Assessing and understanding the needs of dual-language learners

Luk, G. & Christodoulou, J.A. (2016). Assessing and understanding the needs of dual-language learners. In S. Jones & N. Lesaux (Eds.), The Leading Edge of Early Childhood Education Linking Science to Policy for a New Generation (pp. 41-51). Cambridge, MA: Harvard Education Press.

Summary: In this chapter, we examine language and literacy development for children from linguistically diverse households and focus on characteristics of assessments regarding sensitivity to language diversity in young children.

Summer vacation: Important insights for reading development

Christodoulou, J.A. & Hoeft, F. (2015). Summer vacation: Important insights for reading development. International Dyslexia Association (https://eida.org).

Summary: The value of offering reading activities and programs during the summer is discussed in the context of vulnerable readers.

Neuropsychological perspectives on social emotion and self

Immordino-Yang, M.H. & Christodoulou, J.A. (2014). Neuropsychological perspectives on social emotion and self. In R. Pekrun & L. Linnenbrink-Garcia (Eds.) International Handbook of Emotions in Education (pp. 607-624). New York, NY: Routledge.

Summary: In this chapter, we review technologies used to study the neurobiology of emotion (lesion studies, neuroimaging, psychophysiological, and hormone-sampling tools) and their potential uses in educational contexts.

New frontiers in education neuroscience

Christodoulou, J.A., Saxler, P., & Del Tufo, S.N. (2014). New frontiers in education neuroscience. In A. Holliman (Ed.), The Routledge international companion to educational psychology, 1st edition (pp. 202-212). New York: Routledge. https://doi.org/10.4324/9780203809402 

Summary: In this chapter we address the role of the brain in learning, specifically, in regards to identification, assessment, and prediction of learning from an education neuroscience perspective.

Advances in the neural substrates of language: Toward a synthesis of basic science and clinical research

Kovelman, I., Christodoulou, J.A. & Gabrieli, J.D.E. (2012). Advances in the neural substrates of language: Toward a synthesis of basic science and clinical research. In M. Faust (Ed.) Handbook of the neuropsychology of language (pp. 868-892). London: Wiley-Blackwell.

Summary: In this chapter, we address language development and difficulties in the context of cognitive neuroscience research and clinical implications.

Rest is not idleness: Implications of the brain's default mode for human development and education

Immordino-Yang, M. H., Christodoulou, J. A., & Singh, V. (2012). Rest is not idleness: Implications of the brain's default mode for human development and education. Perspectives on Psychological Science, 7(4), 352–364. https://doi.org/10.1177/1745691612447308 

Summary: We review evidence for the brain state associated with ‘rest’ (i.e., default mode) and relations to psychological functioning, including associations with mental health and cognitive abilities like reading comprehension and divergent thinking, and discuss implications for education and development.

The theory of multiple intelligences

Davis, K., Christodoulou, J.A., Seider, S. & Gardner, H. (2011). The theory of multiple intelligences. In R.J. Sternberg & S.B. Kaufman (Eds.), Cambridge Handbook of Intelligence. (pp. 485-503). New York: Cambridge University Press. https://doi.org/10.1017/CBO9780511977244 

Summary: In this chapter, we review the theory of multiple intelligences and its impact on educational practices.

The reading brain

Gabrieli, J.D.E., Christodoulou, J.A., O’Loughlin, T. & Eddy, M. (2010). The reading brain. In D. Sousa (Ed.), Mind, Brain, and Education: Neuroscience implications for the classroom. Bloomington, IN; Solution Tree Press.

Summary: In this chapter, we provide historical and current perspectives on the study of the brain for understanding literacy.

Understanding the role of neuroscience in brain-based products: A guide for educators and consumers

Sylvan, L. & Christodoulou, J.A. (2010). Understanding the role of neuroscience in brain-based products: A guide for educators and consumers. Mind, Brain, & Education, 4(1), 1-7. https://doi.org/10.1111/j.1751-228X.2009.01077.x 

Summary: References to the brain in educational products may be vague; we offer guidance on how to understand the types of roles that neuroscience evidence and ideas may play in products intended for practitioners.

Researching the practice, practicing the research, and promoting responsible policy: Usable knowledge in mind, brain, and education

Christodoulou, J.A., Daley, S.G. & Katzir, T. (2009). Researching the practice, practicing the research, and promoting responsible policy: Usable knowledge in mind, brain, and education. Mind, Brain, and Education, 3(2), 65-67. https://doi.org/10.1111/j.1751-228X.2009.01055.x 

Summary: We introduce a special section addressing Usable Knowledge in Mind, Brain, and Education, an important theme that addresses synergistic connections between biology, cognitive science, and human development on the one hand and educational thought, policy, and practice on the other.

Using and misusing neuroscience in education-related research

Christodoulou, J. A., & Gaab, N. (2009). Using and misusing neuroscience in education-related research. Cortex, 45(4), 555–557. https://doi.org/10.1016/j.cortex.2008.06.004 

Summary: This discussion addresses the dynamic between education and neuroscience for research and practice.

Updates to the theory of multiple intelligences: What matters for schools

Christodoulou, J.A. (2009). Updates to the theory of multiple intelligences: What matters for schools. The School Administrator. 66(2), 22-26.

Summary: In recognition of the silver anniversary of Gardner's theory of multiple intelligences, this article discusses how multiple intelligences theory matters for schools today including historical context and misconceptions.

Cautions for consumers of “brain-based” reading programs

Christodoulou, J.A. & Pierce, M. (2008). Cautions for consumers of “brain-based” reading programs. ASCD Express, 4(4).

Summary: The article offers guidance on how to be critical consumers of products advertised as ‘brain-based’.