Indiana University-Purdue University Indianapolis (IUPUI) / Educational neuroscience (EN) is a transdisciplinary convergence of
neurosciences, education, and psychology that has gained international momentum. Its
purpose is to advance the application of neurosciences in P-12 education as a way to
improve the design of instructional environments and practices that support the
multidimensional social, affective, and cognitive learning needs of students. The
potential integration of EN practices into school settings affects educators and school
social workers who promote positive school climates and address barriers to learning.
Despite the ascension of scholarly discourse proposing the integration of neuroscience
knowledge with education practices, a shared conceptual framework remains elusive for
the emergent discipline, and the translation of EN into education practices is unexamined.
A constructivist grounded theory study was conducted to investigate the emerging
conceptualization of EN practices and implications for promoting a positive classroom
climate.
Data collection included semi-structured interviews with two administrators, three
teachers, and 48 students as well as four classroom observations from three different
fourth and fifth grade classrooms in a US Midwest city. The data analyses generated a
conceptual model that revealed how EN practices unfolded in the classroom to facilitate
the co-creation of a positive classroom climate. The data indicated that a humanistic
organizational structure facilitated the EN practice implementation, and the teacher’s
regulatory state was central to the application process. Five themes emerged that characterized EN practices: teaching neuroanatomy, reflecting on emotions, selfregulating,
adapting classroom boundaries, and honoring the whole student. Interactions
resulting from these practices aligned with four established climate dimensions: teaching
and learning, structure of the learning environment, safety, and relationships. The
resulting classroom climate contributed to students’ resiliency, as observed by reduced
office referrals, readiness to learn, empowered decision-making, greater empathy, and
enhanced social connectedness.
Findings from this study support a conceptual model for the application of EN
practices in elementary classrooms and align with existing research that suggests positive
climates promote healthy development, social-emotional learning, and academic success.
The results of this study will inform future translational EN inquiry as well as educators
and school social workers who seek to co-create positive classroom climates using
transdisciplinary EN practices.
| Identifer | oai:union.ndltd.org:IUPUI/oai:scholarworks.iupui.edu:1805/17930 |
| Date | 11 1900 |
| Creators | Dennis, Sheila R. |
| Contributors | Lay, Kathy, Adamek, Margaret, Brown, James, Draucker, Claire, Glassburn, Susan |
| Source Sets | Indiana University-Purdue University Indianapolis |
| Language | en_US |
| Detected Language | English |
| Type | Dissertation |
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