Brain Science for Principals: What School Leaders Need to Know features leadership of learning from the perspective of recent findings of educational neuroscience. Each chapter explores a question related to learning and offers practical suggestions for principals. Divided into six sections, each of the 24 short chapters can stand alone or the book can be read cover-to-cover. The opening section explains how understanding brain neuroplasticity changes belief in fixed intelligence. A partial list of subjects explored in the book includes neurogenesis, neurodiversity, memory, brain fitness, the emotional connection, effects of stress, poverty, embodied cognition, movement, mindset, ELL issues, multitasking, the role of the arts, ages and stages of the brain, emotional intelligence, creating resonance, and maintaining mindfulness. The conclusion underscores how neuroscientifically literate principals can enhance learning and advance social justice. Writers of the book anticipate a future when educational neuroscience findings about learning become part of the education of every principal and school leader. Knowing how the brain works is the key to the future of education.
List of Tables and Figures Preface - Linda L. Lyman Acknowledgments Introduction - Linda L. Lyman Section I - Learning Chapter 1 - How can learning be enhanced? - Linda L. Lyman Chapter 2 - How does neuroplasticity change belief in fixed intelligence? - Matthew K. Heid Chapter 3 - How does metacognition enhance learning? - Jennifer McCoy Chapter 4 - How does being bilingual benefit a learner's brain? - Patricia M. Valente Chapter 5 - How does multi-tasking affect learning? - Matthew K. Heid Section II - The Fit Brain Chapter 6 - How does sleep build brain health? - Stacie M. France Chapter 7 - How do school breakfast and lunch programs support learning? - Brian M. Swanson Chapter 8 - How does exercise enhance learning? - Brian M. Swanson Chapter 9 - How does movement in the classroom benefit learning? - Abigail Larrison Chapter 10 - How can memory be enhanced? - Linda L. Lyman Section III - The Emotional Connection Chapter 11 - Why is a positive learning environment so important? - Jennifer McCoy Chapter 12 - How do trauma and chronic stress affect the brain? - Stacie M. France Chapter 13 - How can stress be recognized and reduces? - Jamie L. Hartrich Chapter 14 - How do the Arts nurture and connect emotions? -Patricia M. Valente Section IV - The Brain on School Chapter 15 - How can mindset make someone smarter? - Matthew K. Heid Chapter 16 - How can knowing brain science improve Reading? - Patricia M. Valente Chapter 17 - How can knowing brain science improve Math? - Jamie L. Hartrich Chapter 18 - How can principals support teacher success with ELLs? - Patricia M. Valente Section V - Ages and Stages of the Brain Chapter 19 - How can principals help elementary learners? - Jamie L. Hartrich Chapter 20 - How can principals help middle school learners? - Stacie M. France Chapter 21 - How can principals help high school learners? - Jennifer McCoy Section VI - Inside the Brain of a Principal Chapter 22 - How can principals maintain mindfulness in challenging times? - Christine Paxson Chapter 23 - How can principals support environments that cultivate learning - Christine Paxson Chapter 24 - How can brain science inform cultural processes? - Christine Paxson Conclusion - Linda L. Lyman About the Authors About the Editor - Linda L. Lyman About the Consulting Editor - Abigail Larrison References
