Executive Function in Education
Second Edition
From Theory to Practice
Edited by Lynn Meltzer
HardcoverPaperbacke-bookprint + e-book
Hardcover
orderFebruary 19, 2018
ISBN 9781462534555
Price: $68.00 396 Pages
Size: 6" x 9"
Paperback
orderFebruary 20, 2018
ISBN 9781462534531
Price: $45.00396 Pages
Size: 6" x 9"
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Jane Holmes Bernstein, PhD, Department of Psychiatry, Boston Children’s Hospital, and Harvard Medical School, Boston, Massachusetts
Laurie E. Cutting, PhD, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee
Samantha G. Daley, EdD, Warner School of Education and Human Development, University of Rochester, Rochester, New York
Martha Bridge Denckla, MD, Developmental Cognitive Neurology, Kennedy Krieger Institute, Baltimore, Maryland
Julie Dunstan-Brewer, PhD, reFLEXions, The Reading Clinic, Pembroke, Bermuda
Howard Gardner, PhD, Graduate School of Education, Harvard University, Cambridge, Massachusetts
Steve Graham, EdD, Mary Lou Fulton Teachers College, Arizona State University, Phoenix, Arizona
Karen R. Harris, EdD, Mary Lou Fulton Teachers College, Arizona State University, Phoenix, Arizona
Neena M. Hudson, MS, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee
Tami Katzir, PhD, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
Jennifer E. Kong, PhD, School of Education, University of New Mexico, Albuquerque, New Mexico
Kalyani Krishnan, MA, Department of Applied Psychology, Northeastern University, Boston, Massachusetts
E. Mark Mahone, PhD, Department of Neuropsychology, Kennedy Krieger Institute, Baltimore, Maryland
Vered Markovich, MA, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
Linda H. Mason, PhD, Division of Special Education and Disability Research, Graduate School of Education, George Mason University, Fairfax, Virginia
Debra McKeown, PhD, Department of Educational Psychology and Special Education, Georgia State University, Atlanta, Georgia
Lynn Meltzer, PhD, Institutes for Learning and Development (ILD and ResearchILD), Lexington, Massachusetts
Meghan Miller, PhD, Department of Psychiatry and Behavioral Sciences and the MIND Institute, University of California, Davis, Davis, California
Seana Moran, EdD, Hiatt School of Psychology, Clark University, Worcester, Massachusetts
Natalie Olinghouse, PhD, Center for Behavioral Research and Education, University of Connecticut, Storrs, Connecticut
Sally Ozonoff, PhD, Department of Psychiatry and Behavioral Sciences and the MIND Institute, University of California, Davis, Davis, California
Bethany N. Roditi, PhD (retired), Institute for Learning and Development (ILD), Lexington, Massachusetts
David H. Rose, EdD (retired), CAST, Wakefield, Massachusetts
Jonathan D. Scheff, MEd, MS, School of Medicine, Vanderbilt University, Nashville, Tennessee
Patricia L. Schetter, PhD, MIND Institute, University of California, Davis, Davis, California
Andrei Semenov, MA, Institute of Child Development, University of Minnesota, Minneapolis, Minnesota
Michal Shany, PhD, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
Judith A. Stein, PhD, Institute for Learning and Development (ILD), Lexington, Massachusetts
Joan Steinberg, MEd, Institute for Learning and Development (ILD), Lexington, Massachusetts
H. Lee Swanson, PhD, Department of Educational Psychology, Graduate School of Education, University of California, Riverside, Riverside, California
Mary Tarsha, MEd, Department of Psychology and Human Development, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee
Einat Tesler, MA, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
Deborah P. Waber, PhD, Department of Psychiatry, Boston Children’s Hospital, and Harvard Medical School, Boston, Massachusetts
Philip David Zelazo, PhD, Institute of Child Development, University of Minnesota, Minneapolis, Minnesota
Laurie E. Cutting, PhD, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee
Samantha G. Daley, EdD, Warner School of Education and Human Development, University of Rochester, Rochester, New York
Martha Bridge Denckla, MD, Developmental Cognitive Neurology, Kennedy Krieger Institute, Baltimore, Maryland
Julie Dunstan-Brewer, PhD, reFLEXions, The Reading Clinic, Pembroke, Bermuda
Howard Gardner, PhD, Graduate School of Education, Harvard University, Cambridge, Massachusetts
Steve Graham, EdD, Mary Lou Fulton Teachers College, Arizona State University, Phoenix, Arizona
Karen R. Harris, EdD, Mary Lou Fulton Teachers College, Arizona State University, Phoenix, Arizona
Neena M. Hudson, MS, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee
Tami Katzir, PhD, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
Jennifer E. Kong, PhD, School of Education, University of New Mexico, Albuquerque, New Mexico
Kalyani Krishnan, MA, Department of Applied Psychology, Northeastern University, Boston, Massachusetts
E. Mark Mahone, PhD, Department of Neuropsychology, Kennedy Krieger Institute, Baltimore, Maryland
Vered Markovich, MA, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
Linda H. Mason, PhD, Division of Special Education and Disability Research, Graduate School of Education, George Mason University, Fairfax, Virginia
Debra McKeown, PhD, Department of Educational Psychology and Special Education, Georgia State University, Atlanta, Georgia
Lynn Meltzer, PhD, Institutes for Learning and Development (ILD and ResearchILD), Lexington, Massachusetts
Meghan Miller, PhD, Department of Psychiatry and Behavioral Sciences and the MIND Institute, University of California, Davis, Davis, California
Seana Moran, EdD, Hiatt School of Psychology, Clark University, Worcester, Massachusetts
Natalie Olinghouse, PhD, Center for Behavioral Research and Education, University of Connecticut, Storrs, Connecticut
Sally Ozonoff, PhD, Department of Psychiatry and Behavioral Sciences and the MIND Institute, University of California, Davis, Davis, California
Bethany N. Roditi, PhD (retired), Institute for Learning and Development (ILD), Lexington, Massachusetts
David H. Rose, EdD (retired), CAST, Wakefield, Massachusetts
Jonathan D. Scheff, MEd, MS, School of Medicine, Vanderbilt University, Nashville, Tennessee
Patricia L. Schetter, PhD, MIND Institute, University of California, Davis, Davis, California
Andrei Semenov, MA, Institute of Child Development, University of Minnesota, Minneapolis, Minnesota
Michal Shany, PhD, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
Judith A. Stein, PhD, Institute for Learning and Development (ILD), Lexington, Massachusetts
Joan Steinberg, MEd, Institute for Learning and Development (ILD), Lexington, Massachusetts
H. Lee Swanson, PhD, Department of Educational Psychology, Graduate School of Education, University of California, Riverside, Riverside, California
Mary Tarsha, MEd, Department of Psychology and Human Development, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee
Einat Tesler, MA, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
Deborah P. Waber, PhD, Department of Psychiatry, Boston Children’s Hospital, and Harvard Medical School, Boston, Massachusetts
Philip David Zelazo, PhD, Institute of Child Development, University of Minnesota, Minneapolis, Minnesota