University of Portland Pilot Scholars Graduate Theses and Dissertations 2016 A Paradigm Shift in lC assroom Learning Practices to Propose Methods Aligned with a Neuroeducation Conceptual Framework Bonnie Elain Robb Follow this and additional works at: http://pilotscholars.up.edu/etd Part of the Education Commons Recommended Citation Robb, Bonnie Elain, "A Paradigm Shift in lC assroom Learning Practices to Propose Methods Aligned with a Neuroeducation Conceptual Framework" (2016). Graduate Theses and Dissertations. 2. http://pilotscholars.up.edu/etd/2 This Doctoral Dissertation is brought to you for free and open access by Pilot Scholars. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Pilot Scholars. For more information, please contact [email protected]. A Paradigm Shift in Classroom Learning Practices to Propose Methods Aligned with a Neuroeducation Conceptual Framework by Bonnie Elain Robb A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Learning and Leading University of Portland School of Education 2016 iii Abstract The overall purpose of this study was to propose an alignment between the research reported in the literature on language acquisition and language function and how that research is represented in current literacy practices. This study considered neuroscience, which can provide critical insights into how children learn, alongside theories of cognitive psychology, which help educators understand how children learn to think. Overlapping neuroscience and cognitive psychology, language both represents thinking and mediates thinking; a critical component for literacy acquisition. The study both develops and recommends a paradigm shift in classroom learning practices that are aligned to Arwood’s Neuroeducation theoretical framework. The literature was triangulated through the overlap of language theory, cognitive psychology, and neuroscience to explore and develop neuroeducation definition for language, language acquisition, learning and their impact upon the acquisition of literacy processes. Four questions were addressed. First, common instructional practices were identified and analyzed, finding behaviorism and cognitive psychology as the dominant theories underlying prevalent literacy instructional practices. Next, an examination of the literature provided evidence to identify tenets aligning with neuroeducation. Third, transcribed interactions between students and teacher in a second grade classroom were analyzed and coded using the three lenses of neuroeducation. The coding cycles determined that conceptual elements identified iv within the review of literature could also be found in classroom practice. Finally, nine years of reading data (Developmental Reading Assessment) from a teacher in a first grade environment based upon language acquisition and neuroscience from a low- income, high English Language Learner population was analyzed; after year three, 90% or more students met or exceeded district proficiency levels, demonstrating the efficacy of the neuroeducation model. The study adds to the literature by delineating language function versus language structure in classroom practice. This research adds to the emerging field of neuroeducation by introducing the impact of the acquisition and function of language on the development of the function and structures of the brain. This study also provides data demonstrating the efficacy of a neuroeducation based learning environment. This research recommends neuroscience and language theory become part of future teacher education programs for future systemic change. v Acknowledgements I would like to acknowledge several individuals who were instrumental in its completion. To my mother Jackie, who paved my way to higher education by showing by example that it could be done and my father Bob, the proudest dad on the University of Portland campus. Also, to my son Alexander, whose future was always on my mind as this work was completed. Fifteen years ago, I had the privilege of taking a class from Dr. Ellyn Arwood, and my personal and professional life has never been the same. As my doctoral chair, she has encouraged, cajoled, pushed, prodded, suggested, and read innumerable pages of my writing while steering me through this complex process of scholarship. I am forever in your debt. I want to acknowledge the committee members who took the time to read and reflect on this work: Dr. Phyllis Egby, Dr. Peter Thacker, Dr. Julie Kalnin, and Dr. Sara Hahn. Each one of you brought a unique perspective to the project, helping to make the whole greater than the sum of its parts. Finally, I appreciate each one of the doctoral students who have made this crazy journey as the first cohort along with me. We are all evidence of the power of the process of learning as we have argued, agonized, and acquired new information together. I know what we have contributed as a group will make a lasting impact upon our profession and upon each other. vi Dedication The scope of this project would not have been possible without the love of my life, my amazing husband Mark. From the first day until the last, he has been a support, my rock, sounding board, editor, graphic designer, video editor, tech support and shoulder to cry on. If there was an honorary doctorate for learning and reading almost as much as a doctoral student, he has earned it, with honors. Thank you my love…this would not have been possible without you. vii Table of Contents Abstract ........................................................................................................................ iii Acknowledgements ....................................................................................................... v Dedication ..................................................................................................................... vi List of Figures ............................................................................................................... x List of Tables ............................................................................................................... xii Chapter 1 ....................................................................................................................... 1 Introduction .................................................................................................................. 1 Background ............................................................................................................................ 1 Statement of the Problem ..................................................................................................... 9 Conceptual Frameworks .................................................................................................... 12 Purpose of the Study ........................................................................................................... 14 Methods ................................................................................................................................ 17 Results .................................................................................................................................. 19 Summary .............................................................................................................................. 20 Chapter 2 ..................................................................................................................... 23 Review of Literature ................................................................................................... 23 Historical Context of Literacy Instructional Practices in the United States ................. 24 1700-1950: Access to literacy…For Some ...................................................................... 25 1950-Present: Access to Literacy…For All ..................................................................... 29 Cognitive Psychology ....................................................................................................... 30 Language Theory .............................................................................................................. 33 Neuroscience ..................................................................................................................... 34 The Dominant Paradigm: Teaching and Learning .......................................................... 36 Tenets Influencing Current Instructional Practices .......................................................... 37 What is Learning? ............................................................................................................... 43 Learning – A Neuroscience View ..................................................................................... 44 Learning – A Cognitive Psychology View ....................................................................... 46 Learning – A Language Theory View .............................................................................. 47 viii Language .............................................................................................................................. 49 English Language ............................................................................................................. 49 What is Language? - Neuroscience ................................................................................. 55 What is Language? –Cognitive Psychology ....................................................................