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ERIC Number: ED514244
Record Type: Non-Journal
Publication Date: 2010
Pages: 141
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1097-0691-8
ISSN: N/A
Brain-Based Learning and Classroom Practice: A Study Investigating Instructional Methodologies of Urban School Teachers
Morris, Lajuana Trezette
ProQuest LLC, Ed.D. Dissertation, Arkansas State University
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.]
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
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I