Julia Harrington is headmistress at Queen Anne's School and founder and chief executive officer of BrainCanDo. She has featured in and been interviewed by publications and media outlets including the Times, the Telegraph, the Guardian and the BBC.

Jonathan Beale is researcher-in-residence at Eton College, a research fellow for BrainCanDo and head of public speaking at Queen Anne's School. He is the co-editor of two books for Routledge: Wittgenstein and Scientism (2017) and Wittgenstein and Contemporary Moral Philosophy (forthcoming - 2022). He has published articles on philosophy and education in journals and media outlets, including theNew York Times.

Amy Fancourt is head of psychology at Queen Anne's School and director of research for BrainCanDo. She has published articles on psychology and education in journals, including Nature Scientific Reports, Frontiers, Psychomusicology, Impact and Mind, Brain and Education, and in media outlets, including the Times.

Catherine Lutz is training and development manager for BrainCanDo and a PhD candidate in psychology at the University of Essex, writing a doctoral thesis on the theme of the motivational role of pregame speeches in relation to elite athletic performance.

About the Editors and Contributors

Foreword

Michael Thomas

Introduction: The BrainCanDo Approach to Teaching and Learning

Julia Harrington, Jonathan Beale, Amy Fancourt and Catherine Lutz

Part 1: Controversies and Applications

Chapter 1: Educational Neuroscience and Educational Neuroscientism

Jonathan Beale

Chapter 2: How BrainCanDo has been Applied at Queen Anne's School

Gill Little

Part 2: Becoming a Successful Learner

Chapter 3: Developing Character Education in Schools: An Evidence-based Approach

Iro Konstantinou and Jonnie Noakes

Chapter 4: The Impact of Working Memory and Learning Difficulties in the Classroom

Amy Fancourt and Joni Holmes

Part 3: Motivation

Chapter 5: Motivational Contagion in Education

Laura Burgess, Patricia Riddell and Kou Murayama

Chapter 6: Mindset and Motivation: An Introduction to Potential Influences on Academic Achievement

Catherine Lutz

Chapter 7: Using an Executive Function-focused Approach to Build Self-regulation, Metacognition and Motivation in All Learners

Laurie Faith, Bettina Hohnen, Victoria Bagnall and Imogen Moore-Shelley

Part 4: Well-being

Chapter 8: Sleepy Teens in the Classroom

Frances Le Cornu Knight

Chapter 9: Gratitude, Subjective Well-being and Prosociality: Implications for Adolescence and Education

Sarah A. Buckingham and Joseph O. L. Buckingham

Part 5: Subject-specific Research

Chapter 10: Brain and Cognitive Development During Adolescence: Implications for Science and Mathematics Education

Annie Brookman-Byrne and Iroise Dumontheil

Chapter 11: The Impact of Music on Adolescents' Cognitive and Socio-emotional Learning

Daniel Müllensiefen and Peter Harrison

Index