Applied Educational Neuroscience in Elementary Classrooms: A Grounded Theory Study

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Autor/in	Dennis, Sheila R.
Titel	Applied Educational Neuroscience in Elementary Classrooms: A Grounded Theory Study
Quelle	(2018), (217 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Indiana University - Purdue University Indianapolis
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-0842-6
Schlagwörter	Hochschulschrift; Dissertation; Neurosciences; Classroom Environment; Administrator Attitudes; Teacher Attitudes; Student Attitudes; Elementary Schools; Grade 4; Grade 5; Anatomy; Emotional Response; Self Control; Classroom Techniques; Student Characteristics; Instruction; School Safety; Educational Environment; Resilience (Psychology); Student Behavior; Readiness; Student Empowerment; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Neuroscience; Neurowissenschaften; Neurowissenschaft; Klassenklima; Unterrichtsklima; Lehrerverhalten; Schülerverhalten; Elementary school; Grundschule; Volksschule; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Anatomie; Emotionales Verhalten; Selbstbeherrschung; Klassenführung; Teaching process; Unterrichtsprozess; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Student behaviour; Studienberechtigung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Educational neuroscience (EN) is a transdisciplinary convergence of neurosciences, education, and psychology that has gained international momentum. Its purpose is to advance the application of neurosciences in P-12 education as a way to improve the design of instructional environments and practices that support the multidimensional social, affective, and cognitive learning needs of students. The potential integration of EN practices into school settings affects educators and school social workers who promote positive school climates and address barriers to learning. Despite the ascension of scholarly discourse proposing the integration of neuroscience knowledge with education practices, a shared conceptual framework remains elusive for the emergent discipline, and the translation of EN into education practices is unexamined. A constructivist grounded theory study was conducted to investigate the emerging conceptualization of EN practices and implications for promoting a positive classroom climate. Data collection included semi-structured interviews with two administrators, three teachers, and 48 students as well as four classroom observations from three different fourth and fifth grade classrooms in a US Midwest city. The data analyses generated a conceptual model that revealed how EN practices unfolded in the classroom to facilitate the co-creation of a positive classroom climate. The data indicated that a humanistic organizational structure facilitated the EN practice implementation, and the teacher's regulatory state was central to the application process. Five themes emerged that characterized EN practices: teaching neuroanatomy, reflecting on emotions, self-regulating, adapting classroom boundaries, and honoring the whole student. Interactions resulting from these practices aligned with four established climate dimensions: teaching and learning, structure of the learning environment, safety, and relationships. The resulting classroom climate contributed to students' resiliency, as observed by reduced office referrals, readiness to learn, empowered decision-making, greater empathy, and enhanced social connectedness. Findings from this study support a conceptual model for the application of EN practices in elementary classrooms and align with existing research that suggests positive climates promote healthy development, social-emotional learning, and academic success. The results of this study will inform future translational EN inquiry as well as educators and school social workers who seek to co-create positive classroom climates using transdisciplinary EN practices. [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	2020/1/01