Date of Conferral
Jennifer L. Rounds-Bryant
In the era of this 21st Century, there are numerous known and unknown causes of reading impairments which have destructively affected elementary school students. Some causes are linguistic, and others are nonlinguistic. Lack of research on how previous teaching methods and experiences in implementing brain-based teaching (BBT) strategies became critically important, and were the concerns for this study. Developed by Hart's brain-based learning (BBL) theory together with other BBL theorists such as Jensen and Caine, the purpose of this qualitative study was to observe and explore the implementation of BBT strategies from 4 distinct second-grade participant teachers/subjects, located at the school district of a southwestern state. With the research questions focused on brain-based knowledge, BBT paradigms and brain-based implementation of teaching strategies, data from the cross-case synthesis and analyses of participant subjects' interviews, classroom observations, interactive journals, and other sources related to the study were processed and analyzed to address the research questions. Findings indicated that participant subjects perceived positive experiences of the implementation of BBT strategies in a way that enhanced their teaching qualities and improved students' reading impairments. The results of this study will likely contribute to positive social change by raising awareness for effective teaching and learning as well as promoting implementing BBT strategies in all teaching and learning environments. The results of this study may promote positive change in education, aim to improve brain-based teachers' enthusiasm and self-efficacy, and reduced students' reading impairments.
NguyenGUYEN, Tong Ba, "Second-Grade Teachers' Brain-based Teaching Strategies for Struggling Readers" (2018). Walden Dissertations and Doctoral Studies. 5385.