Tracey Tokuhama-Espinosa

Tracey loves teaching and currently leads the Harvard University Extension School course on the Neuroscience of Learning: An Introduction to Mind, Brain, Health and Education (Psyce 1609), a global survey on topics using a transdisciplinary lens to identify risk and protective factors in individual’s lives.

She specializes in workshops with students, teachers, administrators and parents in three broad areas: (a) learning sciences (mind, brain, and education science); (b) multilingualism; and (c) research skills and critical thinking. Her most current publications join John Hattie’s findings with educational neuroscience and cognitive psychology to explain why certain teacher interventions work (see Making Classrooms Better: 50 practical applications of mind, brain, and education science).

Tracey offers dozens of workshops around the world each year, and prefers conducting them in a flipped format. She sends the core video presentation to her audience before the face-to-face encounter so that when the physical visit occurs, participants can delve more deeply and personally into the information.

If you are interested in a workshop with Tracey, please have a look at the list below and get in contact!

A list of possible workshops from Tracey can be downloaded here.

Tag: 2008

29 Apr 2015 0 Category: Papers (unpublished) 1569 Hits

The hyperlink to my dissertation can be found in the following way:

Hyperlink to:

Tokuhama-Espinosa, T. (Jul 2008). The Scientifically Substantiated Art of Teaching: A Study in the Development of Standards in the New Academic Field of Neuroeducation (Mind, Brain, and Education Science). Dissertation (PhD), Capella University, Minnesota. AAT 3310716; 624 pages; Abstract Full Text - PDF (14.9 MB)

6 Apr 2015 0 Category: Blog 1124 Hits

Boletín: Actuar en Mundos Plurales

4 Apr 2015 0 Category: Workshop 750 Hits

Recommended citation (APA):

Tokuhama-Espinosa, T. (2008 oct). El Santo Grial de la enseñanza: Lograr que los alumnos piensan críticamente [Power Point]. Universidad San Francisco de Quito, profesores de Colegio de Administración y Desarrollo. Documento no publicado.

4 Apr 2015 0 Category: Workshop 647 Hits

Recommended citation (APA):

Tokuhama-Espinosa, T. (2008 oct). Lo que todo adolescente debe saber sobre su propio cerebro [Power Point]. Quito, Ecuador: Academia Naval Conocoto. Documento no publicado.

4 Apr 2015 0 Category: Workshop 670 Hits

Recommended citation (APA):

Tokuhama-Espinosa, T. (2008 sep). The scientifically substantiated art of teaching: a study in the development of standards in the new academic field of neuroeducation (Mind, Brain, and Education Science) [Power Point]. Primer Foro Internacional de Neurociencia Aplicada en la Educación, 6 de septiembre de 2008. Monterrey, México: Asociación de Neurociencia Integral Aplicada (ANIA). Unpublished document.

1 Apr 2015 0 Category: Blog 1326 Hits

When we decide to pursue literacy skills in more than one language we are adding years to the total time it takes to master a second or third language. Having accepted that, we also know that learning to read is an exciting time in a child’s life, and doing this in more than one language is doubly or triply so. Something that zealous parents should remember, however, is that whereas speaking more than one language is widespread (most of the world does so), reading and writing skills in more than one language are not as common. To make matters even more complex, learning to read and learning to write are complimentary but distinct skills in the brain. The following is a summary of key ideas related to multiliteracy skills.

About Tracey

Tracey is a globally recognized educational leader who professes the philosophy that change starts with one: one student, one teacher.


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