List of Tables and Figures
Preface – Linda L. Lyman
Acknowledgments
Introduction – Linda L. Lyman
Section I – Learning
Chapter 1 – How can learning be enhanced? – Linda L. Lyman
Chapter 2 – How does neuroplasticity change belief in fixed
intelligence? – Matthew K. Heid
Chapter 3 – How does metacognition enhance learning? – Jennifer
McCoy
Chapter 4 – How does being bilingual benefit a learner’s brain? –
Patricia M. Valente
Chapter 5 – How does multi-tasking affect learning? – Matthew K.
Heid
Section II – The Fit Brain
Chapter 6 – How does sleep build brain health? – Stacie M.
France
Chapter 7 – How do school breakfast and lunch programs support
learning? – Brian M. Swanson
Chapter 8 – How does exercise enhance learning? – Brian M.
Swanson
Chapter 9 – How does movement in the classroom benefit learning? –
Abigail Larrison
Chapter 10 – How can memory be enhanced? – Linda L. Lyman
Section III – The Emotional Connection
Chapter 11 – Why is a positive learning environment so important? –
Jennifer McCoy
Chapter 12 – How do trauma and chronic stress affect the brain? –
Stacie M. France
Chapter 13 – How can stress be recognized and reduces? – Jamie L.
Hartrich
Chapter 14 – How do the Arts nurture and connect emotions?
–Patricia M. Valente
Section IV – The Brain on School
Chapter 15 – How can mindset make someone smarter? – Matthew K.
Heid
Chapter 16 – How can knowing brain science improve Reading? –
Patricia M. Valente
Chapter 17 – How can knowing brain science improve Math? – Jamie L.
Hartrich
Chapter 18 – How can principals support teacher success with ELLs?
– Patricia M. Valente
Section V – Ages and Stages of the Brain
Chapter 19 – How can principals help elementary learners? – Jamie
L. Hartrich
Chapter 20 – How can principals help middle school learners? –
Stacie M. France
Chapter 21 – How can principals help high school learners? –
Jennifer McCoy
Section VI – Inside the Brain of a Principal
Chapter 22 – How can principals maintain mindfulness in challenging
times? – Christine Paxson
Chapter 23 – How can principals support environments that cultivate
learning - Christine Paxson
Chapter 24 – How can brain science inform cultural processes? –
Christine Paxson
Conclusion – Linda L. Lyman
About the Authors
About the Editor – Linda L. Lyman
About the Consulting Editor – Abigail Larrison
References
Linda L. Lyman is a professor in the Department of Educational Administration and Foundations at Illinois State University. Through her teaching and writing, she has explored and advocated leadership approaches that enhance learning, promote growth through dialogue, and advance social justice.
Neuroscience has and continues to offer exciting insight into how
both children and adults learn and grow. Brain Science for
Principals effectively translates the research to practical
application which will serve school leaders in their efforts to
create a culture and environment supportive of all learners. This
is an important and timely read.
*Jason Leahy, executive director, Illinois Principals
Association*
Brain Science for Principals is a brilliant read and needs to be on
the reading list of every principal and education administration
program. It is a brain myth buster and has the potential to make
each reader neuro-wise and not neuro-naïve. Bravo!
*Lori A. Russell-Chapin, PhD, LCPC, professor, Education and Health
Science associate dean, & co-director of Center for Collaborative
Brain Research, Bradley University, Board Certified Neuro
Therapist*
As a teacher educator who has worked with many teachers in our
graduate degree programs with majors in brain-based teaching, I
have often heard them say how much they wished their administrators
knew more about the brain and how people learn. This book provides
leaders with just such a resource! Principals who read this book
will be better able to support teachers to increase instructional
effectiveness through their understanding of how learning
occurs.
*Donna Wilson, PhD, lead developer, Brain-Based Teaching Programs,
Fischler School of Education, Nova Southeastern University*
The responsibilities of principals are complex and expanding and
this book supplies information they need. Written by practitioners,
principals new to the profession will find current information and
applicable strategies they likely did not receive as part of their
training. Seasoned principals will recognize many of the ideas
posed from previous information on child development and student
motivation but with enriched and updated information from
neuroscience. All principals will gain new perspectives of
students’ diverse academic, physical, and emotional needs and have
the scientific backing they need to create environments where
students learn in brain-friendly ways, experience subjects that
motivate and enrich them, and are less constrained by old notions
of who they are or who they can become.
*Debby Zambo, PhD, associate director of the Carnegie Project on
the Education Doctorate (CPED), professor emerita, Department of
Leadership and Innovation, Arizona State University*
Principals passionate about closing achievement gaps and ensuring
all students achieve to their fullest potential need to read this
book. Getting to know the whole student and where they are is key
to ensuring students succeed and grow. This book connects the ideas
of intelligence and mindsets as they relate to learning and
provides advice that principals can believe and follow!
*Dan Lamboley, principal, Parkside Junior High School, Normal Unit
#5, Normal, Illinois*
After immersing into the in-depth research of Brain Science for
Principals, I realized my principal colleagues and I have focused
ourselves as instructional leaders with a fixed mindset as opposed
to a more effective learning leader or an effective growth leader.
Dr. Linda Lyman and her colleagues have done an outstanding job
clearly outlining through extensive research what effective
educational leaders need to know about Neuroscience.
*Randy Simmons, principal, Peoria Notre Dame High School, Peoria,
Illinois*
Accountability for student growth is at the forefront of every
conversation. We are in an age where student growth is the focus of
politicians, administration, teachers, parents and students. Brain
Science for Principals offers insights into brain research that
supports the environments that can cultivate learning. I found the
book easy to read and helpful in understanding the impact of brain
science on education. The format of the book allows for reflection
about what is read, which leads to implementation of ideas to
create a school culture for addressing the needs of the whole
child.
*Elizabeth Zilkowski, principal, Charter Oak Primary School, Peoria
School District 150*
Understanding how the brain, intelligence, and emotional control
change as children develop is a useful and important skill for
educators, not only because of the consequences for learning, but
also to help promote equity in schooling. Imagining that the
brain can be developed, nurtured, and grown presents a shifted
paradigm for principals who make decisions about student learning,
disciplinary consequences, and physical activity. Any
principal committed to social justice, to include learning, would
be well served by reading this book with the teachers in the
building and explore the implications for the way we “do
schooling”.
*Charol Shakeshaft, PhD, professor, Virginia Commonwealth
University, Department of Educational Leadership*
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