Publications by Dr. Mariale Hardiman

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 Week37(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.(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, CNGreenwood Publishing Group.

Hardiman, M.(2003). Connecting brain research with effective teachingThe Brain-Targeted Teaching Model.Landam, MDRowman & Littlefield Education.

Hardiman, M.(2001) Connecting brain research with dimensions of learning Educational Leadership, 59(3), 52-55.

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