Author

Katelyn Blake

Date of Award

2021

Document Type

Doctoral Dissertation

Degree Name

Education, Ed.D.

Department

Education

First Advisor

Ellyn Arwood

Second Advisor

Julie Kalnin

Fourth Advisor

Jackie Waggoner

LC Subjects

Education, Secondary; Student-centered learning; Inclusive education

Abstract

In 2019, a career and technical education (CTE) school in the Pacific Northwest created and implemented a school-wide intervention system based on the principles of learning from the Neurosemantic Language Learning Theory (NsLLT), called the Neuroeducation Intervention System (NIS). The NIS focused on conceptual learning by providing inclusive, conceptual, language-based interventions to any student at the CTE school. This single case study investigated in what ways the NIS, a school-wide intervention system that focuses on conceptual learning, is effective. Institutional data were collected, and interviews were conducted to provide the data for this study. These measures, including staff perceptions, program completion (retention), industry certification (achievement measured by grades), and appropriate behavior (discipline referrals) were analyzed to show changes from with the implementation of the NIS. The results of the study indicated that even amidst a pandemic, the NIS was effective in maintaining or improving student success factors through student-centered instruction and language-based interventions. The implication of this study for high schools is that when teachers understand the role of conceptual learning and language-based interventions it is possible to create inclusive learning environments that improve student success with a limited number of staff on an intervention team. This research provides a contribution to the literature on tiered intervention systems by presenting an option for a neuroeducational basis for conceptual learning rather than behavior-based frameworks.

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