Date of Award
2012
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Abraham S. Fischler College of Education
Advisor
Kathleen McLaughlin
Committee Member
Tony Bright
Committee Member
Ronald P. Kern
Keywords
4BELS, academic achievement, brain-based learning, case study, differentiated instruction, instructional strategies, learning environment, multiple intelligences, positive learning environment, preschool education, professional development, qualitative research, teacher attitudes, teacher collaboration, teacher surveys, teachers
Abstract
The purpose of this qualitative case study was to explore the ways in which the use of the Four Brain-Essential Learning Steps (4BELS) may impact preschool teachers in the development of instructional strategies that create a positive learning environment. For the purpose of this study, a positive learning environment was defined as emotionally safe, of high quality, and using differentiated instructional strategies.
This study sought to answer the following research questions:
1. What factors should be considered when exploring the ability of preschool teachers to implement new instructional strategies using the 4BELS to create a positive learning environment?
2. What components of the 4BELS impact teachers’ ability to develop new instructional strategies and their plans to create a positive learning environment?
3. Does professional development give teachers a better understanding of the 4BELS in order to overcome the barriers they face when planning to create a positive learning environment?
A positive learning environment has been defined as an emotionally safe and differentiated classroom. This assessment of a positive learning environment included observations and discussions on instructional strategies with cooperative-learning activities, student choices, opportunities for students to understand curricular concepts according to their learning-style preferences, and student ability, in independent and group-activity work, to use multiple intelligences and talents to apply the concepts of the curricular goals.