ABSTRACT
As the brain develops from infancy through adulthood, it learns to make intentional decisions and to control emotions with significant changes occurring during adolescence. Young adolescents need teachers who understand the ways in which their brains are changing and their decision-making capacities are evolving so that they can experience productive, effective learning environments. This chapter explores the ways in which three disciplines (cognitive neuroscience, psychology, and educational pedagogy) influence varied understandings of developmentally appropriate practices in middle level education with specific connections to what the young adolescents themselves think, say, and feel.
