Brain Research in Education and the Social Sciences
Implications for Practice, Parenting, and Future Society
Brain Research in Education and the Social Sciences: Implications for Practice, Parenting, and Future Society provides practitioners, parents, and policy makers with research-based information and illustrative case studies about brain development across the lifespan. Neurotechnological advances that are contributing to a broader understanding of brain development and brain illnesses are discussed in a context specifically relevant to those working in education and the social sciences. The book enables readers to understand the societal implications of this expanding knowledge base and offers suggestions for future policies and practices that would make high-quality learning environments available to all students and individuals receiving care.
Table of Contents
1. Understanding the Brain 2. The Brain’s Functions and Structures 3. Prenatal Brain Development as a Foundation for Learning 4. Brain Development and Learning in the Infant and Toddler Years 5. Brain Development and Learning in the Preschool Years 6. Brain Development and Learning in the Elementary Years 7. Brain Development and Learning in the Middle Childhood Years 8. Brain Development and Learning in the Adolescent Years 9. Brain Development and Learning in the Adult Years 10. Using Neuroimaging and Neurodiagnostic Techniques to Understand and Improve Brain Functioning 11. Using EEG and ERP Methodology to Understand and Improve Brain Functioning 12. Influence of Brain Research on Clinical and Educational Practice 13. Evaluating Professional Practices from a Brain Research Perspective 14. Futurist Issues and Predictions for Human Brain Development
Doris Bergen is Distinguished Professor of Educational Psychology, Emerita, at Miami University of Ohio, USA.
Joseph Schroer is an educational psychologist and Clinical Professor of Educational Psychology at Miami University of Ohio, USA.
Michael Woodin is a pediatric neuropsychologist and Clinical Professor of School Psychology at Miami University of Ohio, USA.
"Bergen, Schroer, and Woodin have done an exemplary job in balancing two elements critical to a book focused on brain research. First, the book maintains a superb balance of technical detail and simple explanation. Second, they effectively communicate neurotechnological advances and methodological applications for educators, parents, and policy makers. Highly recommended!"
—Lynn Cohen, Professor in the Department of Special Education and Literacy at Long Island University, USA