Perspectives in Brain-Targeted Teaching

CALL FOR CHAPTERS for: Perspectives in Brain-Targeted Teaching: Research Informing Effective Instruction

Perspectives in Brain-Targeted Teaching will focus on using research findings to enrich the learning experience for young children to adults by enhancing instructional practices and educational policies. This volume bridges research and practice and includes research-based strategies for equitable and high-level instructional and assessment practices.

Call for Chapters

We seek chapters that are based on research projects (including classroom-based action research) and/or collaborations that present findings and information that are relevant to both researchers and practitioners. We are interested in chapters that emphasize a holistic approach to instruction, including practices that encourage mastery of learning goals and creative thinking and problem-solving skills. We encourage a focus on equitable teaching practices with attention to diverse learning needs such as culturally relevant pedagogy; teaching in rural or urban contexts; multi-tiered systems of support for all students; teaching the advanced and gifted learner, encouraging learners who need additional challenges and strategies for English language learners. We encourage manuscripts that engage readers in considering fundamental information on the learning sciences and the study of common misapplication of brain related research (i.e. “neuromyths”). We are organizing the book according to Hardiman’s (2012) six Brain Targets (see The Brain-Targeted Teaching Model for 21st Century Schools).

We seek topics from the learning sciences that inform pedagogy and we ask that you build a chapter emphasizing one of the following areas:

  • What Practitioners need to know about the Learning Sciences: neuromyths; invoking the research from the learning sciences to inform practices; effects of teachers’ beliefs and practices on student learning.
  • The State of the Learner: influence of chronic stress, poverty, on cognition; neurodiversity in learners’ needs.
  • Brain Target 1: influence of positive and negative emotions on learning, memory and classroom behaviors;
  • Brain Target 2: The Physical Learning Environment: effects of novelty, aesthetics, or sensory factors such as levels of lighting, sound, and physical location or movement on students’ ability to attend to and remember information;
  • Brain Target 3: The Learning Design: development of “big picture” concepts based on schema theory and cognitive development (i.e., cerebral organization and function, plasticity, neurogenesis), concept mapping in instruction and curricular mapping;
  • Brain Target 4: Teaching for Mastery: curricular choices; mastery of content, skills, and concepts through learning activities that help students to best acquire and retain information including strategies such as integrating the arts;
  • Brain Target 5: Teaching for the Extension and Application of Knowledge: creative problem solving and divergent thinking; flexible and creative application of content knowledge to solve novel “real-world” problems;
  • Brain Target 6: Evaluating Learning: how assessment enhances learning through relevant and frequent feedback; exploring the effects of active retrieval on long-term retention; multiple forms of assessments.
  • Brain Targeted Teaching (BTT) in Action: application of BTT principles in higher education and non-traditional education settings or other professional settings.

Details for Submission

Prospective authors should submit manuscripts for review by April 15, 2019. Fill out our Intention to Submit Form by January 1, 2019 so we can follow up with you on the content of your proposed project.