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Article
In Recognition [of Maria Montessori]
Available from: JSTOR
Publication: Bulletin of the National Association for Nursery Education, vol. 6, no. 2
Date: Winter 1951
Pages: 28
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Language: English
ISSN: 2334-4024
Article
Empathy is the mother of invention: Emotion and cognition for creativity in the classroom
Available from: SAGE Journals
Publication: Improving Schools, vol. 25, no. 1
Date: 2022
Pages: 4-21
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Abstract/Notes: According to the age-old proverb from Plato’s Republic: necessity is the mother of invention, the main motivation for creating new discoveries is the need for them. However, as well as the necessity factor, we argue that a very important aspect that influences invention and creativity is the empathy factor. This mixed methods research investigated the impact of empathy instruction on the social and emotional skills of creativity in the UK Design and Technology (D&T) classroom. Pupils in year 9 (aged 13 to 14 years) from two schools were assessed for their creativity levels using the Torrance Test of Creative Thinking (TTCT) both at the start and at the end of the academic school year. In the intervening period, whereas the control school continued as normal with its usual D&T lessons, the intervention school’s D&T lessons were replaced by a creativity tuition kit called Designing Our Tomorrow (DOT), which involves instruction in empathising. Pupils from year 7 (aged 11 to 12 years) in a third school were given the DOT task alone and interviewed about their experiences of it. Results showed that unlike the control school, whose emotional and cognitive creative scores in fact decreased over time, the intervention school increased in its levels of emotional and cognitive creativity, as measured by the TTCT. These quantitative as well as the subsequent qualitative interview findings and pupils’ portfolios suggest that creativity can be taught and particularly via instruction that advocates the importance of empathising with the subject matter. The findings are discussed in relation to the need for a holistic approach to teaching, where social, emotional and cognitive dimensions of teaching and learning are needed to complete and enhance the learning experience for the D&T classroom and beyond.
Language: English
ISSN: 1365-4802
Article
Emotion Recognition Development: Preliminary Evidence for an Effect of School Pedagogical Practices
Available from: ScienceDirect
Publication: Learning and Instruction, vol. 69
Date: 2020
Pages: 101353
Comparative education, Europe, Neuroscience, Switzerland, Western Europe
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Abstract/Notes: While emotion recognition is shaped through social interactions from a child's early years through at least late adolescence, no emphasis has thus far been given to the effects of daily experiences at school. We posited that enriched, more diverse, and less competitive social interactions fostered by some pedagogical practices may contribute to emotion recognition processes in children. Here, we investigated differences in emotion recognition among schoolchildren experiencing the Montessori versus traditional practices. Children performed two tasks; one measuring the impact of social context on fear-surprise perception, and one measuring their bias toward happiness or anger. Results suggest that children experiencing traditional practices show a higher sensitivity to fear-recognition, while children attending Montessori schools show a higher integration of social cues and perceive expressions of happiness for longer durations. Such preliminary findings call for replication and further research to determine which pedagogical features from the Montessori method may explain these effects.
Language: English
DOI: 10.1016/j.learninstruc.2020.101353
ISSN: 0959-4752
Article
Choice, Competition, and Cognition: How Arizona Charter School Leaders Interpret and Respond to Market Pressures
Available from: Taylor and Francis Online
Publication: Peabody Journal of Education, vol. 95, no. 4
Date: 2020
Pages: 1-18
Americas, North America, United States of America
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Abstract/Notes: A key goal of school choice policies is to generate competition between schools, which should theoretically drive school leaders to improve their programs to attract and retain students. However, few studies examine how principals actually perceive and define competition. This article empirically examines school leaders’ conceptions of competition and their strategic behaviors using cognitive frameworks from new institutional theory, including sensemaking theory. Drawing on data from qualitative interviews with 30 charter school leaders in Arizona, we explore how leaders’ cognitive understandings of competition influence their actions in an educational “marketplace.” We find charter school leaders make meaning of “competition” in different ways, influenced by their local contexts and their conceptions of what actions are legitimate. Our work suggests that it is important to study the meanings of competition to school leaders, as it has important implications for schools’ competitive responses and, ultimately, student outcomes. Our work has important implications for policy makers seeking to expand school choice as it sheds light on how competition works in practice, with implications for equity and access.
Language: English
DOI: 10.1080/0161956X.2020.1800174
ISSN: 0161-956X
Article
Multisensory Gains in Simple Detection Predict Global Cognition in Schoolchildren
Available from: Nature
Publication: Scientific Reports, vol. 10, no. 1
Date: Feb 4, 2020
Pages: Article 1394
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Abstract/Notes: The capacity to integrate information from different senses is central for coherent perception across the lifespan from infancy onwards. Later in life, multisensory processes are related to cognitive functions, such as speech or social communication. During learning, multisensory processes can in fact enhance subsequent recognition memory for unisensory objects. These benefits can even be predicted; adults’ recognition memory performance is shaped by earlier responses in the same task to multisensory – but not unisensory – information. Everyday environments where learning occurs, such as classrooms, are inherently multisensory in nature. Multisensory processes may therefore scaffold healthy cognitive development. Here, we provide the first evidence of a predictive relationship between multisensory benefits in simple detection and higher-level cognition that is present already in schoolchildren. Multiple regression analyses indicated that the extent to which a child (N = 68; aged 4.5–15years) exhibited multisensory benefits on a simple detection task not only predicted benefits on a continuous recognition task involving naturalistic objects (p = 0.009), even when controlling for age, but also the same relative multisensory benefit also predicted working memory scores (p = 0.023) and fluid intelligence scores (p = 0.033) as measured using age-standardised test batteries. By contrast, gains in unisensory detection did not show significant prediction of any of the above global cognition measures. Our findings show that low-level multisensory processes predict higher-order memory and cognition already during childhood, even if still subject to ongoing maturation. These results call for revision of traditional models of cognitive development (and likely also education) to account for the role of multisensory processing, while also opening exciting opportunities to facilitate early learning through multisensory programs. More generally, these data suggest that a simple detection task could provide direct insights into the integrity of global cognition in schoolchildren and could be further developed as a readily-implemented and cost-effective screening tool for neurodevelopmental disorders, particularly in cases when standard neuropsychological tests are infeasible or unavailable.
Language: English
DOI: 10.1038/s41598-020-58329-4
ISSN: 2045-2322
Article
IMAC Meetings Support US Government 'Recognition'
Publication: Montessori Observer, vol. 15, no. 3
Date: Sep 1994
Pages: 1
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Language: English
ISSN: 0889-5643