Promoting interdisciplinary collaboration: Trainees addressing siloed medical education

Li Kitts, R., Christodoulou, J. A., & Goldman, S. (2011). Promoting interdisciplinary collaboration: Trainees addressing siloed medical education. Academic Psychiatry, 35(4), 317–321. https://doi.org/10.1176/appi.ap.35.5.317 

Summary: We discuss the creation of a community of practice (CoP) through an interdisciplinary seminar hosted at Boston Children's Hospital that embodied adult-learning theory and promoted lifelong learning.

Brain basis of phonological awareness for spoken language in children and its disruption in dyslexia

Kovelman, I., Norton, E. S., Christodoulou, J. A., Gaab, N., Lieberman, D. A., Triantafyllou, C., Wolf, M., Whitfield-Gabrieli, S., & Gabrieli, J. D. (2012). Brain basis of phonological awareness for spoken language in children and its disruption in dyslexia. Cerebral Cortex, 22(4), 754–764. https://doi.org/10.1093/cercor/bhr094 

Summary: We examined the brain basis of phonological awareness in children who were typical readers or who had dyslexia, and a younger group. Typically developing children, but not children with dyslexia, recruited left dorsolateral prefrontal cortex (DLPFC) when making explicit phonological judgments.

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.

Evaluating the validity of volume-based and surface-based brain image registration for developmental cognitive neuroscience studies in children 4 to 11 years of age

Ghosh, S. S., Kakunoori, S., Augustinack, J., Nieto-Castanon, A., Kovelman, I., Gaab, N., Christodoulou, J. A., Triantafyllou, C., Gabrieli, J. D., & Fischl, B. (2010). Evaluating the validity of volume-based and surface-based brain image registration for developmental cognitive neuroscience studies in children 4 to 11 years of age. NeuroImage, 53(1), 85–93. https://doi.org/10.1016/j.neuroimage.2010.05.075 

Summary: This methodological paper addresses the approach for processing data from young children when conducting fMRI.

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.

Making MR imaging child's play - pediatric neuroimaging protocol, guidelines and procedure

Raschle, N. M., Lee, M., Buechler, R., Christodoulou, J. A., Chang, M., Vakil, M., Stering, P. L., & Gaab, N. (2009). Making MR imaging child's play - pediatric neuroimaging protocol, guidelines and procedure. Journal of Visualized Experiments, (29), 1309. https://dx.doi.org/10.3791/1309  

Summary: This resource and video addresses practical and technical challenges when using MRI with children.

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’.