Hardiman, M., Rinne, L. & Yarmolinskaya, J. (in preparation). The effects of arts integration on long-term retention of content and student engagement.
Hardiman, M., Rinne, L, Gregory, E., Yarmolinskaya, J. & JohnBull, R.. (in review). The effects of knowledge of neuro- and cognitive science on teacher attitude and instructional practice.
Kornienki, O., Rinne, L., Clemans, K.H., Hardiman, M., Granger, D.A. (in review). Reputational and structural measures of social status in adolescence: Relations to salivary cortisol. Child Development.
Hardiman, M. & Whitman, G. (2013). Assessment and the learning brain. Independent School- 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 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, neruoethics, 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 21st century. 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.