Glenn Whitman directs the Center for Transformative Teaching and Learning at St. Andrew's Episcopal School where he also serves as the Dean of Studies for grades Preschool through 12th grade and teaches history. Glenn is a former Martin Institute for Teaching Excellence Fellow and author of Dialogue with the Past: Engaging Students and Meeting Standards through Oral History as well as co-editor of Think Differently and Deeply, the national publication of the CTTL. Glenn has also written numerous articles on translating MBE research into classroom practice such as, "Assessment and the Learning Brain" that can be found in Independent School magazine. He is also a blogger for Edutopia. Glenn earned his MALS from Dartmouth College and a BA from Dickinson College.

Dr. Ian Kelleher earned his bachelor of science degree in geochemistry from the University of Manchester and his PhD from the University of Cambridge, Churchill College. He is the head of Research for Center for Transformative Teaching and Learning, where he focuses on the development of projects measuring the effectiveness of research-informed strategies used by St. Andrew's teachers and students.

While highlighting classroom teachers as the experts on learning, Kelleher and Whitman underscore the importance of utilizing the strongest evidence in mind, brain and education science to inform one's practice.

To my knowledge there is no school in America, and no two educators more completely qualified and effective at translating the remarkable impacts of neuroscience down from the 30,000 foot level to 'what can we do in class tomorrow.'

Neuroteach combines important lessons from both cognitive psychology and neuroscience to draw useful, practical conclusions that will clarify not just what teachers should do in the classroom, but better understand the complexities of the science of learning.

This level of respect for the process of teaching and learning is sustained throughout the guide, providing its distinct voice and strengthening the authors' call to incorporate neuroscience with pedagogy.