{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/124201"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/124201","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Educational neuroscience and EFL instruction in higher education in Israel: English teachers’ beliefs in neuromyths and their reported impact on teaching practices","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","abstract_has_math":false,"creators":["Goldberg, Algina (Leah)"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Kalantzis, Mary","Cope, William","Lane, H. Chad","Zhang, Jinming"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-05","date_published":"2024-05","updated_at":"2026-07-22T22:25:00Z","subjects":["Educational Neuroscience","Neuromyths","Efl","Teacher Beliefs","Teaching Practices","Higher Education","Israel"],"languages":["en","eng"],"rights":["Copyright 2024 Algina Goldberg"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/124201","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kalantzis, Mary","Cope, William","Lane, H. Chad","Zhang, Jinming"]},{"key":"dc:creator","label":"Author","values":["Goldberg, Algina (Leah)"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024-05","2024-03-14"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Neuroscience","Neuromyths","Efl","Teacher Beliefs","Teaching Practices","Higher Education","Israel"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2024 Algina Goldberg"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/124201"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","The student, Algina Goldberg, accepted the attached license on 2024-03-07 at 05:06.","The student, Algina Goldberg, submitted this Dissertation for approval on 2024-03-07 at 05:29.","This Dissertation was approved for publication on 2024-03-14 at 11:13.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20234 on 2024-09-16 at 00:33:10","The growing interest in educational neuroscience gave rise to the so-called neuromyths or false beliefs about the brain (Dekker et al., 2012; Pasquinelli, 2012). While the prevalence of neuromyths among teachers has been established around the world, the research on the proliferation of neuromyths among English teachers specifically is limited, and non-existent in Israel. This study used a mixed methods design to explore the beliefs in the most popular neuromyths and their impact on English language instruction in higher education in Israel. The data were collected via an online survey (n=37) and in-depth interviews (n=16) using voluntary response sampling. The results revealed that despite the high rate of belief in neuromyths, they had little impact on teaching practices. Knowledge about the brain was used to enhance memory, metacognition, provide different input modes, attend to emotions, and help students with learning disabilities. This study concluded that the introduction of educational neuroscience into the English classroom depends on teacher training that imparts practical, observable practices and the efforts to investigate the link between beliefs about the brain and teaching practices."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Educational neuroscience and EFL instruction in higher education in Israel: English teachers’ beliefs in neuromyths and their reported impact on teaching practices"]}]}],"canonical_facts":{"dc:contributor":["Kalantzis, Mary","Cope, William","Lane, H. Chad","Zhang, Jinming"],"dc:creator":["Goldberg, Algina (Leah)"],"dc:date":["2024-05","2024-03-14"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","The student, Algina Goldberg, accepted the attached license on 2024-03-07 at 05:06.","The student, Algina Goldberg, submitted this Dissertation for approval on 2024-03-07 at 05:29.","This Dissertation was approved for publication on 2024-03-14 at 11:13.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20234 on 2024-09-16 at 00:33:10","The growing interest in educational neuroscience gave rise to the so-called neuromyths or false beliefs about the brain (Dekker et al., 2012; Pasquinelli, 2012). While the prevalence of neuromyths among teachers has been established around the world, the research on the proliferation of neuromyths among English teachers specifically is limited, and non-existent in Israel. This study used a mixed methods design to explore the beliefs in the most popular neuromyths and their impact on English language instruction in higher education in Israel. The data were collected via an online survey (n=37) and in-depth interviews (n=16) using voluntary response sampling. The results revealed that despite the high rate of belief in neuromyths, they had little impact on teaching practices. Knowledge about the brain was used to enhance memory, metacognition, provide different input modes, attend to emotions, and help students with learning disabilities. This study concluded that the introduction of educational neuroscience into the English classroom depends on teacher training that imparts practical, observable practices and the efforts to investigate the link between beliefs about the brain and teaching practices."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/124201"],"dc:language":["en","eng"],"dc:rights":["Copyright 2024 Algina Goldberg"],"dc:subject":["Educational Neuroscience","Neuromyths","Efl","Teacher Beliefs","Teaching Practices","Higher Education","Israel"],"dc:title":["Educational neuroscience and EFL instruction in higher education in Israel: English teachers’ beliefs in neuromyths and their reported impact on teaching practices"],"dc:type":["text"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:00Z"}