The Effects of 'The Teachability Factor' Professional Development Workshop on Teachers' Perceptions of Challenging Children in their Classroom
McKean, Kaye Marie

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McKean, K. M. (2015). The Effects of ‘The Teachability Factor’ Professional Development Workshop on Teachers’ Perceptions of Challenging Children in their Classroom (Thesis, Master of Social and Community Work). University of Otago. Retrieved from http://hdl.handle.net/10523/5900
Permanent link to OUR Archive version:
http://hdl.handle.net/10523/5900
Abstract:
Within the extensive research literature on attachment neurobiology there is little empirical research on it’s application to education. The research suggests there is a significant relationship between being securely attached and one’s behavioural and academic outcomes, so the benefits of such an approach are potentially significant. While teachers have an increasing awareness of the importance of brain processes, neuroscience research has not been readily available to educators because it is such a new field. In this vacuum neuromyths have flourished based on pseudoscience and lack scientific validity. Therefore the need for an accurate translation of the empirical attachment research findings to education is urgently needed.
This research tests whether The Teachability Factor, an eight week session professional development course developed by the Neufeld Institute, is able to translate attachment neuroscience findings into an effective, evidence-based program for early childhood teachers.
Using the BASC-2 and Index of Teaching Stress, there are significant effects in the student domains of attention, aggression, ADHD, hyperactivity, and highly significant effects in teacher domains of stress, sense of competence, and satisfaction from teaching. Thus significant benefits are shown from teaching evidence-based attachment neuroscience to teachers.
Date:
2015
Advisor:
Atwool, Nicola
Degree Name:
Master of Social and Community Work
Degree Discipline:
Sociology, Gender and Social Work
Publisher:
University of Otago
Keywords:
Neuroeducation; neuroscience; attachment theory; neuromyths; teacher intervention; teacher professional development; early childhood education; antisocial behaviour; academic achievement; under-achievers; professional development; attachment in education; attachment; Neufeld; teachability
Research Type:
Thesis
Languages:
English
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- Sociology, Gender and Social Work [226]
- Thesis - Masters [3332]