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ERIC Number: ED502612
Record Type: Non-Journal
Publication Date: 2008-Aug
Pages: 74
Abstractor: As Provided
The Changed Brain: Teacher Awareness of Traumatic Brain Injury and Instruction Methods to Enhance Cognitive Processing in Mathematics
Stahl, Judith M.
Online Submission
Traumatic brain injury (TBI) has come to subjugate and exert its authority on education as some survivors re-enter the academic arena. A key component of a TBI student's academic success is dependent upon a teacher's awareness of the TBI learner and a willingness to modify curriculum to promote the uniqueness of the changed brain and therefore, increase the TBI student's probability of academic success in mathematics. This researcher examined teacher awareness of the manifestation, causes, symptoms, and treatments of TBI as it relates to educating TBI students in a mathematics classroom setting. Additionally, this researcher attempted to extend research regarding the extent to which mathematics teachers are willing to improve their awareness and methods of teaching, and to attend professional development opportunities. The results of this survey indicated that 68% of the teachers surveyed retain an adequate basic knowledge of TBI. The survey also indicated a willingness of mathematics teachers to pursue educational offerings to improve their awareness and to address the needs of TBI students in their classroom. Finally, the survey indicated a lack of support by school administration to support teachers' efforts through professional offerings or supplementary resources to aid them in their delivery of instruction. (Six appendixes are included: (1) Informed Consent Form; (2) Acknowledgement and Consent Form; (3) Survey; (4) Final Summary; (5) Bar Graphs--Participant Basic Knowledge; and (6) Bar Graphs--Teacher Response. (Contains 4 figures and 27 tables.) [Master's Thesis, Marygrove College.]
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A