An Investigation of the Use of Neuroeducation Instructional Strategies in Neurodiverse and Neurotypical Private Middle Schools

Autor/in	Porter, Julie
Titel	An Investigation of the Use of Neuroeducation Instructional Strategies in Neurodiverse and Neurotypical Private Middle Schools
Quelle	(2021), (117 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California Coast University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-7906-6424-3
Schlagwörter	Hochschulschrift; Dissertation; Middle Schools; Middle School Students; Private Schools; Educational Strategies; Memory; Psychological Patterns; Attention; Learner Engagement; Metacognition; Environment; Middle School Teachers; Grade 6; Grade 7; Grade 8; Student Diversity; Neurosciences; Brain + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Mittelschule; Mittelstufenschule; Middle schools; Student; Students; Schüler; Schülerin; Private school; Privatschule; Lehrstrategie; Gedächtnis; Aufmerksamkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Umwelt; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Neuroscience; Neurowissenschaften; Neurowissenschaft; Gehirn
Abstract	The purpose of the quantitative correlational study was to examine how educators utilize instructional strategies that align with how the brain learns in private middle schools for students with diagnosed learning differences (neurodiverse schools) and schools for students without diagnosed learning differences (neurotypical schools). The study examined the relationship between six domains of brain-compatible instruction (memory, emotion, environment, attention, engagement, and metacognition) with the instructional practices of private middle school teachers. The participants in the study consisted of 141 teachers who teach grades 6-8 in private middle schools. The sample consisted of 107 females and 34 males. To investigate the use of neuroeducation instructional strategies, teachers in both neurodiverse and neurotypical private middle schools completed one instrument. The survey gathered data from teachers on the types of brain researched instructional strategies used in the classroom and measured how often the strategies were applied. The present study built upon Todd C. McAteer's study "Connecting Brain Research to Classroom Learning: A Mixed Methods Study on How Teachers Apply Brain Research to Their Instruction." Cronbach alpha was used to examine the internal consistency of the domains. A repeated measures ANOVA, Pearson correlations, and independent sample t-tests were conducted to address the research questions and adjusted when the assumption of normality was not supported. The results indicate significant differences in the classroom instructional strategy domains amongst private middle school teachers. Also, the findings showed that positive correlations were present, and the results of t-tests were significantly different than one another, meaning that perceptions for classroom instructional strategies widely varied among the participants. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01