• Hardiman, M., JohnBull, R. M., Carran, D. T., & Shelton, A. (2019). The effects of arts-integrated instruction on memory for science content. Trends in Neuroscience and Education, 14, pp. 25-32.
  
  
• 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
  
  
• Hardiman, M. (2022). Teaching and Creativity: Teachers’ Views of Creative Thinking Activities. National Science Foundation.
  
  
• 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. (2019). 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
  
  
• 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
  
  
• 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. (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. (2012). Informing pedagogy through the Brain-Targeted Teaching® Model. Journal of Microbiology & Biology Education, 13(1), 11-16.
  
  

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