Brain-Based Learning and Classroom Practice: A Study Investigating Instructional Methodologies of Urban School Teachers

Autor/in	Morris, Lajuana Trezette
Titel	Brain-Based Learning and Classroom Practice: A Study Investigating Instructional Methodologies of Urban School Teachers
Quelle	(2010), (141 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Arkansas State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1097-0691-8
Schlagwörter	Hochschulschrift; Dissertation; Educational Strategies; Urban Schools; Teacher Surveys; Brain; Urban Teaching; Teaching Methods; Classroom Techniques; Educational Needs; Classroom Environment; Comparative Analysis; Teacher Characteristics; Correlation; Tennessee + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrstrategie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Gehirn; Urban education; Stadtteilbezogenes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Educational need; Bildungsbedarf; Klassenklima; Unterrichtsklima; Korrelation
Abstract	The purpose of this study was to examine the implementation of brain-based instructional strategies by teachers serving at Title I elementary, middle, and high schools within the Memphis City School District. This study was designed to determine: (a) the extent to which Title I teachers applied brain-based strategies, (b) the differences in application of brain-based strategies among Title I teachers, (c) the differences among the use of brain-based strategies and years of teaching experiences, and (d) the difference in the use of brain-based strategies among teachers with and without National Board Certification. The areas addressed in the literature review included: (a) a synopses of brain-based research, (b) instructional strategies and methods related to brain-based learning, (c) brain-compatible classrooms, (d) sensory contributions and learning, (e) physical movement and learning, and (f) leadership and implementation of brain-based strategies. This research supports the need for additional training in brain-based learning for Title I teachers. Data for this study was collected using a Teacher Survey that was sent to 460 teachers serving at Title I educators. This data provided a broad perspective regarding teachers' implementation of brain-based instructional practices in the classroom environment. Quantitative research methods were applied for this study. This research found that Title I elementary teachers applied more of the surveyed brain-based practices than Title I middle or high school teachers. Also, teachers with 0-10 years of experience used significantly fewer of the surveyed brain-based practices than teachers with more experience. The mean scores suggested that National Board Certified teachers used each of the surveyed brain-based practices more often than other Title I teachers. Future research should include: (a) an evaluation of the use of brain-based strategies in other large school districts including those in rural, suburban, and metropolitan areas; (b) investigation of the use of brain-based strategies across grade levels within a particular school; and (c) the examination of qualitative data such as interviews and observations. These methods should contribute to the current findings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10