THANK YOU to our guest bloggers from 2017!

THANK YOU to our guest bloggers from 2017!

We're right in the middle of a season where a lot of us are giving thanks and reflecting on the year we have had. For some of us it is because of American or Canadian Thanksgiving, Japanese Labour Thanksgiving, or Turkish National Day of Thanks, or upcoming holidays such as Hanukkah, Christmas, or Kwanzaa. For some of us, it is simply because the year is coming to a close and we are getting ready to celebrate a new year. In light of this, we wanted to take a moment (or, a blog post!) to thank the guest bloggers who generously donated their time to make this blog such a success in its second year.

In chronological order of first post, we would like to thank the following people who contributed guest blogs in 2017:

Blake Harvard, a high school AP Psychology teacher at James Clemens High School in Madison, AL., who contributed posts on Ignorance Isn’t Bliss - It’s Bias and Disconnect in the Classroom

Dr. Amber Walraven, is an Assistant Professor at the Radboud Graduate School of Education (Radboud Docenten Academie), who contributed a post on Teaching Teachers That Research Matters.

Dawn Cox, a secondary teacher in Essex, England, who contributed a post on Strategies for Effective Learning.

Dr. Logan Fiorella, an Assistant Professor of Educational Psychology at the University of Georgia, who contributed a post on Multimedia Learning.

Samuel Sumeracki, staff at the School of Professional Studies at Brown University and a strategic communication expert, who contributed a post on Learning About Current Events and the role of social media in it.

Ashley Bazin, a student at Rhode Island College majoring in psychology and minoring in French, who contributed a post outlining her implemetation of effective learning strategies in tutoring.

Mary Kathryn Cancilliere, a clinical psychology graduate student at the University of Rhode Island, who contributed a post on Attention.

Sarah Lummis, a Psychology major at Goucher College, who contributed a post on Stereotype Thread.

Alyssa DeYesso, a student at University of Massachusetts at Lowell studying Psychology, Disability, and Education, who contributed a weekly digest on Tools for Neurodivergent Brains.

Ray Newins, a Psychology and Criminal Justice major at Washburn University, and is the Program Manager at the Boys and Girls Club of Topeka Indian Creek Location, who contributed a post on brain training and whether it works.

Ulrich Boser, a Senior Fellow at the Center for American Progress, who we interviewed about writing, science, and science communication.

Naomi Hennah, a Teacher of Science/Chemistry at Northampton School for Boys, who contributed a 2-part gues blog post on Putting the Learning Scientists’ Work into Practice (Part 1 and Part 2).

Leila Viss, a user of innovative, tech-savvy lesson plans to develop lifetime pianists at her independent, creative-based piano studio, who contributed a post on research-based Practice Strategies for Musicians.

Dr. Sara Fulmer, the Teaching and Learning Assessment Specialist at Wellesley College, who contributed posts on Manipulatives and why they can hinder learning and on sharing learning outcomes with students as well as a weekly digest on Preparing a Learning-Focused Syllabus.

Josh Kurzweil, is an expert in experiential learning, reflective practice, and instructional design, who contributed a post on Supporting Science of Learning in the Language Classroom.

Dr. Stacey R. Finkelstein, an Assistant Professor of Marketing at Zicklin College of Business, Baruch College, City University New York, who contributed a post on SMART Feedback.

Bella Abdurachmanov, a writing instructor and educational writer, who contributed a post on How to Think about Thinking - Metacognition in the Classroom.

Brianna V. Poole, is a graduate from Rhode Island College, who contributed a post on exam study tips.

Oliver Caviglioli, a former special-school head of many years, who later on in his career turned to visualization, who contributed a post on Dual Coding to Support Inclusion.

Danielle E. Jennings, received her B.S. in developmental psychology from Plymouth State University ’16, and is a master’s student in psychology at Rhode Island College, who contributed a post on the role of smell for memory.

Jessica Mokler, graduated Cum Laude from Rhode Island College in May, where she majored in psychology, who contributed A Student’s Guide to Conquering Exams.

Dr. Althea Kaminske, an Assistant Professor at St. Bonaventure University and now one of the Learning Scientists, too, who contributed posts on Two Examples Are Better Than One and a post on Technology in the Classroom.

Tim van der Zee, has a position funded by CEL (Centre of Education and Learning) in the Netherlands, a collaboration between the universities of Leiden, Delft, and Rotterdam, who contributed posts on Guidelines for Designing Edcuational Videos and Why You Should Be a Sceptical Science Consumer.

Jemma Sherwood, is a Head of Mathematics in a Secondary School in England, who contributed a post on Building Effective Learning Strategies into a Mathematics Curriculum.

Dr. Ian Kelleher, the co-author of Neuroteach: Brain Science and the Future of Education, who contributed a post on How to Shift a School Towards Better Homework.

Dr. Marianne Fallon, an Associate Professor of Psychological Science at Central Connecticut State University and has taught undergraduate Research Methods (among other things) for over 10 years, who contributed a post on WOOP - a self-regulation strategy and a post on Putting the Six Strategies for Effective Learning Into Practice.

Dr. Virginia Clinton, an Assistant Professor of Educational Foundations and Research at the University of North Dakota, who contributed a post on Elaborative Interrogation.

Holly Shapiro, the Founder and Director of Ravinia Reading Center, the only reading clinic on Earth owned and staffed entirely by speech-language pathologists, who contributed a post on her Journey from Mayhem to Morphology.

Prof Annette Taylor, has been a member of the USD faculty since 1990. She teaches courses in introductory psychology, research methods and cognitive psychology, who contributed a post on How to Help Students Overcome Misconceptions.

Dr. Debra G. Holzberg, a visiting professor and research associate at the University of North Carolina at Greensboro, who contributed a post on Postsecondary Transition for Students with Disabilities.

Rich James, a Human Resources Program Coordinator, for Columbus State Community College, who has specialized in faculty development and workplace learning, who contributed a post on What Does It Take for Students to Exchange Bad Study Habits for Good.

Chris Hilliard, the Second in Science and Associate Assistant Principle at Halewood Academy in Knowsley, England, and his colleague Tom Gilbertson, who contributed a post on Integrating Effective Strategies for Learning into a School Curriculum.

Dr. Lauren Bellaera, Director of Research and Impact at The Brilliant Club, a charity that aims to increase the number of pupils from under-represented backgrounds who progress to highly-selective universities, who contributed a post on How to Develop Critical Thinking.

Dr. Lucy Erickson, a Science and Technology Policy Fellow through the American Association for the Advancement of Science (AAAS), hosted by the National Science Foundation (NSF), who contributed posts on Background Noise and Classroom Design, Visual “Noise“, Distractibility, and Classroom Design, Technology, Distractibilty, and the Classroom, and Language about Ability, Mindset, and Motivation and Performance.

Dr. Andrew Butler, an Associate Professor in the Department of Education and the Department of Psychological & Brain Sciences at Washington University in St. Louis, who contributed a post on Multiple-Choice Testing.

Tricia Taylor, a former teacher and lead practitioner in schools in London, UK and Brooklyn, who contributed a post on Exploring Retrieval Practice with Younger Students.

Wendee White, a Lecturer in the School of Education and Social Work at the University of Dundee, Scotland, who contributed a post on The Relationship between Affect and Cognition in Teaching and Learning.

Miko M. Wilford, an Assistant Professor of Psychology at the University of Massachusetts Lowell, who contributed a post on The Dark Side of Interleaving.

Dr. Peter Verkoeijen, an Associate Professor in educational psychology at the Department of Education, Psychology, and Child Studies at Erasmus University Rotterdam, The Netherlands. He is also professor of applied sciences in the Brain and Learning research group at Avans University of Applied Sciences in Breda. Dr. Anton den Boer, a Lecturer at the Department of Mechanical Engineering at Avans University of Applied Sciences. He is also chairman of first-year education committee. They contributed a post on Cumulative Compensatory Assessment in Engineering Education.

Dr Melissa Swisher, a Lecturer in Psychological Sciences at Purdue University, who contributed a post on Equivalence-based Instruction in the Classroom.


 

 

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