Dissertation/Thesis Abstract

Engaging Cognitive Neurosciences in the Classroom
by Vasquez-Cropper, Marie, M.Ed., The University of Toledo, 2004, 51; 10835986
Abstract (Summary)

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.

Indexing (document details)
Advisor: Regimbal, Celia
School: The University of Toledo
Department: Physical Education
School Location: United States -- Ohio
Source: MAI 57/06M(E), Masters Abstracts International
Subjects: Physical education
Keywords: Classroom application, Cognitive neuroscience, Educational reform
Publication Number: 10835986
ISBN: 9780355971712
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