Manisha Nagpal
Biographic Data
| ID | 4609310 |
|---|---|
| NAME | Manisha Nagpal |
| GIVEN NAMES | Manisha |
| FAMILY NAME | Nagpal |
| SIGNATURE | NAGPAL M |
| AFFILIATIONS | The Ohio State University |
| ORCID | 0000-0002-2596-7600 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Reciprocal interactions between teachers’ instructional moves and students’ social reasoning during collaborative small group discussions
This study examined the moment-by-moment reciprocal relationships between teachers’ instructional moves and students’ social reasoning during collaborative small-group discussions. Social reasoning refers to students’ justification of knowledge and understanding of complex issues from the social world. Participants included 131 fifth-grade students and their teachers from two public schools. Students and teachers engaged in six weekly collaborati…
A Systematic Review of Mindfulness-Based School Interventions on Social Emotional Outcomes with Adolescents
Linking knowledge justification with peers to the learning of social perspective taking
The purpose of this study was to examine whether justifying one’s own social knowledge (moral, societal, psychological) toward complex social-moral issues through collaborative argumentation was associated with the improvement of social perspective taking for elementary students. A total of 129 5th graders (52% female, Mage = 10.98) from six classrooms in two public schools participated in six weekly collaborative small-group discussions to reaso…
Technology‐enhanced mindfulness‐based collaborative social reasoning to improve adolescents' social–emotional competencies
This study reports the preliminary efficacy of an innovative school-based, technology-enhanced social-emotional learning program called "mindfulness-based collaborative social reasoning" (MBCSR) for middle school students. MBCSR was developed by an interdisciplinary team of educational psychologists, mindfulness researchers, computer scientists, and health experts. We integrated the strengths of contemplative approaches, collaborative small group…
The Development of Early Adolescents’ Social Perspective Taking Through Small-Group Discussion
The current study examined the development of early adolescents’ social perspective taking (SPT) through collaborative small-group discussions. A total of 250 fifth-graders were assigned to three conditions, Collaborative Social Reasoning (CSR) discussions, Read-Aloud (RA) and Regular Instruction (RI). SPT was assessed before and after the intervention using an action-based argumentation essay task through a theory-driven coding scheme aiming at …
Shaping classroom social experiences through collaborative small‐group discussions
BACKGROUND: Students form interpersonal and intrapersonal classroom social experiences with peers. While diverse intervention programmes have been developed, few have integrated social-emotional learning into academic activities to maximize the potential for learning and development. AIMS: This study examined the effects of collaborative small-group discussions on students' classroom social experiences at the interpersonal and intrapersonal level…
Technology‐enhanced mindfulness‐based collaborative social reasoning to improve adolescents' social–emotional competencies
This study reports the preliminary efficacy of an innovative school-based, technology-enhanced social-emotional learning program called "mindfulness-based collaborative social reasoning" (MBCSR) for middle school students. MBCSR was developed by an interdisciplinary team of educational psychologists, mindfulness researchers, computer scientists, and health experts. We integrated the strengths of contemplative approaches, collaborative small group…
The Development of Early Adolescents’ Social Perspective Taking Through Small-Group Discussion
The current study examined the development of early adolescents’ social perspective taking (SPT) through collaborative small-group discussions. A total of 250 fifth-graders were assigned to three conditions, Collaborative Social Reasoning (CSR) discussions, Read-Aloud (RA) and Regular Instruction (RI). SPT was assessed before and after the intervention using an action-based argumentation essay task through a theory-driven coding scheme aiming at …
Shaping classroom social experiences through collaborative small‐group discussions
BACKGROUND: Students form interpersonal and intrapersonal classroom social experiences with peers. While diverse intervention programmes have been developed, few have integrated social-emotional learning into academic activities to maximize the potential for learning and development. AIMS: This study examined the effects of collaborative small-group discussions on students' classroom social experiences at the interpersonal and intrapersonal level…
Shaping classroom social experiences through collaborative small‐group discussions
BACKGROUND: Students form interpersonal and intrapersonal classroom social experiences with peers. While diverse intervention programmes have been developed, few have integrated social-emotional learning into academic activities to maximize the potential for learning and development. AIMS: This study examined the effects of collaborative small-group discussions on students' classroom social experiences at the interpersonal and intrapersonal level…
The Development of Early Adolescents’ Social Perspective Taking Through Small-Group Discussion
The current study examined the development of early adolescents’ social perspective taking (SPT) through collaborative small-group discussions. A total of 250 fifth-graders were assigned to three conditions, Collaborative Social Reasoning (CSR) discussions, Read-Aloud (RA) and Regular Instruction (RI). SPT was assessed before and after the intervention using an action-based argumentation essay task through a theory-driven coding scheme aiming at …
A Systematic Review of Mindfulness-Based School Interventions on Social Emotional Outcomes with Adolescents
Linking knowledge justification with peers to the learning of social perspective taking
The purpose of this study was to examine whether justifying one’s own social knowledge (moral, societal, psychological) toward complex social-moral issues through collaborative argumentation was associated with the improvement of social perspective taking for elementary students. A total of 129 5th graders (52% female, Mage = 10.98) from six classrooms in two public schools participated in six weekly collaborative small-group discussions to reaso…
Technology‐enhanced mindfulness‐based collaborative social reasoning to improve adolescents' social–emotional competencies
This study reports the preliminary efficacy of an innovative school-based, technology-enhanced social-emotional learning program called "mindfulness-based collaborative social reasoning" (MBCSR) for middle school students. MBCSR was developed by an interdisciplinary team of educational psychologists, mindfulness researchers, computer scientists, and health experts. We integrated the strengths of contemplative approaches, collaborative small group…
Reciprocal interactions between teachers’ instructional moves and students’ social reasoning during collaborative small group discussions
This study examined the moment-by-moment reciprocal relationships between teachers’ instructional moves and students’ social reasoning during collaborative small-group discussions. Social reasoning refers to students’ justification of knowledge and understanding of complex issues from the social world. Participants included 131 fifth-grade students and their teachers from two public schools. Students and teachers engaged in six weekly collaborati…
Psychology (5 works) · Developmental psychology (4 works) · Social Psychology (4 works) · Education and Critical Thinking Development (3 works) · Innovative Teaching and Learning Methods (3 works) · Argumentation theory (2 works) · Bullying, Victimization, and Aggression (2 works) · Epistemology (2 works) · Mathematics education (2 works) · Pedagogy (2 works)