Implications of Affective and Social Neuroscience for Educational Theory

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High school teachers’ experience of the educational potential of outdoor teaching and learning (2014, background): “In his model, Jordet (ibid) further distinguishes between implications for creating links to the local community and society and implications for education. Jordet’s societal implications have much in common with the place-based approach to learning, developed by for example Gruenewald (2003) and Sm”
The Evidence Base for How We Learn: Supporting Students' Social, Emotional, and Academic Development. Consensus Statements of Evidence from the Council of Distinguished Scientists. (2017, unknown): “…Jones et al., 2017b ix Moffit et al., 2010; Greenberg et al., 2017; Weissberg et al., 2015 x Jones & Zigler, 2002; Immordino-Yang & Damasio, 2007; Immordino-Yang, 2011 xi Adolphs, 2003 xii Raver et al., 2009, 2011; Bierman et al., 2008; Bettencourt, Gross & Ho, 2016 xiii Jones et al., 2011;…”