Publication Date


Document Type


First Advisor

Lockard, James A.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Educational Technology, Research and Assessment


Learning; Psychology of; Brain; Teaching; Rural schools--Case studies


This study investigated the implementation of Brain-Based Learning (BBL) with technological support in a rural high school. To address the main question of how BBL is being implemented, five corollary questions were used: What is the nature of the environment, i.e., the classroom? What is the role of the instructor? What is the role of the students? What are the roles of the school administrator and technology coordinator? What are the problems encountered by teachers and how can these problems be overcome? For this descriptive case study, data were collected from interviews with teachers, an administrator, and a technology coordinator; observations of fifty-six classes; and checklists of methodologies utilized in the classes observed. The findings were divided into three areas: how BBL is being implemented in the classroom, the individuals involved in the implementation, and the problems encountered. Implementation findings were: (a) the technology most often utilized was the computer and it was utilized as a learning tool; (b) the role of the teacher was most often a guide and facilitator to students; (c) the students were almost always actively engaged in self-paced, hands-on activities utilizing technology; and (d) teachers recognized students' individual learning needs and brain dominance and planned learning activities accordingly. The individuals involved in Brain-Based Learning with technological support were: (a) teachers; (b) students; (c) administrator; and (d) technology coordinator, and the problems encountered were few. In most cases, the teacher was able to work around these problems by having an alternative method of accomplishing the goal or changing to another task for the class. This study concludes with some points that a school should consider when implementing Brain-Based Learning with technological support and with recommendations for future research.


Includes bibliographical references (pages [230]-233)


x, 254 pages




Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type