<P>About the Editors and Contributors</P><P></P><P>Foreword</P><I><P>Michael Thomas</P></I><P></P><P>Introduction: The <I>BrainCanDo</I> Approach to Teaching and Learning </P><I><P>Julia Harrington, Jonathan Beale, Amy Fancourt and Catherine Lutz</P></I><P></P><B><P>Part 1: Controversies and Applications</P></B><P></P><P>Chapter 1: Educational Neuroscience and Educational Neuroscientism </P><P><EM>Jonathan Beale</EM></P><P></P><P>Chapter 2: How BrainCanDo has been Applied at Queen Anne's School</P><P><EM>Gill Little</EM> </P><P></P><B><P>Part 2: Becoming a Successful Learner</P></B><P></P><P>Chapter 3: Developing Character Education in Schools: An Evidence-based Approach</P><P><EM>Iro Konstantinou and Jonnie Noakes</EM> </P><P></P><P>Chapter 4: The Impact of Working Memory and Learning Difficulties in the Classroom</P><P><EM>Amy Fancourt and Joni Holmes</EM></P><P></P><B><P>Part 3: Motivation</P></B><P></P><P>Chapter 5: Motivational Contagion in Education</P><P><EM>Laura Burgess, Patricia Riddell</EM> <EM>and </EM><EM>Kou Murayama </EM></P><P></P><P>Chapter 6: Mindset and Motivation: An Introduction to Potential Influences on Academic Achievement</P><P><EM>Catherine Lutz</EM></P><P></P><P>Chapter 7: Using an Executive Function-focused Approach to Build Self-regulation, Metacognition and Motivation in All Learners</P><P><EM>Laurie Faith, Bettina Hohnen, Victoria Bagnall and Imogen Moore-Shelley</EM></P><B><P></P><P>Part 4: Well-being</P></B><P></P><P>Chapter 8: Sleepy Teens in the Classroom</P><P><EM>Frances Le Cornu Knight</EM></P><P></P><P>Chapter 9: Gratitude, Subjective Well-being and Prosociality: Implications for Adolescence and Education</P><P><EM>Sarah A. Buckingham and Joseph O. L. Buckingham</EM></P><P></P><B><P>Part 5: Subject-specific Research</P></B><P></P><P>Chapter 10: Brain and Cognitive Development During Adolescence: Implications for Science and Mathematics Education </P><P><EM>Annie Brookman-Byrne and Iroise Dumontheil</EM><B> </P></B><P></P><P>Chapter 11: The Impact of Music on Adolescents' Cognitive and Socio-emotional Learning</P><P><EM>Daniel Müllensiefen and Peter Harrison</EM></P><I><P></P><P>Index</P></I>