LEARN FROM A
DISTINGUISHED CONFERENCE FACULTY
SPECIAL REMARKS
William C. Mobley, M.D., Ph.D., Director, Neuroscience
Institute; Chair, Department of Neurology and Neurological Sciences, Stanford
University
Deborah J. Stipek, Ph.D., Dean, Stanford
University School of Education; author of Motivated
Minds: Raising Children to Love Learning (2001)
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ENHANCING
THE BRAIN, COGNITION & EDUCATION
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The Ethical Brain: Moral Dilemmas for
Education and Society
Michael S. Gazzaniga, Ph.D., Director of Sage Center for the Study of Mind at
the University of California, Santa Barbara;
Member, President’s Council
on Bioethics; author of The Ethical Brain (2005), The
Minds Past (2000) and Nature’s
Mind (1994)
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Mind, Brain & Education:
Connecting Neuroscience to Practice
Kurt W. Fischer,
Ph.D., Charles Bigelow Professor; Director, Mind, Brain & Education
Program (MBE), Harvard University Graduate School of Education
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Educating the Brain: Implications of
Neuroscience for Learning Disorders
John D.E. Gabrieli, Ph.D., Grover Hermann Professor in Health Sciences and Technology; Co-Director,
Clinical Research Center, Massachusetts
Institute of Technology;
Associate Director, Athinoula A. Martinos Center for Biomedical
Imaging, Harvard Medical School
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Designing Schools to Support Learning
in the 21st Century
Linda Darling-Hammond, Ed.D., Professor of
Teaching and Teacher Education; Principal Investigator and Co-Director,
School Redesign Network (SRN), Stanford
University School of Education;
co-author of The Right to Learn: A Blueprint
for Creating Schools that Work (2001); co-editor of Preparing
Teachers for a Changing World (2005)
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Cognitive Science and Education: Innovations
and Efficiency in Learning
Daniel L. Schwartz, Ph.D., Associate
Professor, Stanford University School
of Education; co-editor of “Learning
theories and education: Towards a decade of synergy” (2006,
Handbook of Educational Psychology)
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Fitting the Pieces Together: Group
Work Session on Applying Brain Research to Teaching or Clinical
Practice
Jeb Schenck, Ph.D., Adjunct Professor, University
of Wyoming,
middle and high school biology teacher; memory researcher; author
of Learning,Teaching and the Brain (2003)
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Shaping the Brains of Tomorrow
Ross A. Thompson, Ph.D., Professor, Department of Psychology, University of California, Davis; founding member of the National Scientific Council on the Developing Child; author of Toward a Child-Centered, Neighborhood-Based Child Protection System (2002) and "Shaping the brains of tomorrow: What developmental science teaches about the importance of investing early in children," (2004, American Prospect); co-author of "Understanding values in relationship: The development of conscience," (2006, Handbook of Moral Development)
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Developing Brains for Learning: Connecting Brain Research with Children's Developmental Pathways for Effective Teaching
Fay E. Brown, Ph.D., Director, Child and Adolescent Development, James Comer School Development Program, Yale Child Study Center, Yale University School of Medicine
Mariale M. Hardiman, Ed.D., Assistant Dean of Urban School Partnerships, The Johns Hopkins University; author of Connecting Brain Research with Effective Teaching (2003)
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MOOD, LEARNING & GENDER
DIFFERENCES
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Why Zebras
Don’t Get Ulcers:
Stress, Health & Student Performance
Robert M. Sapolsky, Ph.D., Professor of Biological Sciences, Stanford
University; Professor
of Neurology and Neurological Sciences, Stanford
University School of Medicine; MacArthur “Genius” Fellow; author of Why
Zebras Don’t Get Ulcers (3rd Ed., 2005), A
Primate’s
Memoir (2002), and Stress, the Aging
Brain (1992)
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An Unquiet Mind: Moods and Madness
Kay Redfield Jamison, Ph.D., Professor of Psychiatry, The
Johns Hopkins University School of Medicine; MacArthur “Genius” Fellow;
author of Exuberance (2005), Night
Fall Fast: Understanding Suicide (2000), and An
Unquiet Mind (1997)
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Advances
in ADHD: Underlying Causes, Gender Differences, Family Influences & Multimodal
Treatments
Stephen P. Hinshaw, Ph.D., Professor and Chair, Psychology Department,
University of California, Berkeley; Chair, Assessment Subcommittee,
Multimodal Treatment Study of Children with ADHD (MTA); Associate
Editor, Development and Psychopathology
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Helping Children with Autism Learn:
Effective Treatment Approaches
Bryna Siegel, Ph.D., Developmental
Psychologist; Professor of Psychiatry; Director, Autism Clinic,
Children’s Center at Langley Porter, University
of California, San Francisco; author of Helping
Children with Autism Learn (2003)
and The World of the Autistic Child: Understanding
and Treating Autistic Spectrum Disorders (1996)
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Neuroscience
of Bipolar Disorder: Potential for Early Identification, Intervention & Prevention
in Children
Kiki D. Chang, M.D., Assistant Professor of Psychiatry and Behavioral
Sciences, Division of Child and adolescent Psychiatry; Director
of the Pediatric Mood Disorders Clinic, Stanford University School
of Medicine
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The Minds of Boys and Girls: Using
Neuroscience to Help Our Sons and Daughters Succeed in School and
Life
Michael Gurian, Ph.D., Co-Founder, Gurian Educational Institute;
psychotherapist; educator; and author of The
Minds of Boys (2005),
Boys and Girls Learn Differently! Action Guide
for Teachers (2003),
The Wonder of Girls (2002), and The Wonder
of Boys (1996)
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Emotions, Risk & Resilience: Changing the Lives of Children with ADHD
Sam Goldstein, Ph.D., Faculty, University of Utah; Clinical Neuropsychologist, Neurology, Learning and Behavior Center (NLBC), Utah; co-author of Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom sManagement (2002)
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The Last Normal Child: ADHD & Medication
Lawrence H. Diller, M.D., Professor of Pediatrics, Dept. of Pediatrics, University of California-San Francisco; author of The Last Normal Child (2006), Should I Medicate My Child? (2003), and Running on Ritalin (1998)
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ENHANCING MEMORY AND EMOTIONS
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The Brain-Considerate Classroom
of the Future
Kenneth A.Wesson, Ph.D., Educational Consultant,
Neuroscience; speaker and consultant for schools and the Stanford
Research Institute (SRI) on “brain-considerate” learning
environments; expert witness in court cases involving brain trauma
and memory; Founding Member, Association of Black Psychologists
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Enhancing Memory: From Molecule, to
Mind, to Memory Pills
Kenneth S. Kosik, M.D., Co-Director, Neuroscience
Research Institute; Harriman Professor of Neuroscience Research,
University of California, Santa Barbara
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Memory and Emotions: Making Lasting
Memories
James L. McGaugh, Ph.D., Founding Director, Center
for the Neurobiology of Learning and Memory; Research Professor
of Psychobiology and Pharmacology; University
of California, Irvine;
author of Memory & Emotions: Making Lasting Memories (2003)
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The Developing Mind: How Emotions and
Relationships Shape Child Development
Daniel J. Siegel, M.D., Associate
Clinical Professor of Psychiatry; Faculty, Center for Culture,
Brain & Development, School of Medicine, University
of California at Los Angeles; Director, Center for Human Development; author
of Parenting from the Inside Out: How a Deeper
Self-Understanding Can Help You Raise Children Who Thrive (2003), and The
Developing Mind (1999)
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The Neurobiological
Mechanisms of Memory and Emotions: The Influences of Gender,
Hemispheres & Hormones
Larry Cahill, Ph.D., Assistant Professor of Neurobiology and Behavior;
Fellow of the Center for the Neurobiology of Learning and Memory,
University of California, Irvine
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GET ENGAGED: Principles & Practices to Improve Learner Mood, Motivation, Achievement, & Performance
Mary Fowler, M.A., internationally recognized expert on attention deficit/hyperactivity disorder; consultant for the National Information Center for Children and Youth with Disabilities (NICHCY); stress consultant, author of, Maybe You Know My Kid, and, Maybe You Know My Teen
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Engaging the Mind & Heart: Interactions between Anxiety, Physiology and Student Performance
Rollin McCraty, Ph.D., Executive Vice President and Director of Research, Institute of HeartMath; Fellow, American Institute of Stress; Visiting Senior Scholar, Claremont Graduate University, CA
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NEUROSCIENCE,
LANGUAGE & READING
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Reading Circuitry in the Child's Developing
Brain
Brian A.Wandell, Ph.D., Professor, Departments
of Psychology and Neuroscience; Director, Stanford Institute for
Reading & Learning, Stanford University; member of the National Academy of Sciences;
author of Foundations of Vision (1995)
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Reading Literacy,
Early Intervention & Classroom
Instruction
Connie Juel, Ph.D., Professor, Stanford
University School of Education; elected to the International
Reading Association’s
Reading Hall of Fame; co-author, Teaching
Reading in the 21st Century (2004), and author, Learning
to Read and Write in One Elementary School (1993)
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The Neuropsychology of Reading Disorders:
Diagnosis and Intervention
Steven G. Feifer, Ed.D., NCSP, Neuropsychologist;
School Psychologist; co-author of The Neuropsychology
of Mathematics: Diagnosis and Intervention (2005), The
Neuropsychology of Written Language Disorders (2001), and The
Neuropsychology of Reading Disorders: Diagnosis & Intervention (2000)
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Artistic
Expression, Hot Cognition & Student
Motivation
James S. Catterall, Ph.D., Professor, Graduate
School of Education & Information Studies, University
of California at Los Angeles; Director, The Imagination
Group; Principal Researcher of “Critical Links: Learning In The Arts and Student Academic
and Social Development” (2002, Arts
Education Partnership);
author of Champions of Change:The Impact of
Art on Learning (1999)
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Can Music
Instruction Affect Children’s
Cognitive Development?
Frances H. Rauscher, Ph.D., Associate Professor,
University of Wisconsin, Oshkosh;
author of “Can music instruction
affect children’s cognitive development?” (2003, ERIC
Digest), and “Mozart and the mind: Factual and fictional
effects of musical enrichment” (2002, Improving academic
achievement: Impact of psychological factors on education)
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