By: Ryan Wlodek, P.h.D | Abstract
The purpose of this study was to explore the perspectives of teachers and students on the effectiveness of brain-based teaching and learning strategies that engage the brain. The focus of this study was on eighth grade teachers and eighth grade students in one Midwest school district. The research methodology was a convergent mixed methods case study. Qualitative data were collected through individual interviews with teachers and focus group interviews with students. Quantitative data were collected through teacher and student surveys in which study participants rated the effectiveness of specific brain-based teaching and learning strategies. Qualitative and quantitative data were collected to explore the perspectives of teachers and students related to the effectiveness of brain-based strategies that engage the brain. It was also used to determine what brain-based strategies assist eighth grade students with learning. Results indicated that physical movement, social interaction, adjusting physical aspects of the classroom/school environment, emotion, and repetition are effective teaching and learning strategies and assist eighth grade students with learning. Although causation was not possible, correlations with brain research were established.
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