Motivating Gifted, Defiant, and Unconvinced Students to Succeed at The John Dewey Academy

By Bratter Thomas E.   Bratter Carole J.   Coiner Nancy L.   Kaufman Danielle S.   Steiner Kenneth M.  

Ethical Human Psychology and Psychiatry, Vol. 8, Iss. 1, 2006-03 ,pp. : 7-16

Springer Publishing Company

Access to resources Recommend Favorite

A Review of: “John van Wyhe. Phrenology and the Origins of Victorian Scientific Naturalism .”

By Flesher Mary Mosher  

Journal of the History of the Neurosciences, Vol. 14, Iss. 2, 2005-06 ,pp. : 183-186

Taylor & Francis Ltd

Access to resources Recommend Favorite

The John Dewey Academy for Talented, Troubled, and Troublesome Teens: Nine Guiding Principles, Part II

By Bratter Thomas Edward  

Ethical Human Psychology and Psychiatry, Vol. 11, Iss. 3, 2009-12 ,pp. : 149-164

Springer Publishing Company

Access to resources Recommend Favorite

Rejection of Psychotropic Medicine and DSM–IV Nomenclature Produce Positive Outcomes for Gifted, Alienated, and Dually Diagnosed John Dewey Academy Students Who Were Self-Destructive: Part I

By Bratter Thomas Edward  

Ethical Human Psychology and Psychiatry, Vol. 11, Iss. 1, 2009-04 ,pp. : 16-28

Springer Publishing Company

Access to resources Recommend Favorite

Naturalism's Perils, Naturalism's Promises: A Comment on Appiah's Experiments in Ethics

By Weinberg Jonathan  

Neuroethics, Vol. 3, Iss. 3, 2010-11 ,pp. : 215-222

Springer Publishing Company

Access to resources Recommend Favorite