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ABOUT THE AUTHOR
Kevin Kent
Kevin is a researcher in the Science of Learning and Educational Technology lab at Arizona State University’s Institute for the Science of Teaching and Learning. In 2015 he earned his Ed.M from the Harvard Graduate School of Education in Mind, Brain, and Education. Diagnosed with a reading disability in the 8th grade, he is particularly interested in research at the intersection of cognitive science, reading, and technology. As a former high school mathematics teacher he is passionate about conducting research that is relevant for K-12 and college classrooms. While not thinking about learning he is most likely to be found holding a racquet of some kind, usually on tennis and squash courts.
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ADHD adolescence attention autism book review boundary conditions classroom advice conference speakers constructivism/direct instruction creativity desirable difficulty development dual coding elementary school embodied cognition emotion evolution exercise experts and novices gender high school homework intelligence long-term memory math methodology middle school mind-wandering mindfulness Mindset motivation neuromyths neuroscience online learning parents psychology reading retrieval practice self-control skepticism sleep STEM stress technology working memoryRecent Comments
- Roberta on Seriously: What Motivates Teachers to Be Funny?
- Revisiting the "Handwriting vs. Laptops" Debate: More Moving Goalposts |Education & Teacher Conferences on Handwritten Notes or Laptop Notes: A Skeptic Converted?
- The Power Of A Growth Mindset: How Students Can Overcome Challenges - Sunshine Blessings on The Rise and Fall and Rise of Growth Mindset
- Goals, Failure, and Emotions: a Conceptual Framework |Education & Teacher Conferences on “Learning from Mistakes” vs. “Learning from Explanations”
- From Destruction to Rebuilding: Hope in Science’s Down Cycle on When Analogies Go Wrong: The Benefits of Stress?
ABOUT THE BLOG
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