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University of California, San Diego UNIVERSITY OF CALIFORNIA, SAN DIEGO CALIFORNIA STATE UNIVERSITY, SAN MARCOS Mind, Brain and Education as a Framework for Curricular Reform A dissertation submitted in partial satisfaction of the requirement for the degree Doctor of Education in Educational Leadership by Abigail L. Larrison Committee in Charge: California State University, San Marcos Professor Carol Van Vooren - Chair Professor Jennifer Jeffries University of California, San Diego Professor Amanda Datnow 2013 © Abigail L. Larrison 2013 All rights reserved The dissertation of Abigail L. Larrison is approved, and it is acceptable in quality and form for publication on microfilm and electronically: Chair University of California, San Diego California State University, San Marcos 2013 iii Dedication This dissertation is dedicated to all the students who struggle to be understood. May our education system grow to meet your expansive spirits. iv Epigraph The world is going to need all of the different kinds of minds to work together. We’ve got to work on developing all of these kinds of minds. You’ve got to show kids interesting stuff, and they’ve taken out the auto-shop class, and the drafting class, and the art class. I mean, art was my best subject in school. We’ve got to think about all these different kinds of minds, and we’ve got to absolutely work with these kinds of minds, because we are absolutely going to need these kinds of people in the future. Temple Grandin on TED Talks, February 2010 v Table of Contents Signature Page ................................................................................................................... iii Dedication .......................................................................................................................... iv Epigraph ...............................................................................................................................v Table of Contents ............................................................................................................... vi List of Tables .....................................................................................................................xv List of Figures ................................................................................................................. xvii Acknowldegements .......................................................................................................... xix Curriculum Vita .................................................................................................................xx Abstract of the Dissertation .......................................................................................... xxiii CHAPTER 1: Introduction .................................................................................................1 NCLB: A Default Philosophy of Education ..................................................................2 Schools in Crisis = Students in Crisis .............................................................................7 Developing a New Science of Education........................................................................8 MBE and Curricular Reform ........................................................................................10 Statement of the Problem ..............................................................................................12 Purpose Statement .........................................................................................................14 Research Questions .......................................................................................................15 Study Overview ............................................................................................................16 Significance of the Study ..............................................................................................18 Definitions of Terms…………………… ........................…………………………….19 CHAPTER 2: Literature Review ......................................................................................25 Section 1: A History of Brain Research in Education .................................................26 Stress, Hemispheric Specialization & Brain-Based Education…................………26 Enriched Environments & Critical Periods……............................................……..31 Neuroplasticity: The Fantastic Plastic Machine .....................................................33 Adult Neurogenesis: Look Ma, New Brain Cells! ..................................................35 Expanding Research & New Technologies .............................................................38 From Localization of Function to Dynamic Systems ..............................................39 Section 2: Understanding the Science of Learning ......................................................40 vi Primary Themes: Attention, Memory & Learning……………… ..............……...42 Secondary Themes: Emotion, Stress, Motivation & Circadian Rhythms ...............45 Tertiary Themes: Concept Formation, Creativity & Meaning ................................49 Development as a Meta-theme .................................................................................50 Section 3: Classroom Pedagogies Aligned with MBE ................................................52 Thematic Learning & Integrated Curriculum ..........................................................53 Embodied Cognition & Simulations ........................................................................55 Project Based Learning ............................................................................................59 Inquiry & the Process Approach ..............................................................................60 Play & the Arts.........................................................................................................62 Complete Curricular Models Aligned with MBE ....................................................64 The Steiner-Waldorf approach ............................................................................65 The International Baccalaureate approach ..........................................................70 Summary of Critical Pedagogies .............................................................................73 Section 4: MBE and Education Reform.......................................................................73 MBE as a Framework for Reform ...........................................................................74 Developing a New Role for Leadership...................................................................75 Conflict, Naysayers & the Fear of Reductionism ....................................................77 Building Bridges & the Creation of IMBES ............................................................79 MBE, NCLB & Social Justice .................................................................................81 Gaps in the Literature……………………………………...................……………82 CHAPTER 3: Methods ..............................................................................……………...84 Research Questions & Study Design ............................................................................84 Phase 1: Interviews with Multiple Stakeholders in MBE……………… .........….......85 Qualitative Description of the Participants ..............................................................87 Interview Procedure .................................................................................................88 Data Analysis: Descriptive Coding Zig-Zag Design ...............................................89 Phase 2: Evaluation of Existing Pedagogies Using a Naturalistic Approach ..............90 School Selection Public Waldorf .............................................................................90 Waldorf Quantitative Data Analysis ........................................................................92 vii ANOVAs.............................................................................................................92 Treatment of Missing Data .................................................................................93 Waldorf Qualitative Data Analysis ..........................................................................94 First coding: Hand coding ...................................................................................94 Second coding: Auto-coding...............................................................................95 QCA & factor analysis ........................................................................................96 School Selection Public IB ......................................................................................97 IB Quantitative Data Analysis .................................................................................98 ANOVAs.............................................................................................................98 Difference scores ................................................................................................98 IB Qualitative Data Analysis ..................................................................................98 Descriptive coding ..............................................................................................98 QCA & factor analysis ........................................................................................99 Analysis of Waldorf & IB for Principles of Neuroeducation ...............................100 Phase 3: Case Studies of Exemplary School Models.................................................100
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