About this paper

Appears in:
Pages: 8736-8755
Publication year: 2017
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.0642

Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain

NEUROSCIENCE FOUNDATIONS IN TEACHER PROFESSIONAL DEVELOPMENT DELIVERS UNEXPECTED ADAPTIVE EXPERTISE OUTCOMES

K. O'Mahony1, C. McQuinn2, J. Williamson3, N. Abe4, H. Buckland3, S. Cunningham3

1Institute for Connecting Neuroscience with Teaching and Learning (UNITED STATES)
2Puget Sound ESD (UNITED STATES)
3University of Washington, School of Nursing (UNITED STATES)
4University of Washington, College of Education (UNITED STATES)
This paper reports findings from a National Institutes of Health longitudinal study that introduced fundamentals of neuroscience to middle school teachers. Results offer immediate implications for how teachers teach and how adolescent students learn as a result of this intervention. In this timely study we deliver tangible findings to a growing field that connects neuroscience with teaching and learning. Theories in action are described and studies for future research are suggested. An interdisciplinary team implemented a learning sciences pedagogical model, which translated research in neuroscience into practice and strategies for incumbent middle school teachers (N=125) in a regional (Puget Sound) Educational Service District. Cumulative evidence is described in a mixed methods model that includes quantitative data and ethnographic descriptive data.

Findings illuminate tangible outcomes for teachers who received:
(i) a prescribed neuroscience course,
(ii) a follow-on tech-enabled PLC (Professional Learning Community) experience.

Three learning outcomes are reported here—findings, which appear to move the needle toward adaptive expertise for middle school teachers in adolescent classroom settings:
(i) all teachers gained relevant information relating to human anatomy and brain for adolescent learning,
(ii) all teachers used brain-centric pedagogic models that ‘made visible’ student attitudes in areas like ‘stress’ and ‘mindset’ in adolescent learning,
(iii) a knowledge of neuroscience principles impelled teachers to define an ‘edge’ to their teaching capacity with regard to classroom methodologies and theories--an edge that we describe as ‘adaptive’ expertise.

Future studies are suggested that focus on ideas for attenuating these particular outcomes in more in-depth studies that seek to increase teacher capacity and neuroscience footprint in classrooms beyond middle school.
@InProceedings{OMAHONY2017NEU,
author = {O'Mahony, K. and McQuinn, C. and Williamson, J. and Abe, N. and Buckland, H. and Cunningham, S.},
title = {NEUROSCIENCE FOUNDATIONS IN TEACHER PROFESSIONAL DEVELOPMENT DELIVERS UNEXPECTED ADAPTIVE EXPERTISE OUTCOMES},
series = {9th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN17 Proceedings},
isbn = {978-84-697-3777-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2017.0642},
url = {http://dx.doi.org/10.21125/edulearn.2017.0642},
publisher = {IATED},
location = {Barcelona, Spain},
month = {3-5 July, 2017},
year = {2017},
pages = {8736-8755}}
TY - CONF
AU - K. O'Mahony AU - C. McQuinn AU - J. Williamson AU - N. Abe AU - H. Buckland AU - S. Cunningham
TI - NEUROSCIENCE FOUNDATIONS IN TEACHER PROFESSIONAL DEVELOPMENT DELIVERS UNEXPECTED ADAPTIVE EXPERTISE OUTCOMES
SN - 978-84-697-3777-4/2340-1117
DO - 10.21125/edulearn.2017.0642
PY - 2017
Y1 - 3-5 July, 2017
CI - Barcelona, Spain
JO - 9th International Conference on Education and New Learning Technologies
JA - EDULEARN17 Proceedings
SP - 8736
EP - 8755
ER -
K. O'Mahony, C. McQuinn, J. Williamson, N. Abe, H. Buckland, S. Cunningham (2017) NEUROSCIENCE FOUNDATIONS IN TEACHER PROFESSIONAL DEVELOPMENT DELIVERS UNEXPECTED ADAPTIVE EXPERTISE OUTCOMES, EDULEARN17 Proceedings, pp. 8736-8755.
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