Skip Navigation
Mariale Hardiman: SOE Faculty

Mariale Hardiman EdD

Professor of Education, Clinical
(410) 516-6550
2800 N. Charles St
Baltimore MD, 21218

Program Affiliations

Mind, Brain and Teaching

Biography

Mariale Hardiman, Ed.D. is Vice Dean, Academic Affairs, Professor of Clinical Education, and Co-founder and Director of the School of Education’s Neuro-Education Initiative (NEI). The NEI has been recognized as an innovative cross-disciplinary program that brings to educators relevant research from the learning sciences to inform teaching and learning through the JHU’s Mind, Brain, and Teaching masters and doctoral courses and professional development programs.  Her research and publications focus on enhancing educational practices through techniques that foster innovation and creative problem-solving. Current research includes a randomized trial investigating the effects of arts integration on long-term retention of content and student engagement. She is also investigating how knowledge of neuro-and cognitive science influences teacher practice and teacher efficacy beliefs.

Before joining Johns Hopkins in 2006, Hardiman served in the Baltimore City Public Schools for more than 30 years. As the principal of Roland Park Elementary/Middle School, she led the school to its designation as a Blue Ribbon School of Excellence.  With the use of the Brain-Targeted Teaching® Model that Hardiman developed, the school was recognized nationally for innovative arts programming.

Hardiman presents nationally and internationally on topics related to the intersection of research in the neuro- and cognitive sciences with effective teaching strategies, including meaningful integration of the arts. Hardiman has significant experience in educational leadership development and education for children with disabilities.                                                                                

Hardiman earned undergraduate and Masters of Education degrees from Loyola University Maryland and a Doctorate of Education from Johns Hopkins University.

Education

Ed.D.- Johns Hopkins University; Leadership for School Improvement in Urban Settings; Special Education
M.Ed.- Loyola University, Maryland ; Special Education and Developmental/Remedial Reading
B.A.- Loyola University, Maryland; French Literature

Courses Taught

Mind, Brain Science, and Learning
Explorations in Mind, Brain, and Teaching
Special Topics in Brain Sciences
Graduate Internship in Instructional Technology
Literacy for School Leadership

Grants and Contracts Awarded

M. Hardiman, Principal Investigator. Institute for Education Sciences (IES) “The Effects of Arts Integration on Long Term Retention of Content and Student Engagement.” Awarded $687,690 (July 2012 - June 2014)

Hardiman, M., "Research in Arts Integration for the Neuro-Education Initiative". Sponsored by Joseph Drown Foundation, Awarded $100,000.00, (December 2010 – June 2014).

Hardiman, M., "Research in Arts Integration for the Neuro-Education Initiative". Sponsored by the Abell Foundation, Awarded $63,000.00, (June 2012 – June 2014).

Hardiman, M. “Neuro-Education Initiative” Grant from the JHU School of Medicine Brain Science Institute, Awarded $400,000  (January 2008-2011)

Hardiman, M. “Discovery in Innovation” from JHU Provost Awarded $50,000 (July 2008-2010).

Hardiman, M. & Husted, T.  “Baltimore City Leadership Academy” Contract with        Baltimore City Public Schools $1.6 million (2007-2010).

Recent Publications and Presentations

Hardiman, M., Rinne, L. & Yarmolinskaya, J. (2014). The effects of arts integration on long-term retention of content. Mind, Brain, and Education, 8(3), 144-148.

Hardiman, M., Rinne, L, Gregory, E., Yarmolinskaya, J. & JohnBull, R.. (in review). The effects of knowledge of neuro- and cognitive science on teacher attitude and instructional practice. Journal of Teaching and Teacher Education.


Kornienki, O., Rinne, L., Clemans, K.H., Hardiman, M., Granger, D.A. (in review). Reputational and structural measures of social status in adolescence: Relations to salivary cortisol. Journal of Youth and Adolescence.

Hardiman, M. & Whitman, G. (2013). Assessment and the learning brain. Independent School- Journal of the National Association of Independent Schools, 73(2), 36-41.


Gregory, E., Hardiman, M., Yarmolinskaya, J., Rinne, L. & Limb, C. (2013). Building creative thinking in the classroom: From research to practice. International Journal of Educational Research, 62, 43-50.


JohnBull, R.M., Hardiman, M., & Rinne, L.  (2013). Professional Development effects on teacher efficacy: Exploring how knowledge of neuro- and cognitive sciences changes beliefs and practices. Paper presented to AERA conference, May 2013.
Hardiman, M. (2012). Brain-targeted teaching for 21st century schools. Thousand Oaks, CA: Corwin Press.

Hardiman, M. (2012). Informing pedagogy through the Brain-Targeted Teaching Model.  Journal of Microbiology & Biology Education, 13(1), 11-16.

Hardiman, M., Rinne, L., Gregory, E., & Yarmolinskaya, J. (2012). Neuroeducation, neuroethics, and classroom teaching: Where brain sciences meet pedagogy. Neuroethics, 5(2), 135-143. DOI 10.1007/s12152-011-9116-6

Rinne, L., Gregory, E., Yarmolinskaya, J., & Hardiman, M. (2011). Why arts  integration improves long-term retention of content. Mind, Brain, and  Education, 5(2), 89-96.