Principals' Perceptions of Brain-Based Learning

<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>

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Counseling, Foundations & Leadership

Year dc:date.available

2019

Author dc:creator

• Godman, Tami Hudson

Contributors dc:contributor

• Dr. Robert Waller
• Dr. Michael Richardson
• Dr. Christopher Garretson

• Brain-Based Learning
• Principals
• Perceptions
• Curriculum and Instruction
• Educational Leadership
• Educational Psychology

Language dc:language

English

Repository record dc:identifier

https://csuepress.columbusstate.edu/theses_dissertations/315

OAI identifier oai:identifier

oai:csuepress.columbusstate.edu:theses_dissertations-1317