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Bridging Education and Neuroscience to Support Transformation in Teaching and Learning: A Design-Based Approach

Item

Title
Bridging Education and Neuroscience to Support Transformation in Teaching and Learning: A Design-Based Approach
Abstract/Description
In this chapter we will describe how a research practice partnership (Penuel & Gallagher, 2017) with multidisciplinary perspectives is being used to support learning and development. In particular we explore how exposure to adverse childhood experiences (ACEs) impacts young children’s academic and social development. Beginning in Fall 2018 we began following a cohort of 70 four- and five-year-old children, continuously assessing their early neurocognitive, language/literacy, numeracy, attentional, executive function/self-regulation, and social-emotional development in schools and classrooms. This interdisciplinary design integrates behavioral assessments, brain measures, and naturalistic observations of classrooms and homes to capture a holistic picture of each individual child nested within his/her specific contexts of development to identify pedagogical efforts that could alleviate negative impacts of ACEs. In this chapter we describe how we engage in a research practice partnership in collaboration with district administrators, principals, early education teachers of children 4 to 8 years old, and community partners to support young diverse learners to mitigate ACEs and support early learning opportunities that are nurturing, supportive, and appropriately challenging.
Author/creator
Guerra, Alison Wishard
Brown, Timothy
Cohen, Shana R.
Jernigan, Terry
Datnow, Amanda
Doyle, Matt
Daly, Alan J.
Date
2020
In publication
Alleviating the Educational Impact of Adverse Childhood Experiences: School-University-Community Collaboration
Editor
Reardon, R. Martin
Leonard, Jack
Pages
233-257
Publisher
Information Age Publishing
Resource type
Research/Scholarly Media
Resource status/form
en Published Text
Scholarship genre
en Empirical
IRE Approach/Concept
Research Practice Partnership (RPP)
Data Use
Design-Based Research
Featured case/project
Ed Neuro New Vistas Study
Language
en
Open access/full-text available
en No
ISBN
978-1-64802-113-8
URL
Official Publisher Website (via Information Age Publishing)
Citation
Guerra, A. W., Brown, T., Cohen, S. R., Jernigan, T., Datnow, A., Doyle, M., & Daly, A. (2020). Bridging education and neuroscience to support transformation in teaching and learning. In R. M. Reardon & J. Leonard (Eds.), Alleviating the Educational Impact of Adverse Childhood Experiences: School-University-Community Collaboration (pp. 233–257). Information Age Publishing. https://www.infoagepub.com/products/Alleviating-the-Educational-Impact-of-Adverse-Childhood-Experiences

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