The purpose of this study was to investigate teachers' knowledge and use of brain-based practices, as well as identification of brain-based practices currently practiced among six volunteer teachers. Qualitative and quantitative research methods were used for this study. Data for this research was collected in three phases. This first phase involved administering a Faculty Survey to all teachers in each school and the random selection of three volunteer teachers at each school to participate in an interview and two, thirty-minute classroom observations. The second phase of this study consisted of gathering data from the volunteer teachers' interviews and classroom observations. Based on data gathered during the interview and classroom observations, each volunteer teacher was provided an Instructional Approach Rubric to assist her/his future monitoring and adjustment of instructional practices to clearly reflect brain-based learning principles. The third phase involved triangulating the data from the Faculty Survey, the volunteer teachers' interviews, and classroom observations. This data provided a broad perspective of teachers' knowledge and use of brain-based instructional practices. Based on the conclusions of this study and current research concerning improving instructional strategies, critical elements of a sustainable, systemic process for supporting school-wide implementation of brain-based strategies was determined.
","abstract_html":"<p>The purpose of this study was to investigate teachers' knowledge and use of brain-based practices, as well as identification of brain-based practices currently practiced among six volunteer teachers. Qualitative and quantitative research methods were used for this study. Data for this research was collected in three phases. This first phase involved administering a Faculty Survey to all teachers in each school and the random selection of three volunteer teachers at each school to participate in an interview and two, thirty-minute classroom observations. The second phase of this study consisted of gathering data from the volunteer teachers' interviews and classroom observations. Based on data gathered during the interview and classroom observations, each volunteer teacher was provided an Instructional Approach Rubric to assist her/his future monitoring and adjustment of instructional practices to clearly reflect brain-based learning principles. The third phase involved triangulating the data from the Faculty Survey, the volunteer teachers' interviews, and classroom observations. This data provided a broad perspective of teachers' knowledge and use of brain-based instructional practices. Based on the conclusions of this study and current research concerning improving instructional strategies, critical elements of a sustainable, systemic process for supporting school-wide implementation of brain-based strategies was determined.</p>","abstract_has_math":false,"creators":["Kasper, Virginia M."],"institution":null,"degree_name":"Doctor of Education in Curriculum Studies","degree_level":"Dissertation (restricted to Georgia Southern)","degree_discipline":"Department of Curriculum, Foundations, and Reading","degree_department":null,"school":null,"contributors":["Jane A. Page","Susan Franks","Patrick Novotny"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-01-01T08:00:00Z","date_published":"2004-01-01T08:00:00Z","updated_at":"2026-07-24T02:28:00Z","subjects":["ETD","Brain-based learning","Rural education","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Assessment, Evaluation, and Research","Educational Methods"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd_legacy/180","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jane A. 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Qualitative and quantitative research methods were used for this study. Data for this research was collected in three phases. This first phase involved administering a Faculty Survey to all teachers in each school and the random selection of three volunteer teachers at each school to participate in an interview and two, thirty-minute classroom observations. The second phase of this study consisted of gathering data from the volunteer teachers' interviews and classroom observations. Based on data gathered during the interview and classroom observations, each volunteer teacher was provided an Instructional Approach Rubric to assist her/his future monitoring and adjustment of instructional practices to clearly reflect brain-based learning principles. The third phase involved triangulating the data from the Faculty Survey, the volunteer teachers' interviews, and classroom observations. This data provided a broad perspective of teachers' knowledge and use of brain-based instructional practices. Based on the conclusions of this study and current research concerning improving instructional strategies, critical elements of a sustainable, systemic process for supporting school-wide implementation of brain-based strategies was determined.
"]},{"key":"dc:title","label":"Title","values":["Supporting Brain-Based Education: A Study Investigating Instructional Practices of Rural Elementary Teachers"]}]}],"canonical_facts":{"dc:contributor":["Jane A. Page","Susan Franks","Patrick Novotny"],"dc:creator":["Kasper, Virginia M."],"dc:date.available":["1970-01-01T08:00:00Z"],"dc:description.abstract":["The purpose of this study was to investigate teachers' knowledge and use of brain-based practices, as well as identification of brain-based practices currently practiced among six volunteer teachers. Qualitative and quantitative research methods were used for this study. Data for this research was collected in three phases. This first phase involved administering a Faculty Survey to all teachers in each school and the random selection of three volunteer teachers at each school to participate in an interview and two, thirty-minute classroom observations. The second phase of this study consisted of gathering data from the volunteer teachers' interviews and classroom observations. Based on data gathered during the interview and classroom observations, each volunteer teacher was provided an Instructional Approach Rubric to assist her/his future monitoring and adjustment of instructional practices to clearly reflect brain-based learning principles. The third phase involved triangulating the data from the Faculty Survey, the volunteer teachers' interviews, and classroom observations. This data provided a broad perspective of teachers' knowledge and use of brain-based instructional practices. Based on the conclusions of this study and current research concerning improving instructional strategies, critical elements of a sustainable, systemic process for supporting school-wide implementation of brain-based strategies was determined.
"],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd_legacy/180"],"dc:subject":["ETD","Brain-based learning","Rural education","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Assessment, Evaluation, and Research","Educational Methods"],"dc:title":["Supporting Brain-Based Education: A Study Investigating Instructional Practices of Rural Elementary Teachers"],"thesis:degree_discipline":["Department of Curriculum, Foundations, and Reading"],"thesis:degree_level":["Dissertation (restricted to Georgia Southern)"],"thesis:degree_name":["Doctor of Education in Curriculum Studies"]},"updated_at":"2026-07-24T02:28:00Z"}