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Burgess, Laura G.; Riddell, Patricia M.; Fancourt, Amy; Murayama, Kou – Mind, Brain, and Education, 2018
This article provides an overview of research on social contagion in the context of education. We highlight the importance of students' social interactions in school, considering contagion between peers and contagion from teachers to students, using a motivation perspective. The framework of contagion is introduced broadly, followed by a focused…
Descriptors: Socialization, Interaction, Teacher Student Relationship, Behavior Change
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Yano, Kazuo – Mind, Brain, and Education, 2013
There is a missing link between our understanding of teaching as high-level social phenomenon and teaching as a physiological phenomenon of brain activity. We suggest that the science of human interaction is the missing link. Using over one-million days of human-behavior data, we have discovered that "collective activenes" (CA), which indicates…
Descriptors: Teaching Experience, Cognitive Processes, Cognitive Psychology, Social Psychology
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Watanabe, Katsumi – Mind, Brain, and Education, 2013
People tend to assimilate toward each other. Importantly, assimilations occur both explicitly and implicitly at various levels, ranging from low-level sensory-motor coordination to high-level conceptual mimicry. Teaching is often confused with simply one means of enhancing learning. However, as we shall see in the other articles in this issue,…
Descriptors: Interpersonal Relationship, Interaction, Teaching (Occupation), Behavior
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D'Andrea, Katherine Clunis – Mind, Brain, and Education, 2013
Teaching is an interaction. It is a relationship between my students and myself. For successful interactions to take place there needs to be trust. In order for my students to be successful I have to be successful as well. My students and I have to have a variety of interactions. These interactions build trust, which leads to bonding. I believe…
Descriptors: Master Teachers, Trust (Psychology), Social Cognition, Interaction
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Rodriguez, Vanessa – Mind, Brain, and Education, 2013
The teaching brain is a dynamic system that is in constant interaction with the learning brain. If we fail to explore the teaching brain we will continue to design educational reform policies that ignore the most important lens in the classroom: the teachers'. Master teachers recognize their perspective and leverage their teaching brains to embody…
Descriptors: Educational Change, Change Strategies, Teacher Improvement, Systems Approach
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Arndt, Petra A. – Mind, Brain, and Education, 2012
The design of learning spaces is rightly gaining more and more pedagogical attention, as they influence the learning climate and learning results in multiple ways. General structural characteristics influence the willingness to learn through emotional well-being and a sense of security. Specific structural characteristics influence cognitive…
Descriptors: Educational Environment, Child Development, Cognitive Processes, Interaction
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Battro, Antonio M.; Fischer, Kurt W. – Mind, Brain, and Education, 2012
Computers are everywhere, and they are transforming the human world. The technology of computers and the Internet is radically changing the ways that people learn and communicate. In the midst of this technology-driven revolution people need to examine the changes to analyze how they are altering interaction and human culture. The changes have…
Descriptors: Conflict, Interaction, Longitudinal Studies, Internet
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van Geert, Paul; Steenbeek, Henderien – Mind, Brain, and Education, 2008
Immordino-Yang's description of the unexpected recovery of 2 boys with severe brain trauma is an example of the interplay between the plasticity of the brain and the plasticity of the context. It highlights the dynamics of "wants and cans" and the specific role of motivation in this dynamic. As an example of how this dynamic can evolve in…
Descriptors: Psychopathology, Adolescents, Interpersonal Relationship, Interaction