Educators' work in a value-laden profession is interwoven into the seams of our society. Parents, pupils, oversight agencies, and peers make up the fabric of daily classroom practices. A global view of our nation's classrooms reveals a noticeable absence in education design and implementation - thoughtful and systematic inclusion of scientific knowledge to guide practice. Sylwester (1995) identified that educators do not have the freedom to wait for results of research to guide their classroom practices. Students who fit societal profiles of highly motivated, having strong family support, and belonging to secure homes fare better in our educational system. Educators face the frustrating reality of their students' widely varying knowledge and support base. A review of where cognitive research has been, how it validates some currently successful educational practices, and where it is heading can stir debate. This review summarizes historical and current forays into cognitive neuroscientific research and pedagogical practices from books, observations, and current professional journals.
|School:||The University of Toledo|
|School Location:||United States -- Ohio|
|Source:||MAI 57/06M(E), Masters Abstracts International|
|Keywords:||Classroom application, Cognitive neuroscience, Educational reform|
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