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The Effects of Whole Brain Teaching on Student Motivation in Reading and Writing

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Title: The Effects of Whole Brain Teaching on Student Motivation in Reading and Writing
Language: English
Authors: Aaron C. Stratton, Aarek Farmer
Source: AILACTE Journal. 2023 20:31-51.
Availability: Association of Independent Liberal Arts Colleges for Teacher Education. 1903 Princeton Avenue, St. Paul, MN 55105. Tel: 651-690-8949; e-mail: erns0039@umn.edu; Web site: http://www.ailacte.org
Peer Reviewed: Y
Page Count: 21
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Grade 6
Descriptors: Student Motivation, Brain Hemisphere Functions, Reading Instruction, Writing Instruction, Grade 4, Grade 5, Grade 6, Instructional Effectiveness, COVID-19, Pandemics, Elementary School Students
Geographic Terms: Tennessee
Abstract: Motivation in students can have a strong effect on student engagement and overall student success. Due to the impact of COVID-19, students have been less motivated and have fallen farther behind which increases the need to better motivate and engage students within the classroom. This quasi-experimental study which incorporated a pre- and post-test design explored the implementation of whole brain teaching strategies into reading and writing instruction for a sample of fourth to sixth graders. Whole brain teaching includes instruction focusing on the four primary sections of the brain with strategies merging abstract and conceptual models, emotional and intrinsic ideas, sequencing and organization, visual notions, and interpersonal concepts. Instruction focusing on these strategies provides learning opportunities for a variety of learner needs. The Elementary School Motivation Scale (ESMS) was used to measure student motivation for schoolwork following both reading and writing instruction after the implementation of whole brain learning strategies. Results indicated that student motivation significantly increased in both reading and writing after the implementation.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1417005
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: The Effects of Whole Brain Teaching on Student Motivation in Reading and Writing
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  Data: <searchLink fieldCode="AR" term="%22Aaron+C%2E+Stratton%22">Aaron C. Stratton</searchLink><br /><searchLink fieldCode="AR" term="%22Aarek+Farmer%22">Aarek Farmer</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22AILACTE+Journal%22"><i>AILACTE Journal</i></searchLink>. 2023 20:31-51.
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  Data: Association of Independent Liberal Arts Colleges for Teacher Education. 1903 Princeton Avenue, St. Paul, MN 55105. Tel: 651-690-8949; e-mail: erns0039@umn.edu; Web site: http://www.ailacte.org
– Name: PeerReviewed
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  Data: Y
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  Label: Page Count
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  Data: 21
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  Label: Publication Date
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Brain+Hemisphere+Functions%22">Brain Hemisphere Functions</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Tennessee%22">Tennessee</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Motivation in students can have a strong effect on student engagement and overall student success. Due to the impact of COVID-19, students have been less motivated and have fallen farther behind which increases the need to better motivate and engage students within the classroom. This quasi-experimental study which incorporated a pre- and post-test design explored the implementation of whole brain teaching strategies into reading and writing instruction for a sample of fourth to sixth graders. Whole brain teaching includes instruction focusing on the four primary sections of the brain with strategies merging abstract and conceptual models, emotional and intrinsic ideas, sequencing and organization, visual notions, and interpersonal concepts. Instruction focusing on these strategies provides learning opportunities for a variety of learner needs. The Elementary School Motivation Scale (ESMS) was used to measure student motivation for schoolwork following both reading and writing instruction after the implementation of whole brain learning strategies. Results indicated that student motivation significantly increased in both reading and writing after the implementation.
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  Label: Abstractor
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  Data: As Provided
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  Label: Entry Date
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  Data: 2024
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  Label: Accession Number
  Group: ID
  Data: EJ1417005
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1417005
RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 31
    Subjects:
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Brain Hemisphere Functions
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Tennessee
        Type: general
    Titles:
      – TitleFull: The Effects of Whole Brain Teaching on Student Motivation in Reading and Writing
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            NameFull: Aaron C. Stratton
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            NameFull: Aarek Farmer
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              M: 01
              Type: published
              Y: 2023
          Numbering:
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              Value: 20
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