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ERIC Number: ED563556
Record Type: Non-Journal
Publication Date: 2013
Pages: 101
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-3335-8
The Impact of Brain-Based Strategies: One School's Perspective
Hodges, Jane Allen
ProQuest LLC, Ed.D. Dissertation, Walden University
Research has shown student inattention, off-task behaviors, and lack of listening skills in the classroom can impact progress in reading, math, and language development. Lack of verbal interaction in home environments, variations in learning and teaching modalities, and larger class sizes contribute to the difficulties students have in developing listening skills and focused attention behaviors. To address this problem, Quantum Learning, a professional staff development program that teaches strategies to stimulate the brain and increase learning, was implemented in the subject school district. Cognitive psychology, which uses the understanding of the internal processes of the mind to understand the actions of people, was the theoretical framework for this study. When implemented in the classroom, the brain-based strategies of Quantum Learning should increase student achievement through better listening skills and reduced off-task behaviors. Twenty-three teachers and administrators at an elementary school responded to survey questions regarding which brain-based strategies from the Quantum Learning program were implemented and what impact the strategies had on the students' achievement as indicated by the benchmark testing. These data were analyzed using ANOVA and Cronbach's alpha. Although the ANOVA revealed no statistically significant differences in achievement when comparing levels of implementation and years of teaching experience, the findings nevertheless provide recommendations for school leaders to determine future professional staff development opportunities. Because 100% of participants indicated the strategies impact student learning, continued staff development was recommended. By increasing teachers' knowledge of brain-based strategies, student listening and on-task behaviors may be increased. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A