|
Hardiman, M., Grizzard, C., JohnBull, R. (accepted, in revision). Creativity: Educators’ beliefs and practices – Voices from the field. Creativity Research Journal. JohnBull, R. M.,& Hardiman, M.(2023). Exploring changes in teacher self-efficacy: Promising outcomes of neuroeducation professional development. The Teacher Educator. https://doi.org/10.1080/08878730.2023.2214555 Beaty, R. E., Cortes, R. A., Merseal, H. M., Hardiman, M. M., & Green, A. E. (2023). Brain networks supporting scientific creative thinking. Psychology of Aesthetics, Creativity, and the Arts. https://doi.org/10.1037/aca0000603 Beatty, R., Green, A., Hardiman, M, Cortez, R., Merseal, H.(2022, April). Brain Network Functional Connectivity Supporting Scientific Creative Thinking. Poster presentation for Cognitive Neuroscience Society. Hardiman, M. (2022). Teaching and Creativity: Teachers’ Views of Creative Thinking Activities. National Science Foundation. JohnBull R.M.,& Hardiman, M. (2022). NeuroEducation for Social Justice: Integrating Culturally Relevant Pedagogy and NeuroEducation Instructional Practices. Paper to be presented at the annual meeting of the American Educational Research Association. JohnBull, R.M. & Hardiman (2021). Exploring novice and career teacher changes after a neuroeducation professional learning series. Paper presented to AERA conference, April, 2021. JohnBull, R.M. & Hardiman, M. (2021, November). Cultural competence meets Neuroeducation: Integrating culturally relevant and NeuroEducation Instructional Frameworks. EdFEST Poster Presentation. Johns Hopkins School of Education Event Farm Virtual Conference. JohnBull, R.M., &Hardiman, M. (2021, November). Exploring teacher self-efficacy changes after three neuroeducation professional development series. EdFEST Poster Presentation. Johns Hopkins School of Education Event Farm Virtual Conference. JohnBull, R. M., &Hardiman, M. (2021, April). Exploring novice and career teacher efficacy changes after a neuroeducation professional learning series. Paper presented at the annual meeting of the American Educational Research Association, Online. Available in the AERA Online Paper Repository. Hardiman, M.(2019). The arts and creativity: From research to practice. In J. L. Contreras-Vidal (Ed.), Mobile brain-body imaging and the neuroscience of art, innovation and creativity. New York, NY: Springer.
Hardiman, M., JohnBull, R. M., Carran, D. T., & Shelton, A. (2019). The effects of arts-integrated instruction on memory for science. Trends in Neuroscience and Education, 14, 25-32. Hardiman, M., (in press). The arts and creativity: From research to practice. In J. L. Contreras-Vidal (Ed.), Mobile brain-body imaging and the neuroscience of art, innovation and creativity. New York, NY: Springer. Hardiman, M., JohnBull, R. M., Carran, D. T., Shelton, A. (resubmission). The effects of arts-integrated instruction on memory for science content. Trends in Neuroscience and Education. JohnBull, R.M., Hardiman, M. (2018, November). Exploring Teacher Efficacy Beliefs in Puerto Rico: Results from a Neuroeducation Professional Development Study. Paper presented to AERA conference, Houston, TX. Hardiman, M., JohnBull, R.M. (2018). Converting STEM Programs to STEAM Programs: Methods and Examples for Educators, Education Administrators and Policymakers. In M. P. Mueller, D. J. Tippins, & A. J. Stewart (Eds.), Assessing Schools for Generation R (Responsibility): A Guide for Legislation and School Policy in Science Education. New York, NY: Springer. Hardiman, M.(2017). The Arts Need to Be a Central Part of Schooling: Arts education may deliver an academic boost. Education Week, 37(7), pp. 28. Hardiman, M. (2017). Education and the arts: Educating every child in the spirit of inquiry and joy. In A. S. Canestrari & B. A. Marlowe (Eds.), The Wiley Handbook of Education Foundation. New York, NY: John Wiley & Sons. Hardiman, M. (2016). Education and the arts: Educating every child in the spirit of inquiry and joy. Creative Education, 7, 1913-1928. Hardiman, M. (2015). The effects of arts integration on retention of content and student engagement(Executive Summary). Baltimore, MD: Author. Hardiman, M., Rinne, L. & Yarmolinskaya, J. (2014). The effects of arts integration on long-term retention of content and student engagement. Mind, Brain, and Education, 8(3), 144-148. Hardiman, M. & Whitman, G. (2013). Assessment and the learning brain. Journal of the National Association of Independent Schools, 73(2), 36-41. Gregory, E., Hardiman, M., Yarmolinskaya, J., Rinne, L. & Limb, C. (2013). Building creative thinking in the classroom: From research to practice. International Journal of Educational Research, 62, 43-50. JohnBull, R.M., Hardiman, M., & Rinne, L. (2013). Professional Development effects on teacher efficacy: Exploring how knowledge of neuro- and cognitive sciences changes beliefs and practices. Paper presented to AERA conference, May, 2013. Hardiman, M. (2012). Brain-targeted teaching model for 21st century schools. Thousand Oaks, CA: Corwin Press. Hardiman, M.(2012). Informing pedagogy through the Brain-Targeted Teaching Model. Journal of Microbiology & Biology Education, 13(1), 11-16. Hardiman, M., Rinne, L., Gregory, E., & Yarmolinskaya, J. (2012). Neuroeducation, neuroethics, and classroom teaching: Where brain sciences meet pedagogy. Neuroethics, 5(2),135-143. DOI 10.1007/s12152-011-9116-6 Rinne, L., Gregory, E., Yarmolinskaya, J., & Hardiman, M. (2011). Why arts integration improves long-term retention of content.Mind, Brain, and Education, 5(2), 89-96. Hardiman, M. & Denckla, M. (2010). The science of education: Informing teaching and learning through the brain sciences. Cerebrum 2010: Emerging Ideas in Brain Science.New York: Dana Press. Hardiman, M. (2010). The creative-artistic brain: Education in the 21stcentury. In Sousa, D. Mind, Brain, and Education: Neuroscience implications for the classroom. New York: Solution Tree Press. Hardiman, M.,Magsamen, S., McKhann, G., Eilber, J. (2009). Neuro-Education: Learning, arts, and the brain. New York: Dana Press. Hardiman, M. (2009). The arts help school accountability. (www.dana.org) Hardiman, M.(2006) The-Brain Targeted Teaching Model: A comprehensive model for classroom instruction and school reform. In The Praeger Handbook of Learning and the Brain, Westport, CN: Greenwood Publishing Group. Hardiman, M.(2003). Connecting brain research with effective teaching: The Brain-Targeted Teaching Model.Landam, MD: Rowman & Littlefield Education. Hardiman, M.(2001) Connecting brain research with dimensions of learning Educational Leadership, 59(3), 52-55. |