In the last few decades, social and communicative curriculum has entered the classroom. Classroom environments are changing from traditional, row seating to pods and clusters that foster collaboration amongst students. The existence of social cognition as an educational tool is apparent, but the level of embodiment lacks documentation. This study looks to generate a focus on the existence of social cognition in education, specifically in middle school classrooms. As adolescents continue to form neural synapses surrounding social cognition, this study strives to bring attention to the progress of curriculum for neural development. Using classroom observations, teacher interviews, student interviews, and an electronic survey, this mixed method case study describes six classrooms and the perceptions of participants in these educational environments. Based on the findings of this study, it is suggested that the incorporation of social cognition into curriculum planning provides students with the opportunity to build comprehension and develop essential social skills for future success. In addition, it is suggested that educational opportunities are provided to teachers that express how students collect, store and apply communicative data. Lastly, the researcher encourages teachers to implement social activities that increase engagement and accommodate a variety of student needs and interests.
|Commitee:||Jackson, Teasha, Jensen, Debra|
|School:||Minot State University|
|School Location:||United States -- North Dakota|
|Source:||MAI 57/06M(E), Masters Abstracts International|
|Subjects:||Educational sociology, Education, Cognitive psychology|
|Keywords:||Communication, Middle school, Social cognition|
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