Designing an Elementary Math Intervention: Towards a Repeatable Model for Evidence-Based Education

Michael Connell

7. Using a Complex Dynamic Systems Approach to Interaction Research in Education: The Case of Autism Interventions

Henderien W. Steenbeek,

Paul L.C. van Geert

Steffie van der Steen

8. Partnering by Example

Juliana Pare-Blagoev and Julie Booth

Contributor Bios