PhD Ed. Neuroscience: DOCC750 - Seminar 1

Week 1

Week 2

Required for discussion points

• Thomas, M. S. C., Ansari, D., & Knowland, V. C. P. (2019). Annual Research Review: Educational neuroscience: progress and prospects. Journal of Child Psychology and Psychiatry, 60(4), 477-492.
• Feiler JB, Stabio, ME. (2018). Three pillars of educational neuroscience from three decades of literature, Trends in Neuroscience and Education. 13.

Extra readings

• Battro, A. M., Calero, C. I., Goldin, A. P., Holper, L., Pezzatti, L., Shalóm, D. E., & Sigman, M. (2013). The Cognitive Neuroscience of the Teacher–Student Interaction. Mind, Brain, and Education, 7(3), 177-181.
• Shearer, C. B. (2020). Multiple Intelligences in Gifted and Talented Education: Lessons Learned From Neuroscience After 35 Years. Roeper Review, 42(1), 49-63.
• Tommerdahl, J. (2010). A model for bridging the gap between neuroscience and education. Oxford Review of Education Vol. 36, pp. 97–109.
• Blair KP1, Rosenberg-Lee M, Tsang JM, Schwartz DL, Menon V. (2012). Beyond natural numbers: negative number representation in parietal cortex.

Week 3

Required for discussion points

• Escueta, M., Nickow, A. J., Oreopoulos, P., & Quan, V. (2020). Upgrading Education with Technology: Insights from Experimental Research. Journal of Economic Literature, 58(4), 897-996. doi:10.1257/jel.20191507
• NY Times special report (multiple articles): https://www.nytimes.com/section/education/learning

Extra readings

• Morgan, H. (2020). Best Practices for Implementing Remote Learning during a Pandemic. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 93(3), 135-141.
• Salah W, Ramadan M, Ahmed H. (2021). Effectiveness of E-Assessment in Quantitative Modules, COVID-19 Consequences: A Case Study by the British University in Egypt. In Auer ME, Centea D. (eds). Visions and Concepts for Education 4.0: Proceedings of the 9^th International Conference on Interactive Collaborative and Blended Learning. Pp. 466-477.
• Tenorio et al. (2021). The Impact of a gamified E-learning environment in students attitude: A case study. In Auer ME, Centea D. (eds). Visions and Concepts for Education 4.0: Proceedings of the 9^th International Conference on Interactive Collaborative and Blended Learning. Pp. 400-409.
• Hash, P. M. (2020). Remote Learning in School Bands During the COVID- 19 Shutdown. Journal of Research in Music Education, 68(4), 381-397.
• Ewing, L.-A., & Cooper, H. B. (2021). Technology-enabled remote learning during Covid-19: perspectives of Australian teachers, students and parents. Technology, Pedagogy and Education, 30(1), 41-57.

Week 4

Practice and Policy.

Required for discussion points

• Kauffman, J. M., Ahrbeck, B., Anastasiou, D., Badar, J., Felder, M., & Hallenbeck, B. A. (2021). Special Education Policy Prospects: Lessons From Social Policies Past. Exceptionality, 29(1), 16-28.
• Litz, D., Hourani, R. B., & Scott, S. (2020). Leadership challenges in an educational program at a UAE juvenile detention center: A contextual analysis. International Journal of Educational Development, 76, 102193.

Extra readings

• Maine, A., Brown, M., & Truesdale, M. (2020). Diabetes and people with learning disabilities: issues for policy, practice, and education. Tizard Learning Disability Review, 25(1), 26-34.
• Benson, S. K. (2020). The Evolution of Jordanian Inclusive Education Policy and Practice. FIRE: Forum for International Research in Education, 6(1).
• Mohmmed, A. O., Khidhir, B. A., Nazeer, A., & Vijayan, V. J. (2020). Emergency remote teaching during Coronavirus pandemic: the current trend and future directive at Middle East College Oman. Innovative Infrastructure Solutions, 5(3), 72.
• Anati, N. M. (2012). Including students with disabilities in UAE schools: A descriptive study. International Journal of Special Education,   

       27(2), 75-85.

Week 5

Ethics. Bio-law and Bio-ethics. Required for discussion points

• Illes, J., & Bird, S. J. (2006). Neuroethics: a modern context for ethics in neuroscience. Trends in Neurosciences, 29(9), 511-517.
• Farahany, N. A., Greely, H. T., Hyman, S., Koch, C., Grady, C., Pașca, S. P.,. . . Song, H. (2018). The ethics of experimenting with human brain tissue. Nature, 556, 429-432.

Extra readings

• Gray Matters: Topics at the Intersection of Neuroscience, Ethics, and Society. (2015). https://bioethicsarchive.georgetown.edu/pcsbi/sites/default/files/GrayMatter_V 2_508.pdf
• Greely, H. T., Grady, C., Ramos, K. M., Chiong, W., Eberwine, J., Farahany, N. A., . . . Serrano, E. E. (2018). Neuroethics Guiding Principles for the NIH BRAIN Initiative. The Journal of Neuroscience, 38(50), 10586-10588.
• Universal Declaration on Bioethics and Human Rights http://portal.unesco.org/shs/en/ev.php-URL_ID=1883&URL DO=DOTOPIC&URLSECTION=201.html
• The Universal Declaration on Bioethics and Human Rights: bioethics, a civilising utopia in the age of globalisation?, Christian Byk http://www.iales.org/doc_anglais/The%20universal%20declaration%2 0on%20bioethics%20and%20human%20rights.pdf

Week 6

Neuroscience: Neuroimaging Required for discussion points

• Thiebaut de Schotten, M., Croxson, P. L., & Mars, R. B. (2019). Large- scale comparative neuroimaging: Where are we and what do we need? Cortex, 118, 188-202. doi:https://doi.org/10.1016/j.cortex.2018.11.028
• Brogaard, B., & Gatzia, D. E. (2016). What Can Neuroscience Tell Us about the Hard Problem of Consciousness? Frontiers in Neuroscience, 10(395).
• Beaty, R. E., Seli, P., & Schacter, D. L. (2019). Network neuroscience of creative cognition: mapping cognitive mechanisms and individual differences in the creative brain. Current Opinion in Behavioral Sciences, 27, 22-30.

Extra readings

• Shackman, A. J., & Fox, A. S. (2018). Getting Serious about Variation: Lessons for Clinical Neuroscience (A Commentary on 'The Myth of Optimality in Clinical Neuroscience'). Trends in Cognitive Sciences, 22(5), 368-369.
• Opitz, A., Falchier, A., Linn, G. S., Milham, M. P., & Schroeder, C. E. (2017). Limitations of ex vivo measurements for in vivo neuroscience. Proceedings of the National Academy of Sciences, 114(20), 5243-5246.
• Logothetis (2008) “What we can do and what we cannot do with fMRI” Nature
• Kievit, R. A., Brandmaier, A. M., Ziegler, G., van Harmelen, A.-L., de Mooij, S. M. M., Moutoussis, M., . . . Dolan, R. J. (2018). Developmental cognitive neuroscience using latent change score models: A tutorial and applications. Developmental Cognitive Neuroscience, 33, 99-117.
• Peters, L., & De Smedt, B. (2018). Arithmetic in the developing brain: A review of brain imaging studies. Developmental Cognitive Neuroscience, 30, 265- 279.
• Pinti, P., Tachtsidis, I., Hamilton, A., Hirsch, J., Aichelburg, C., Gilbert, S., & Burgess, P. W. (2020). The present and future use of functional near-infrared spectroscopy (fNIRS) for cognitive neuroscience. Annals of the New York Academy of Sciences, 1464(1), 5-29.
• Cartwright, K. B. (2012). Insights From Cognitive Neuroscience: The Importance of Executive Function for Early Reading Development and Education. Early Education and Development, 23(1), 24-36.
• Bevilacqua, D., Davidesco, I., Wan, L., Chaloner, K., Rowland, J., Ding, M., . . . Dikker, S. (2019). Brain-to-Brain Synchrony and Learning Outcomes Vary by Student–Teacher Dynamics: Evidence from a Real-world Classroom Electroencephalography Study. Journal of Cognitive Neuroscience, 31(3), 401- 411. doi:10.1162/jocn_a_01274
• Shamay-Tsoory, S. G., & Mendelsohn, A. (2019). Real-Life Neuroscience: An Ecological Approach to Brain and Behavior Research. Perspectives on Psychological Science, 14(5), 841-859.
• Stevens, C., & Bavelier, D. (2012). The role of selective attention on academic foundations: a cognitive neuroscience perspective. Dev Cogn Neurosci
• Vogel et al., (2015) Developmental specialization of the left parietal cortex for the semantic representation of Arabic numerals: an fMR-adaptation study. Developmental Cognitive Neuroscience, 12, 61-73.

Week 7

Technology

Required for discussion points

• Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1-16.

Extra readings

• Bernacki, M. L., Greene, J. A., & Crompton, H. (2020). Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education. Contemporary Educational Psychology, 60, 101827.
• Patricia Aguilera-Hermida, A. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1, 100011.
• Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 103701.
• Reinhold, F., Hoch, S., Werner, B., Richter-Gebert, J., & Reiss, K. (2020). Learning fractions with and without educational technology: What matters for high-achieving and low-achieving students? Learning and Instruction, 65, 101264.
• Sailer, M., Schultz-Pernice, F., & Fischer, F. (2021). Contextual facilitators for learning activities involving technology in higher education: The Cb-model. Computers in Human Behavior, 121, 106794.
• Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5-22.
• Cheng, S.-C., & Lai, C.-L. (2020). Facilitating learning for students with special needs: a review of technology-supported special education studies.Journal of Computers in Education, 7(2), 131-153.
• Mackness, J., Mak, S. & Williams, Roy (2010) The ideals and reality of participating in a MOOC. In Dirckinck-Holmfeld, L., Hodgson, V., Jones, C., De - Laat, M., McConnell, D. and Ryberg, T., (eds.) Proceedings of the 7^th International Conference on Networked Learning. University of Lancaster, Lancaster, pp. 266-275. ISBN 9781862202252 (http://eprints.port.ac.uk/5605/ )

Week 8

Practice and Policy

Required for discussion points

• Alborno, N. E. (2013). The journey into inclusive education: A case study of three Emirate government primary schools. (Ed.D.), The British University in Dubai, Dubai.
• Kauffman, J. M., Ahrbeck, B., Anastasiou, D., Badar, J., Felder, M., & Hallenbeck, B. A. (2021). Special Education Policy Prospects: Lessons From Social Policies Past. Exceptionality, 29(1), 16-28.

Extra readings

• Paseka, A., & Schwab, S. (2020). Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources. European Journal of Special Needs Education, 35(2), 254-272.
• Thabet, RA, Gaad, E., Abu-Ayyash, E. A.S. (2020). The impact of supporting parents of children with disabilities in the UAE. Journal for Researching Education Practice and Theory, 3(1). Pp. 146-178
• Florian, L., & Camedda, D. (2020). Enhancing teacher education for inclusion. European Journal of Teacher Education, 43(1), 4-8.

Week 9

Ethics

Required for discussion points

• Verheijde, J. L., Rady, M. Y., & Potts, M. (2018). Neuroscience and Brain Death Controversies: The Elephant in the Room. Journal of Religion and Health, 57(5), 1745-1763.
• Salles, A., & Farisco, M. (2020). Of Ethical Frameworks and Neuroethics in Big Neuroscience Projects: A View from the HBP. AJOB Neuroscience, 11(3), 167-175.

Extra readings

• Farisco, M., Evers, K., & Changeux, J.-P. (2018). Drug Addiction: From Neuroscience to Ethics. Frontiers in Psychiatry, 9(595).
• Clark, D. B., Fisher, C. B., Bookheimer, S., Brown, S. A., Evans, J. H., Hopfer, C., . . . Yurgelun-Todd, D. (2018). Biomedical ethics and clinical oversight in multisite observational neuroimaging studies with children and adolescents: The ABCD experience. Developmental Cognitive Neuroscience, 32, 143-154.
• Bianchi, D. W., Cooper, J. A., Gordon, J. A., Heemskerk, J., Hodes, R., Koob, G. F., . . . Ramos, K. M. (2018). Neuroethics for the National Institutes of Health BRAIN Initiative. J Neurosci, 38(50), 10583-10585.
• Mecacci, G., & Haselager, P. (2019). Identifying Criteria for the Evaluation of the Implications of Brain Reading for Mental Privacy. Science and Engineering Ethics, 25(2), 443-461.
• Jensen K, Murray F. (2005). Intellectual property. Enhanced: intellectual property landscape of the human genome. Science, 310(5746), 239-40.
• Illes, J. and E. Racine, “Imaging or Imagining? A Neuroethics Challenge Informed by Genetics,” American Journal of Bioethics, 5(2): 5 – 18 (2005)

Week 10

• Dragunow, M. (2020). Human Brain Neuropharmacology: A Platform for Translational Neuroscience. Trends in Pharmacological Sciences, 41(11), 777-792.
• Chen, H., Engkvist, O., Wang, Y., Olivecrona, M., & Blaschke, T. (2018). The rise of deep learning in drug discovery. Drug Discovery Today, 23(6), 1241-1250.

Extra readings

• Nora D. Volkow, M.D. ,, & Maureen Boyle, Ph.D. (2018). Neuroscience of Addiction: Relevance to Prevention and Treatment. American Journal of Psychiatry, 175(8), 729-740.
• Volkow, N. D., Michaelides, M., & Baler, R. (2019). The Neuroscience of Drug Reward and Addiction. Physiological Reviews, 99(4), 2115-2140.
•  Renard, J   et   al.,   (2014)   Long-term consequences   of   adolescent cannabinoid     exposure     in     adult     psychopathophysiology.    Frontiers     in Neuroscience, 8, article 361
• Kutlu, M. G., & Gould, T. J. (2016). Effects of drugs of abuse on hippocampal plasticity and hippocampus-dependent learning and memory: Contributions to development and maintenance of addiction. Learning & Memory, 23(10), 515-533.
• LaLumiere, R. T., McGaugh, J. L., & McIntyre, C. K. (2017). Emotional Modulation    of     Learning     and     Memory:    Pharmacological    Implications. Pharmacological Reviews, 69(3), 236-255.
•  Taujanskaitė, U., Cahill, E. N., & Milton, A. L. (2021). Targeting drug memory reconsolidation: a neural analysis. Current Opinion in Pharmacology, 56,7-12.
•  Sahakian BJ, Bruhl AB, Cook J, Killikelly C, Savulich G, Piercy T, Hafizi S,Perez J, Fernandez-Egea E, Suckling J, Jones PB. (2015).     The impact of neuroscience on society: cognitive enhancement in neuropsychiatric disorders and in healthy people. Philos Trans R Soc Lond B Biol Sci. 370(1677). pii: 20140214.

•  Edyburn, D. L. (2020). Universal Usability and Universal Design for Learning. Intervention in School and Clinic, 56(5), 310-315.
•  Capp, M. J. (2017). The effectiveness of universal design for learning: a meta-analysis of literature between 2013 and 2016. International Journal of Inclusive Education, 21(8), 791-807.
• Anderson, S. E., & Putman, R. S. (2019). Special Education Teachers’ Experience, Confidence, Beliefs, and Knowledge About Integrating Technology. Journal of Special Education Technology, 35(1), 37-50.
•  
• Extra readings
• S., F. B., & Erickson, J. D. (2020). Toward an Inclusive Pedagogy through Universal Design for Learning in Higher Education: A Review of the Literature. Journal of Postsecondary Education and Disability, 33(2), 183-199.
• Teräs, M., Suoranta, J., Teräs, H., & Curcher, M. (2020). Post-Covid-19 Education and Education Technology ‘Solutionism’: a Seller’s Market. Postdigital Science and Education, 2(3), 863-878.
• Griful-Freixenet, J., Struyven, K., Vantieghem, W., & Gheyssens, E. (2020). Exploring the interrelationship between Universal Design for Learning (UDL) and Differentiated Instruction (DI): A systematic review. Educational Research Review, 29, 100306.
•  Hollingshead, A., Lowrey, K. A., & Howery, K. (2020). Universal Design for  Learning: When Policy Changes Before Evidence. Educational Policy, 0895904820951120.
• Otterborn, A., Schönborn, K., & Hultén, M. (2019). Surveying preschool  teachers’ use of digital tablets: general and technology education related findings. International Journal of Technology and Design Education, 29(4), 717-737.doi:10.1007/s10798-018-9469-9
• Dahl, J. (2005). Apply Universal Design for more effective courses. Distance Education Report, 9 (6), 2-6.
• Edyburn, D. L (2010). Would you recognize universal design for learning  if you saw it? Ten propositions for new directions for the second decade of UDL. Learning Disability Quarterly, 33 (1)33-41

Required for discussion points 

• Alghazo, E. M. (2005). Special education teacher perceptions towards effective instructional practices in the United Arab Emirates (UAE). Teacher Education and Special Education, 28(3/4), 221-229.
• Mohajeri A., Monroe, S., & Tryon, T. (2021). Chapter 10: Supporting the education of people of determination in the UAE during the Covid-19 Pandemic. In Reimers, F., Barajas, F., & Gunawan, J. (eds). An educational calamity: Learning and teaching during the Covid-19 pandemic. Pp. 163-178.

Extra readings

• Atkinson, S. J., Takriti, R. A., & Elhoweris, H. (2020). Teachers’ perceptions of successful transition to school for children with and without Downs Syndrome in the UAE and England. Education 3-13, 1-12. doi:10.1080/03004279.2020.1809489
• Marquez, J., & Main, G. (2021). Can Schools and Education Policy Make Children Happier? A Comparative Study in 33 Countries. Child Indicators Research, 14(1), 283-339.
• Garcia, E., & Weiss, E. (2020). COVID-19 and student performance, equity, and U.S. education policy. Economic Policy Institute, Washington DC, USA

Week 13

Required for discussion points

•  Brühl, A. B., d’Angelo, C., & Sahakian, B. J. (2019). Neuroethical issues in cognitive enhancement: Modafinil as the example of a workplace drug? Brain and Neuroscience Advances, 3, 2398212818816018.
• -Fox, K. C. R., Fitz, N. S., & Reiner, P. B. (2017). The Multiplicity of Memory Enhancement: Practical and Ethical Implications of the Diverse Neural Substrates Underlying Human Memory Systems. Neuroethics, 10(3), 375-388.

Extra readings

• Amadio, J., Bi, G.-Q., Boshears, P. F., Carter, A., Devor, A., Doya, K., . . . Singh, I. (2018). Neuroethics Questions to Guide Ethical Research in the International Brain Initiatives. Neuron, 100(1), 19-36.
• Parsons, RG & Ressler, KJ (2013). Implications of memory modulation for post-traumatic stress and fear disorders. Nature Neuroscience, 16(2), 146– 153.
• Kolber, AJ (2011). Neuroethics: Give memory-altering drugs a chance. Nature, 476(7360), 275–276.
•  Hui, K., & Fisher, C. E. (2015). The ethics of molecular memory modification. J Med Ethics, 41(7), 515-520. doi:10.1136/medethics-2013-101891
•  Nash, R. A., Berkowitz, S. R., & Roche, S. (2016). Public Attitudes on the Ethics of Deceptively Planting False Memories to Motivate Healthy Behavior. Applied Cognitive Psychology, 30(6), 885-897.
•  Farah, M. J. (2005). Neuroethics: the practical and the philosophical. Trends in Cognitive Sciences, 9(1), 34-40

Required for discussion points

• Palghat, K., Horvath, J. C., & Lodge, J. M. (2017). The hard problem of ‘educational neuroscience’. Trends in Neuroscience and Education, 6, 204-210.
• Madhyastha, T., Peverill, M., Koh, N., McCabe, C., Flournoy, J., Mills, K., . . . McLaughlin, K. A. (2018). Current methods and limitations for longitudinal fMRI analysis across development. Developmental Cognitive Neuroscience, 33, 118-128.
• Wudarczyk, O. A., Kirtay, M., Kuhlen, A. K., Abdel Rahman, R., Haynes, J.- D., Hafner, V. V., & Pischedda, D. (2021). Bringing Together Robotics, Neuroscience, and Psychology: Lessons Learned From an Interdisciplinary Project. Frontiers in Human Neuroscience, 15(160).

Extra readings

•  Kimmons, R., Rosenberg, J., & Allman, B. (2021). Trends in Educational Technology: What Facebook, Twitter, and Scopus Can Tell us about Current Research and Practice. TechTrends, 65(2), 125-136.
• -Kim, M., & Sankey, D. (2018). Philosophy, neuroscience and pre-service teachers’ beliefs in neuromyths: A call for remedial action. Educational Philosophy and Theory, 50(13), 1214-1227.
• Reynolds, R. (2015). One size fits all? Global education for diffrent educational audiences. In R. Reynolds, Bradbery, D., Brown, J., Carroll, K., Donnelly, D., Ferguson-Patrick, K., Macqueen, S. (Ed.), Contesting and Constructing International Perspectives in Global Education (pp. 27-41). Rotterdam: Sense Publishers.
• Ravet, J., & Williams, J. H. G. (2017). What we know now: education, neuroscience and transdisciplinary autism research. Educational Research, 59(1), 1-16.
• Hibar et al. (2015). Common Genetic variants influence human subcortical brain structures, Nature, epub ahead of print.
• Laurence, P. (2009). Global Education: Using Technology to Bring the World to Your Students. US: International Society for Technology in Education. (introduction and chapter 1).

Week 15

Required for discussion points

• Coch, D. (2018). Reflections on Neuroscience in Teacher Education. Peabody Journal of Education, 93(3), 309-319. -
• Atanga, C., Jones, B. A., Krueger, L. E., & Lu, S. (2019). Teachers of Students With Learning Disabilities: Assistive Technology Knowledge, Perceptions, Interests, and Barriers. Journal of Special Education Technology, 35(4), 236-248.
•  
• Extra readings 
• Pollock, I., Murray, J., & Yeager, B. (2017). Brain jam: STEAM learning through neuroscience-themed game development. Paper presented at the Proceedings of the Second International Conference on Game Jams, Hackathons, and Game Creation Events, San Francisco, California, USA. -
• Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: a systematic evidence map. International Journal of Educational Technology in Higher Education, 17(1). -
• Olmos, E., Cavalcanti, J. F., Soler, J.-L., Contero, M., & Alcañiz, M. (2018). Mobile Virtual Reality: A Promising Technology to Change the Way We Learn and Teach. In S. Yu, M. Ally, & A. Tsinakos (Eds.), Mobile and Ubiquitous Learning: An International Handbook (pp. 95-106). Singapore: Springer Singapore. -
• Donoghue, G. M., & Horvath, J. C. (2016). Translating neuroscience, psychology and education: An abstracted conceptual framework for the learning sciences. Cogent Education, 3(1), 1267422. -
• Haq, F. S., & Elhoweris, H. (2013). Using assistive technology to enhance the learning of basic literacy skills for students with learning disabilities. International Journal of Social Sciences & Education, 3(4), 880-885.