Date of Award

7-1998

Degree Type

Thesis (On-Campus Access Only)

First Advisor

Julie Anderson

Abstract

The purpose of this study was to answer this central research question: What are the common characteristics of brain-based learning within Pacesetter English? Brain-based learning principles were researched. A survey was then administered to thirteen students in a Pacesetter English class. The survey answers, field observations and course structure were then matched with brainbased learning principles. The research revealed that Pacesetter English has many components of brain-based learning in the curriculum and course structure. Those components include immersing students in complex experiences, providing ongoing opportunities for active processing of their experiences, and establishing an environment of relaxed alertness.

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