Brain Matters: Translating Research into Classroom Practice, 2nd Edition

By P. Wolfe. 2001

244 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction (2007, background): “Under such banners as constructivism and brain research, books have discussed the need for active processing on the part of students (Berman, 2001; Brandt, 1998; Brooks & Brooks, 1999, 2001; Caine & Caine, 1991, 1997; Jensen, 2005; Sousa, 2001; Sylwester & Margulies, 1998; Wolfe, 2001).”
Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature (2003, background): “Current brain research (Howard, 1994; Jensen, 1998; Sousa, 2001; Wolfe, 2001) seems to reach a similar conclusion—that students should work at a level of "moderate challenge" for learning to occur.”
Quality Curriculum and Instruction for Highly Able Students (2005, background): “Our best understanding suggests that a student only learns when work is moderately challenging for that student, and when there is assistance to help the student master what initially seemed out of reach (National Research Council, 2000; Vygotsky, 1978, 1986; Wolfe, 2001).”