Sentences with phrase «school cognitive science»

17 See Lucy A. Jewel, Old School Rhetoric and New - School Cognitive Science: The Enduring Power of Logocentric Categories, 13 Leg.

High school cognitive science enthusiasist, liberal, unitarian universalist, pansophist, enviromentalist, pro-european, physicalist, theological - rationalist, INFJ, designer, wikipedist, adblocker, PTX and Brit Marling fan

Not exact matches

Dr Catharine Abell, Senior Lecturer in Philosophy, University of Manchester Dr Arif Ahmed, Senior Lecturer in Philosophy, University of Cambridge David Archard, Professor of Philosophy, Queen's University Belfast Helen Beebee, Samuel Hall Professor of Philosophy, University of Manchester Simon Blackburn, former Professor of Philosophy, University of Cambridge, Fellow, Trinity College Cambridge, and Distinguished Professor of Philosophy, UNC - Chapel Hill Margaret A. Boden, Research Professor of Cognitive Science, University of Sussex Dr Stephen Burwood, Lecturer in Philosophy, University of Hull Dr Peter Cave, Lecturer in Philosophy, Open University Andrew Chitty, Senior Lecturer in Philosophy, University of Sussex Michael Clark, Emeritus Professor of Philosophy, University of Nottingham Antony Duff, Emeritus Professor of Philosophy, University of Stirling John Dupré, Professor of Philosophy of Science, University of Exeter Dr Nicholas Everitt, Senior Research Fellow in Philosophy, University of East Anglia Simon Glendinning, Professor of European Philosophy, LSE C. Grayling, philosopher and Master of the New College of the Humanities Dr Peter King, Lecturer in Philosophy, University of Oxford Dr Brendan Larvor, Reader in Philosophy and Head of Philosophy, University of Hertfordshire Dr Stephen Law, Senior Lecturer in Philosophy, Heythrop College, University of London Ardon Lyon, Emeritus Professor of Philosophy, City University London H. Mellor, Emeritus Professor of Philosophy, University of Cambridge Peter Millican, Gilbert Ryle Fellow and Professor of Philosophy, University of Oxford Richard Norman, Emeritus Professor of Moral Philosophy, University of Kent Eric Olson, Professor of Philosophy, University of Sheffield David Papineau, Professor of Philosophy, King's College London Derek Parfit, Professor of Philosophy, University of Oxford Duncan Pritchard, Professor and Chair in Epistemology, University of Edinburgh Janet Radcliffe Richards, Professor of Practical Philosophy, University of Oxford Jonathan Rée, philosopher and author Theodore Scaltsas, Professor and Chair of Ancient Philosophy, University of Edinburgh Peter Simons, Professor of Philosophy, Chair of Moral Philosophy and Head of the School of Social Sciences and Philosophy, Trinity College Dublin Tom Sorell, Professor of Politics and Philosophy, University of Warwick Dr Tanja Staehler, Reader in Philosophy and Head of the Department of Philosophy, University of Sussex Thomas Uebel, Professor of Philosophy, University of Manchester Dr Nigel Warburton, philosopher and author Keith Ward, Regius Professor Emeritus of Divinity, University of Oxford John White, Emeritus Professor of the Philosophy of Education, Institute of Education, University of London Stephen Wilkinson, Professor of Bioethics, Lancaster University RE professionals (other than teachers):

Cognitive research has advanced understanding of children's scientific thinking, which informs how to teach science from preschool to middle school.

«Now that we have more evidence that serotonin is a chemical that appears affected early in cognitive decline, we suspect that increasing serotonin function in the brain could prevent memory loss from getting worse and slow disease progression,» says Gwenn Smith, Ph.D., professor of psychiatry and behavioral sciences at the Johns Hopkins University School of Medicine and director of geriatric psychiatry and neuropsychiatry at Johns Hopkins University School of Medicine.

Early in her graduate school career at the University of Arizona, Tucson, Maye (pictured right) decided she wanted to focus on psycholinguistics, a relatively new branch of linguistics that draws on cognitive sciences, including psychology, computer science, artificial intelligence, speech and hearing, and neural imaging to explain how humans learn language.

Barry Gordon, professor of neurology and cognitive science at the Johns Hopkins University School of Medicine, replies:

Poorer children have worse cognitive, social - behavioural and health outcomes because they are poor, and not just because poverty is correlated with other household and parental characteristics, according to a new report from the London School of Economics and Political Science (LSE).

Topics: Awards, honors and fellowships, Faculty, McGovern Institute, Media Lab, Brain and cognitive sciences, Biological engineering, Mathematics, Physics, School of Science, School of Engineering, School of Architecture and Planning

Alain Destexhe, Research Director of Unité de Neurosciences CNRS, Gif - sur - Yvette, France Bruno Weber, Professor of Multimodal Experimental Imaging, Universitaet Zuerich, Switzerland Carmen Gruber Traub, Fraunhofer, Germany Costas Kiparissides, Certh, Greece Cyril Poupon, Head of the Nuclear Magnetic Resonance Imaging and Spectroscopy unit of NeuroSpin, University Paris Saclay, Gif - sur - Yvette, France David Boas, Professor of Radiology at Massachusetts General Hospital, Harvard Medical School, University of Pennsylvania Hanchuan Peng, Associate Investigator at Allen Brain Institute, Seattle, US Huib Manswelder, Head of Department of Integrative Neurophysiology Center for Neurogenomics and Cognitive Research, VU University, Amsterdam Jan G. Bjaalie, Head of Neuroinformatics division, Institute of Basic Medical Sciences, University of Oslo, Norway Jean - François Mangin, Research Director Neuroimaging at CEA, Gif - sur - Yvette, France Jordi Mones, Institut de la Macula y la Retina, Barcelona, Spain Jurgen Popp, Scientific Director of the Leibniz Institute of Photonic Technology, Jena, Germany Katharina Zimmermann, Hochshule, Germany Katrin Amunts, Director of the Institute Structural and functional organisation of the brain, Forschungszentrum Juelich, Germany Leslie M. Loew, Professor at University of Connecticut Health Center, Connecticut, US Marc - Oliver Gewaltig, Section Manager of Neurorobotics, Simulation Neuroscience Division - Ecole Polytechnique fédérale de Lausanne (EPFL), Geneve, Switzerland Markus Axer, Head of Fiber architecture group, Institute of Neuroscience and Medicine (INM - 1) at Forschungszentrum Juelich, Germany Mickey Scheinowitz, Head of Regenerative Therapy Department of Biomedical Engineering and Neufeld Cardiac Research Institute, Tel - Aviv University, Israel Pablo Loza, Institute of Photonic Sciences, Castelldefels, Spain Patrick Hof, Mount Sinai Hospital, New York, US Paul Tiesinga, Professor at Faculty of Science, Radboud University, Nijmegen, Netherlands Silvestro Micera, Director of the Translational Neural Engineering (TNE) Laboratory, and Associate Professor at the EPFL School of Engineering and the Centre for Neuroprosthetics Timo Dicksheid, Group Leader of Big Data Analytics, Institute Structural and functional organisation of the brain, Forschungszentrum Juelich, Germany Trygve Leergaard, Professor of Neural Systems, Institute of Basic Medical Sciences, University of Oslo, Norway Viktor Jirsa, Director of the Institute de Neurosciences des Systèmes and Director of Research at the CNRS, Marseille, France

The Brain Imaging Center (BIC) of the AMC and the Cognitive Science Center Amsterdam (CSCA) jointly organize a summer school on Neuroimaging.

Over the course of 27 years at the Harvard Graduate School of Education, Kurt Fischer established an internationally known research program that explored how neuroscience, cognitive science, and psychology illuminate cognitive and emotional development and learning throughout our lives.

It may be that attending a school that employs them enhances those basic cognitive skills — such as processing speed, working memory, and reasoning — that research in psychological science has shown contribute to success in the classroom and later in life.

In the midst of this early literacy crisis, faculty at Harvard Graduate School of Education (HGSE) and Massachusetts Institute of Technology's Integrated Learning Initiative (MITili) are launching Reach Every Reader, a five - year initiative that will combine both institutions» expertise in cognitive science, reading, learning technologies, and evaluation to help all children thrive and succeed as readers — across schools, homes, and communities.

In 35 U.S. states and at sites around the world, Dr. Wilson has led professional development for more than 60,000 educators and has presented at conferences with the Singapore Teachers» Union, Jamaica Teachers» Union, The Feuerstein Institute, Jerusalem, Israel, Hawker Brownlow Education (Australia), University of Cambridge (Implementation Science Conference), Leiden University, United Arab Emirates, American Educational Research Association, International Association for Cognitive Education and Psychology, American Association for Colleges of Teacher Education, National Association of School Psychologists, National Association of Federal Education Program Administrators, Title I, Center on Enhancing Early Learning Outcomes, Nova Southeastern University Conference on Global Leadership, Learning, and Research, ASCD, National Association of Elementary School Principals, National Association of Secondary School Principals, Learning Forward, and many others.

The growing field of educational neuroscience, converging developmental psychology, cognitive science, and education, can help teachers and school leaders rethink how they approach assessments.

Although that may be true, there is increasingly strong cognitive science research that backs up many of his findings — and it has been good to see the up - start Relay Graduate School of Education teach many of the practices.

prepares experienced educators for system - level leadership roles in school districts, nonprofit organizations, government agencies, and beyond; and the Doctor of Philosophy in Education (Ph.D.) empowers cutting - edge interdisciplinary research informed by the cognitive sciences, economics, medicine, the humanities, and more.

Driven by compelling cognitive science, a renewed focus on curriculum in the wake of the Common Core State Standards, and a culture of innovation encouraged by the Every Student Succeeds Act, curiosity has piqued about what «knowledge - rich schooling» really means — and how the heck you do it.

Cognitive Science and Advanced Reasoning: Cognitive and reasoning principles can be used to promote learning across all content areas in middle school.

It provides a condensed introduction to key aspects of cognitive science and their implication for classroom practice and school policies.

Developmental cognitive science goes to school.

CALICO Journal Cambridge Journal of Education Canadian Journal for the Scholarship of Teaching and Learning Canadian Journal of Action Research Canadian Journal of Applied Linguistics - Revue canadienne de linguistique appliquee Canadian Journal of Education Canadian Journal of Educational Administration and Policy Canadian Journal of Environmental Education Canadian Journal of Higher Education Canadian Journal of Learning and Technology Canadian Journal of School Psychology Canadian Journal of Science, Mathematics and Technology Education Canadian Modern Language Review Canadian Social Studies Career and Technical Education Research Career Development and Transition for Exceptional Individuals CATESOL Journal CBE - Life Sciences Education CEA Forum Center for Educational Policy Studies Journal Change: The Magazine of Higher Learning Changing English: Studies in Culture and Education Chemical Engineering Education Chemistry Education Research and Practice Child & Youth Care Forum Child Care in Practice Child Development Child Language Teaching and Therapy Childhood Education Children & Schools Children's Literature in Education Chinese Education and Society Christian Higher Education Citizenship, Social and Economics Education Classroom Discourse Clearing House: A Journal of Educational Strategies, Issues and Ideas Cogent Education Cognition and Instruction Cognitive Science Collected Essays on Learning and Teaching College & Research Libraries College and University College Composition and Communication College Quarterly College Student Affairs Journal College Student Journal College Teaching Communicar: Media Education Research Journal Communication Disorders Quarterly Communication Education Communication Teacher Communications in Information Literacy Communique Community & Junior College Libraries Community College Enterprise Community College Journal Community College Journal of Research and Practice Community College Review Community Literacy Journal Comparative Education Comparative Education Review Comparative Professional Pedagogy Compare: A Journal of Comparative and International Education Complicity: An International Journal of Complexity and Education Composition Forum Composition Studies Computer Assisted Language Learning Computer Science Education Computers in the Schools Contemporary Education Dialogue Contemporary Educational Technology Contemporary Issues in Early Childhood Contemporary Issues in Education Research Contemporary Issues in Technology and Teacher Education (CITE Journal) Contemporary School Psychology Contributions to Music Education Counselor Education and Supervision Creativity Research Journal Creighton Journal of Interdisciplinary Leadership Critical Inquiry in Language Studies Critical Questions in Education Critical Studies in Education Cultural Studies of Science Education Current Issues in Comparative Education Current Issues in Education Current Issues in Language Planning Current Issues in Middle Level Education Curriculum and Teaching Curriculum Inquiry Curriculum Journal Curriculum Studies in Health and Physical Education Cypriot Journal of Educational Sciences

Developmental cognitive science goes to school (pp. 127 - 142).

She has been the Principal Investigator and Project Director of three National Science Foundation funded projects, including the Northern New England Co-Mentoring Network; PRISMS: Phenomena and Representations for Instruction of Science in Middle School; and Curriculum Topic Study: A Systematic Approach to Utilizing National Standards and Cognitive Research.

After conducting this cognitive science self - assessment, select a few key principles to focus on for the upcoming school year.

Prior to veterinary school, she completed post-graduate studies in cognitive and behavioral science with a focus on animal behavior, more specifically establishing enrichment programs for zoo animals.

Currently, he is based at the University of Bristol UK, the chair in cognitive psychology at the School of Experimental Psychology, focusing on the public's understanding of science and why people often embrace beliefs sharply at odds with scientific evidence.

Keith Findley participated in the panel discussion, «Cognitive Science, False Confessions and Wrongful Convictions,» at Cardozo Law School in New York.

Teachley — Launched by a team of education data researchers and cognitive science Ph.D. s, Teachley creates high - quality apps designed for elementary school classrooms that are based on cognitive research.

Dr. Newman is Assistant Professor of Psychology, in Psychiatry University of Pennsylvania School of Medicine and Clinical Director Center for Cognitive Therapy University City Science Center.

Clayton Critcher is an Assistant Professor of Marketing, Cognitive Science, and Psychology at the University of California, Berkeley, Haas School of Business.

The University of Oregon, or UO, is home to several research institutes that the school's Department of Psychology counts as major assets: a Center for Translational Neuroscience; a Child and Family Center; and Institute for Cognitive and Decision Sciences; an Institute of Neuroscience; the Lewis Center for Neuroimaging; and a Prevention Science Institute.

The UNC Department of Psychology and Neuroscience has one of the largest undergraduate majors at the school, and offers a BA and a BS in psychology, along with minors in cognitive science and neuroscience.

Current projects include the Center for IDEA Early Childhood Data Systems (DaSy), RISE Home Visiting Evaluation, WestEd i3 (Investing in Innovation) Early Math Intervention, Cognitive Behavioral Intervention for Trauma in Schools (CBITS), the National Center for Systemic Improvement (NCSI), and Next Generation Preschool Science (NGPS).

He holds a BSc in psychology from the University of Bath, England, an MSc in cognitive science from University College London, and master's and doctoral degrees in human development from the Harvard Graduate School of Education.