NotesFAQContact Us
Search Tips
ERIC Number: ED567191
Record Type: Non-Journal
Publication Date: 2016-Jun
Pages: 32
Abstractor: As Provided
The Neurosequential Model in Education and School Improvement
Walter, Shawna Lee
Online Submission
The purpose of this qualitative research assignment was to explore experiences with the early implementation stages of the Neurosequential Model in Education (NME) in an elementary classroom setting. Data gathered from four participant interviews, three elementary teachers and one educational assistant, revealed three categories surrounding the central phenomenon of early experiences in the implementation of the NME: (a) conceptualizing the NME, (b) initiating the NME, and (c) experiencing the NME. Findings indicated that participants experienced a change in classroom management philosophy and a new lens for looking at behaviour. The NME model increased teacher, educational assistant, and student knowledge about the brain, brain development, and the impact trauma has on the brain, and provided tools to help with student self-regulation, preparing the classroom atmosphere for improved learning. Equipped with knowledge and a plan of action, teachers can help children receive the necessary support and interventions to increase the possibility of their life-long success. Educators need to increase their awareness of the key principles of child development, brain function, and their knowledge of the effects of trauma on the brain to better understand the effects and develop strategies for effective intervention. Further research is needed to better understand the impact implementing the NME model has on the learning environment.
Publication Type: Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada