A brain-targeted teaching framework: modeling the intended change in professional development to increase knowledge of learning sciences research and influence pedagogical change in K-12 public classrooms

Research in the learning sciences continues to evolve with ongoing technological advancements that allow for a deeper understanding of brain function. Studies of brain activity are being used to explore, classify, and explain learning processes. The benefits of such research can serve to inform and guide education in ways previously not possible. However, disconnectedness between science and education creates a barrier to the improvement of pedagogy. Educators' lack of knowledge and understanding of brain-based research and its implications can stifle the necessary evolution of learning in the classroom. The purpose of this explanatory sequential mixed methods study was to explore the integration of the Brain-targeted Teaching (BTT) Model in professional development for educators and to examine the subsequent transference and pedagogical influence in the classroom. Data collection methods included a pre-session and immediate post-session survey, as well as a follow up delayed post-session survey and semi-structured interviews 4-6 weeks after the learning session. Forty-four K-12 public school educators participated in the study. Analysis of data yielded three major findings substantiated by sub-findings. The study suggested an increase in educator awareness and knowledge of BBL and BTT concepts as well as an increase in application of BTT strategies in the classroom. The keys findings and results emphasized the need for a deeper partnership between the science of learning and practical experiences in the classroom. The convergence of science and education is a necessary partnership as learning sciences research continues to expand and inform the design of instruction.Ed.D., Educational Leadership and Management -- Drexel University, 201