The problem addressed by the study was a lack of research on principal’s perceptions of brain-based learning and the potential impact on classroom instruction. The purpose of this study was to determine the association between the principal’s perceptions of brain-based learning and instruction at their schools. The following research has been conducted using a qualitative paradigm. A case study involved a focus group of 12 principals and additional interviews with four of those principals. The qualitative data were thematically coded to provide information on patterns and practices within a variety of schools in the area. The findings offer the educational field insight on the impact principals’ perceptions have on brain-based learning to improve student learning and teaching practices. The data collected support that a school principal’s perception of brain-based learning directly affects the implementation of brain-based education in the school. School principals perceived brain-based learning activities as successful; implications are the continued use of brain-based learning in schools as well as professional development.
","abstract_html":"<p>The problem addressed by the study was a lack of research on principal’s perceptions of brain-based learning and the potential impact on classroom instruction. The purpose of this study was to determine the association between the principal’s perceptions of brain-based learning and instruction at their schools. The following research has been conducted using a qualitative paradigm. A case study involved a focus group of 12 principals and additional interviews with four of those principals. The qualitative data were thematically coded to provide information on patterns and practices within a variety of schools in the area. The findings offer the educational field insight on the impact principals’ perceptions have on brain-based learning to improve student learning and teaching practices. The data collected support that a school principal’s perception of brain-based learning directly affects the implementation of brain-based education in the school. School principals perceived brain-based learning activities as successful; implications are the continued use of brain-based learning in schools as well as professional development.</p>","abstract_has_math":false,"creators":["Godman, Tami Hudson"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Counseling, Foundations & Leadership","degree_department":null,"school":null,"contributors":["Dr. Robert Waller","Dr. Michael Richardson","Dr. Christopher Garretson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-12-01T08:00:00Z","date_published":"2019-12-01T08:00:00Z","updated_at":"2026-07-24T01:45:01Z","subjects":["Brain-Based Learning","Principals","Perceptions","Curriculum and Instruction","Educational Leadership","Educational Psychology"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/315","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Robert Waller","Dr. Michael Richardson","Dr. Christopher Garretson"]},{"key":"dc:creator","label":"Author","values":["Godman, Tami Hudson"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-12-10T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Counseling, Foundations & Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Brain-Based Learning","Principals","Perceptions","Curriculum and Instruction","Educational Leadership","Educational Psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/315"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The problem addressed by the study was a lack of research on principal’s perceptions of brain-based learning and the potential impact on classroom instruction. The purpose of this study was to determine the association between the principal’s perceptions of brain-based learning and instruction at their schools. The following research has been conducted using a qualitative paradigm. A case study involved a focus group of 12 principals and additional interviews with four of those principals. The qualitative data were thematically coded to provide information on patterns and practices within a variety of schools in the area. The findings offer the educational field insight on the impact principals’ perceptions have on brain-based learning to improve student learning and teaching practices. The data collected support that a school principal’s perception of brain-based learning directly affects the implementation of brain-based education in the school. School principals perceived brain-based learning activities as successful; implications are the continued use of brain-based learning in schools as well as professional development.
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