Date of Award

2017

Document Type

Doctoral Dissertation

Degree Name

Education, Ed.D.

Department

Education

First Advisor

Dr. Kimberly Ilosvay

LC Subjects

Cognitive Psychology; Cognitive Science; Education; Education Psychology

Abstract

The purpose of this narrative inquiry study was to explore how educators from a language-based neuroeducation program apply and assess neuroeducation-grounded approaches in the classroom, and to investigate their perceptions of the challenges and merits of neuroeducation implementation. In order to understand the promise and pitfalls of neuroeducation as a grounding for instructional practices, this study sought to share the stories of educators on the frontlines of this nascent endeavor. It synthesized research from the domains of neuroscience, cognitive psychology, and language theory, and applied Neuro-Semantic Language Learning Theory (NLLT) as its underpinning. The research involved five educators, all of whom have taken neuroeducation coursework, begun embedding neuroeducation into their teaching practice to varying degrees, and teach in different capacities. Findings reveal that most participants rely on visual methods and gird their instructional practices with Neuro-Semantic Language Learning Theory, because they believe language mediates learning and cognition. Findings also indicate that the majority of participants utilize informal assessments to gauge the effectiveness of their neuroeducation-grounded approaches. The study finds that teachers’ self-efficacy, feelings of isolation coupled with a lack of greater buy-in, and mindset mismatch are barriers to neuroeducation implementation. As for the merits, the findings highlight the ability to meet students’ needs, the established results witnessed by participants, and the opportunity to effect a paradigm shift. This study further bridges the gap between theory and practice, and adds to the existing body of research on a neuroeducation model predicated on language function.

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