Articles liés à Whole Brain Learning Theory In Education

Whole Brain Learning Theory In Education - Couverture souple

Schulz, Joyce Diane

 
9781456760717: Whole Brain Learning Theory In Education
Couverture souple
ISBN 10 : 1456760718 ISBN 13 : 9781456760717
Editeur : AuthorHouse, 2011

Synopsis

The purpose of this Master Thesis at Argosy University in December 2010 was to identify dominant learning modalities, as understood by the nine Multiple intelligences of Dr. Howard Gardner (Garner, 1993), the intelligences of right/left-brain dominance processing fields leading to whole brain theory in education. It can be called the Balanced Whole Learner, Whole Mind/Open mind learning methods. The brain dominance seems to be part of the Multiple Intelligence preference fields (Connell, 1996). Fifty secondary students, ten diverse adult learners, two administrators and eight teachers were part of the surveys done through 2009-2010. At the back of the text are diagnostic surveys, a potential interested person can take to determine their dominant learning styles. The questions that were asked was whether or not the adult learner or students were aware of the learning style preferences, and did they want to be aware of them. The second focus was did their heritage, language, culture, educational level, or gender affect their learning style preferences? The researcher found positive data that supports these issues. The other information supports that brain dominance, MI theories are interwoven within each other as a composite Whole Brain Learning Theory. The text gives resources, findings and recommendations on how it can be implemented in a public school learning environment. The modalities can be integrated into a composite whole, and not separate categories, but an interwoven process to discover a person's brain processing. This is a valuable resources for an administrator, teacher, student, and adults to understand their unique method of processing information called the Whole Brain Learning Theory of education.

Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.

Présentation de l'éditeur

The purpose of this Master Thesis at Argosy University in December 2010 was to identify dominant learning modalities, as understood by the nine Multiple intelligences of Dr. Howard Gardner (Garner, 1993), the intelligences of right/left-brain dominance processing fields leading to whole brain theory in education. It can be called the Balanced Whole Learner, Whole Mind/Open mind learning methods. The brain dominance seems to be part of the Multiple Intelligence preference fields (Connell, 1996). Fifty secondary students, ten diverse adult learners, two administrators and eight teachers were part of the surveys done through 2009-2010. At the back of the text are diagnostic surveys, a potential interested person can take to determine their dominant learning styles. The questions that were asked was whether or not the adult learner or students were aware of the learning style preferences, and did they want to be aware of them. The second focus was did their heritage, language, culture, educational level, or gender affect their learning style preferences? The researcher found positive data that supports these issues. The other information supports that brain dominance, MI theories are interwoven within each other as a composite Whole Brain Learning Theory. The text gives resources, findings and recommendations on how it can be implemented in a public school learning environment. The modalities can be integrated into a composite whole, and not separate categories, but an interwoven process to discover a person's brain processing. This is a valuable resources for an administrator, teacher, student, and adults to understand their unique method of processing information called the Whole Brain Learning Theory of education.

Biographie de l'auteur

Joyce Diane Schulz MAed, BA has been a public school educator for over 30 years, and now a Consultant in Whole Brain Theory of Education for the struggling learner. She has developed a system of learning which supports all ages and subjects that makes learning fun. It does not matter how old or young you are, her program can help you find greater joy in learning and life. Contact joyceds@live.com.

Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.

Éditeur
AuthorHouse
Date d'édition
2011
Langue
anglais
ISBN 10 
1456760718
ISBN 13 
9781456760717
Reliure
Broché
Nombre de pages
72
Coordonnées du fabricant
non disponible
Personne responsable
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