Thinking

about Thinking:
Potentials for Improving Cognitive Engagement in within the
Department of Youth Services
Ashley Muraczewski
University of Connecticut
April 29,2015
In the juvenile justice environment student engagement is a constant
struggle. Through surveyed information and student focus groups it was gathered
that students more highly report both behavioral and emotional engagement over
cognitive. How might instructors create an environment that fosters holistic student
engagement while confined to a naturally restrictive system? The simplest method
would be to directly introduce students to concepts such as mindfulness and
metacognition, but this may feel forced for some students and deter them from
practice of such methods. Student focus group data suggests that student outcome
and engagement is far greater when there is a sense of teacher engagement as well.
One specific way to address this comprehensive classroom issue is to introduce
simple activities that allow students to express moments of disequilibrium in order
to receive necessary feedback and create open communication with classroom staff.

Sociocultural and Individual Constructivism

IF students are given the opportunity to

vocalize thought, THEN they will implicitly
improve metacognitive skills.

Mindfulness & Metacognition Exercises

Ashley Muraczewski is a first year Masters Degree student in the Cognition,
Instruction, & Learning Technology (CILT) program of the Educational Psychology
Department at the University of Connecticut. Prior to joining the CILT program
Ashley received her undergraduate degree in Psychology from Saint Anselm College
after which she worked as a content developer for the Evaluation Systems Group of
Pearson. Ashley is currently working as a research assistant for the Collaborative for
Educational Services where her work focuses on creating effective evaluation tools
for various educational services throughout Western Massachusetts.
Contact: Ashley Muraczewski ashley.muraczewski@uconn.edu