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作者 Hoge, Pamela Thompson
書名 The integration of brain-based learning and literacy acquisition
國際標準書號 0493893091
book jacket
說明 225 p
附註 Source: Dissertation Abstracts International, Volume: 63-11, Section: A, page: 3884
Adviser: Joyce E. Many
Thesis (Ph.D.)--Georgia State University, 2002
Statement of the problem. The theory of brain-based learning stresses that human beings learn best when taught in such a way that their brains are most receptive. However, typical instructional settings too often provide learning experiences in which students are passive learners, taught to recite rote dates and facts. There has been little research in an actual classroom setting on the implications of the brain-based learning paradigm and how this setting affects students' learning growth, achievement, and enjoyment, particularly in the field of literacy. The purpose of this study was to generate a description and interpretation of how a kindergarten/first grade teacher used brain-based learning strategies to encourage and support her students as readers and writers
Method. The setting for this study was a small suburban elementary school. The research methodology adhered to in this investigation was consistent with naturalistic design and techniques. The major data sources included extensive fieldnotes from classroom observations, interviews and questionnaires with participants, and artifacts collected from the teacher and her students. Focused observations began in April 2001 and continued through February, 2002. During this period, the researcher was a participant observer who established the role of researcher while maintaining the role of teacher in the school setting
Findings. In analyzing the data from this study, the students' perceptions of themselves as readers and writers were almost uniformly positive. The major findings of this investigation include the importance of brain-based instructional strategies in establishing a supportive, risk-free environment for learning. It was found that the teacher's use of these strategies encouraged student literacy learning through positive, motivational techniques and actions. An implication from this study is that brain-based instructional techniques facilitate the development of positive literacy experiences for elementary school students and motivate them as readers and writers. By using brain-based methods, teachers, in collaboration with administrators, can improve conditions and practices which lead to student literacy
School code: 0079
DDC
Host Item Dissertation Abstracts International 63-11A
主題 Education, Language and Literature
Education, Reading
Education, Elementary
Education, Curriculum and Instruction
0279
0535
0524
0727
Alt Author Georgia State University
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