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The impact of recent brain research ...

Smith, Debra Ann Pellegrino.

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The impact of recent brain research on changing the instructional delivery of elementary teachers.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The impact of recent brain research on changing the instructional delivery of elementary teachers./
作者:	Smith, Debra Ann Pellegrino.
面頁冊數:	101 p.
附註:	Adviser: William T. Rebore.
Contained By:	Dissertation Abstracts International60-04A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9926978
ISBN:	9780599266872

The impact of recent brain research on changing the instructional delivery of elementary teachers.
Smith, Debra Ann Pellegrino.

The impact of recent brain research on changing the instructional delivery of elementary teachers. - 101 p.

Adviser: William T. Rebore.

Thesis (Ed.D.)--Saint Louis University, 1999.

These indicators were then placed into the three interactive models that described the brain-based principles as noted by researchers Caine and Caine with Instructional Approach 3, Instructional Approach 2 and Instructional Approach 1.

ISBN: 9780599266872Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

The impact of recent brain research on changing the instructional delivery of elementary teachers.
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245 1 4 $a The impact of recent brain research on changing the instructional delivery of elementary teachers.
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500 $a Source: Dissertation Abstracts International, Volume: 60-04, Section: A, page: 1003.
502 $a Thesis (Ed.D.)--Saint Louis University, 1999.
520 $a These indicators were then placed into the three interactive models that described the brain-based principles as noted by researchers Caine and Caine with Instructional Approach 3, Instructional Approach 2 and Instructional Approach 1.
520 $a A study was designed to measure the instructional delivery of six teachers in a northeastern Kansas school district. Three of the six teachers completed an intensive five-day workshop on current brain research during the summer of 1997, while the other three teachers received no formal training on the application of "brain-compatible" teaching. The researcher received the random sampling of subjects and was allowed to interview and observe the subjects over the 1997--1998 school year.
520 $a Observations were made in the classrooms of both trained and untrained teachers. By using brain-based criteria, assessment was made. A rubric was used with indicators from Costa and Garmstrom's Cognitive Coaching Model. Significant differences were obtained based on the indicators.
520 $a Among the trained teachers, the level of relaxed alertness and immersion was accomplished. Teachers trained in brain based principles averaged 100 points. All trained teachers had made their classrooms absent of threat and enabled their students to take risks. Indicators such as classroom arrangements, absent of sarcasm, negative feedback, the attentiveness of students, preparedness of students was overwhelmingly successful.
520 $a Immersion in a meaningful environment was seen by the variety of teaching strategies used and the attentiveness of students along with specific activities, such as allowing the students to have choices and the modality of preference. Only one of the three-trained teachers was consistent in allowing their students to self-reflect and to provide ongoing experiences for active processing. The other trained teachers were beginning to move this way, although the indicators report that their focus was on the low threat environment and allowing their students to be immersed in the learning environment.
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