Enhancing teacher efficacy: research and implementation of brain-based pedagogy for educators of adolescent learners

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dc.contributor.authorCraig, Tonita M.
dc.contributor.authorUniversity of Lethbridge. Faculty of Education
dc.contributor.supervisorMarynowski, Richelle
dc.date.accessioned2023-05-17T16:57:15Z
dc.date.available2023-05-17T16:57:15Z
dc.date.issued2023
dc.degree.levelMasters
dc.descriptionThis submission is a paper in defence of my final project, a website repository entitled, "So You Teach Junior High? Adolescent Neurodevelopment: Essential Knowledge and Practical Resources for Teachers"
dc.description.abstractAdolescence is a time characterized by immense physical, emotional, and social changes (Blakemore, 2018; Siegel, 2011). It is a period in which there are significant differences in neural structures, directly affecting the way adolescents learn and respond to traditional instructional strategies (Blakemore, 2018; Siegel, 2013). Contrary to popular opinion, the adolescent brain is not a dysfunctional adult brain: it is quite literally wired differently, with a unique structure and function, necessary for adaptation to specific environmental contexts and geared for social survival (Blakemore, 2018; Cozolino, 2013). The adolescent brain is sensation seeking, risk taking, and reward driven; it is sensitive to social threat and dominance hierarchies, self-consciousness, and alert to social risk appraisal, and it is hyper-responsive to social influence such as status and respect (Cozolino, 2013; Yeager, Dahl & Dweck, 2017). It is a brain uniquely situated to challenge social norms, question purpose, and seek meaning and connection. The project, a web-based repository of resources, provides essential knowledge and practical resources for all educators who work directly and indirectly with adolescents. It explains how the adolescent brain is wired differently, how teachers can use this knowledge in instructional design, and why adolescence is considered a "second window of opportunity" in neural development (Dahl et al., 2017).
dc.identifier.urihttps://hdl.handle.net/10133/6494
dc.language.isoen
dc.publisherLethbridge, Alta. : University of Lethbridge, Faculty of Education
dc.publisher.facultyEducation
dc.relation.ispartofseriesProject (University of Lethbridge. Faculty of Education)
dc.subjectadolescent learners
dc.subjectadolescent neurodevelopment
dc.subjectSelf-Determination Theory
dc.subjectsupplementary teaching resources
dc.subjectjunior high school teachers
dc.subjectjunior high school students
dc.subjectinstructional design support
dc.subjectbrain-based pedagogy
dc.subjectteacher efficacy
dc.subjectJunior high school teaching--Aids and devices
dc.subjectJunior high school teaching--Handbooks, manuals, etc.
dc.subjectMiddle school teaching--Aids and devices
dc.subjectMiddle school teaching--Handbooks, manuals, etc.
dc.subjectLesson planning--Aids and devices
dc.subjectLesson planning--Handbooks, manuals, etc.
dc.subjectCognitive neuroscience
dc.subjectCognitive learning
dc.subjectAdolescent psychology
dc.subjectDevelopmental neurobiology
dc.subjectAdolescence
dc.subjectBrain
dc.subjectEffective teaching
dc.subjectTeacher effectiveness
dc.subjectLearning, Psychology of
dc.titleEnhancing teacher efficacy: research and implementation of brain-based pedagogy for educators of adolescent learners
dc.typeProject
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