The influence of the educators' brain dominance on their teaching strategies : the case of elementary teachers (Record no. 20094)

MARC details
000 -LEADER
fixed length control field 02352nam a2200241Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191210141146.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Kamel, Noha
Miscellaneous information Master School Management and Educational Leadership
245 14 - TITLE STATEMENT
Title The influence of the educators' brain dominance on their teaching strategies : the case of elementary teachers
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Notre Dame University.Humanities
Date of publication, distribution, etc. 2010
300 ## - PHYSICAL DESCRIPTION
Extent 107 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Teachers may prefer to use one brain hemisphere over the other. The purpose of the thesis was to study the influence of brain hemisphere dominance on teaching strategies. The participants were sixty elementary teachers purposively selected from English and French speaking schools in the Kesserwan, Jbeil, and Metn areas in Lebanon. It was hypothesized that teachers with the right brain dominance preference would significantly include more whole brain teaching strategies in their lesson plans than those of left brain dominance. The data was quantitatively analyzed using chi-square to determine the teaching strategies used by the participants in their lesson plans. The chi-square test showed significant difference between the left brain and the right brain teachers when choosing their preferred teaching strategies; the research hypothesis was accepted fo X² (2, N=60) = 5.789,p<.05. The data was also qualitatively analyzed by tabulating the answers received from the in-depth interview. The in-depth interview gave evidence and support to the research hypothesis. It was conclued that teachers should try to integrate strategies that trigger both brain hemispheres even though they and their students have brain dominance. Students should be provided with a rich environment that helps connect and develop the neurons, and this environment could be provided by teachers using whole brain strategies. Limitations of the study and suggestions for future research were also discussed.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle primaire
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Elementary Education
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Performance professionnel
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Professional performance
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element الاداء المهني
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة الابتدائية
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=89792">http://search.shamaa.org/FullRecord?ID=89792</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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