This narrative inquiry study explored how five educators from a language-based neuroeducation program apply and assess neuroeducation-grounded approaches in the classroom, and investigated their perceptions of the challenges and merits of neuroeducation implementation. It synthesized research from the domains of neuroscience, cognitive psychology, and language theory, and applied Neuro-Semantic Language Learning Theory (NsLLT) as its underpinning. The study found that teachers’ self-efficacy, feelings of isolation coupled with a lack of greater buy-in, and mindset mismatch are barriers to neuroeducation implementation, whereas the ability to meet students’ needs, the established results witnessed by participants, and the opportunity for a paradigm shift are merits. This study adds to the existing body of research on a neuroeducation model predicated on language function.
Murphy, S. (2018, April). The promise and pitfalls of neuroeducation as a grounding for instructional practices. Presentation at the 2018 annual conference of the American Educational Research Association, New York City, NY.
CU Commons Citation
Murphy, Stephanie, "The promise and pitfalls of neuroeducation as a grounding for instructional practice" (2018). Education Faculty Research. 20.