Attentional Decision Making: Exploring How Attentional Understanding Translates into Instructional Strategies

Autor/in	Wray, Kimberly Diane
Titel	Attentional Decision Making: Exploring How Attentional Understanding Translates into Instructional Strategies
Quelle	(2022), (258 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Johnson University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-7906-6085-6
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Teachers; Decision Making; Teaching Methods; General Education; Attention; Teaching Experience; Educational Strategies + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Decision-making; Entscheidungsfindung; Teaching method; Lehrmethode; Unterrichtsmethode; Allgemein bildendes Schulwesen; Allgemeinbildung; Aufmerksamkeit; Lehrstrategie
Abstract	This qualitative phenomenological study explored elementary educators' attentional decision-making experiences to learn how their understanding translated into their instructional strategies within their general education classrooms in a rural Midwest school corporation. The underlying research question was: How do elementary educators understand attention as having influenced their instructional strategies? The significance of attention in the learning process requires educators to make continuous decisions about instructional strategies and management of attention. Scientific advances have generated knowledge about attention networks that may inform attentional decision making and engender effective brain-based strategies from which educators may choose. This inquiry focused on eight educators' experiences to learn the reasoning behind their attentional decision making and gain insight into the factors influencing the selection and implementation of their instructional strategies. Data were analyzed and compared to existing literature by incorporating an attention network model and brain-based strategies to see how it aligned with attentional knowledge. Twelve themes emerged and revealed the deeper meaning of the educators' experiences that may inform future attentional decision making. Through a process of trial and error, the educators found brain-based strategies satisfied their students' needs and attentional systems periodically; however, this study found significance in the intentionality of their choices. Educators can use knowledge from learning sciences to design strategies capitalizing on how the brain attends to support learning and enhance pedagogy. Findings from this qualitative phenomenological study provided a basis for future research and contributed to the broader knowledge base of attention, brain-based strategies, and attentional decision making. [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