Brain Literacy for Educators and Psychologists (Practical Resources for the Mental Health Professional)

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9780120928712: Brain Literacy for Educators and Psychologists (Practical Resources for the Mental Health Professional)

Although educators are expected to bring about functional changes in the brain--the organ of human learning--they are given no formal training in the structure, function or development of the brain in formal or atypically developing children as part of their education. This book is organized around three conceptual themes: First, the interplay between nature (genetics) and nurture (experience and environment) is emphasized. Second, the functional systems of the brain are explained in terms of how they lead to reading, writing and mathematics and the design of instruction. Thirdly, research is presented, not as a finished product, but as a step forward within the field of educational neuropsychology. The book differs from neuropsychology and neuroscience books in that it is aimed at practitioners, focuses on high incidence neuropsychological conditions seen in the classroom, and is the only book that integrates both brain research with the practice of effective literacy, and mathematics instruction of the general and special education school-aged populations.

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From the Back Cover:

This comprehensive, yet easy to understand primer for educators introduces the structural and functional organization of the brain. Recent research and imaging technologies are used to illustrate how the brain operates in reading, writing, and computing mathematics. This information is used to support select instructional practices and to dispel popular myths on learning styles and maturaltional readiness for advanced learning. Heavily illustrated, and with a number of thoughtful exercises, this book will provide educational professionals and psychology researchers with the necessary neuroscience background to make sense of how the brain is organized, how to optimally construct learning environments, and best practices for teaching.

About the Author:

Professor of Educational Psychology at the University of Washington; Director of the NICHD funded Multidisciplinary Learning Disabilities Center

Professor of Radiology at the University of Washington; Principle Investigator for the Brain Imaging Project at the Multidisciplinary Learning Disabilities Center

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