Abstract
Purpose. The purpose of this study was to examine how knowledgeable teachers are in utilizing brain-researched instructional strategies. The research focused on determining which brain-researched strategies are implemented, the accuracy with which they are employed, and the degree to which they are utilized. A literature review revealed the most agreed-upon research strategies in applying brain research to teaching and learning practices. The study used the following six brain-researched domains to categorize the types of brain-researched teaching strategies: memory, emotion, environment, attention, engagement, and metacognition. Methodology. This mixed-method research design used qualitative and quantitative data to analyze the research questions pertaining to how teachers apply brain-researched instructional strategies. Data were obtained through a 26-question survey developed using the six domains for brain research application and instruction. The survey responses were collected from elementary schools surrounding California State University, San Marcos, including Riverside and San Diego Counties. Findings. (a) The strategies from the six domains fell into three levels of use, with emotion and memory having the highest frequency of application; the domains of metacognition and attention were found to have moderate uses, and engagement and environment were the least used strategies. (b) Teachers consider their knowledge level to be somewhat or very knowledgeable, whereas the study found the majority of teachers' level of understanding to be limited. (c) Teachers in this survey use brain-researched strategies with limited accuracy. (d) Overwhelmingly, teachers view brain research as important to teaching and learning. Conclusions. (a) Teachers participating in this survey held a higher perceived level of understanding of brain-researched instruction than was measured by the researcher. (b) This study identified underutilized brain-researched strategies as well as highly implemented strategies. (c) Disaggregated data show the degree of use for each of the brain-researched domains. Recommendations. (a) Continued research in bridging brain research with educational practices is needed. (b) Applications from the neurosciences must be included by the educational field, including publishers, teacher credential programs, and district professional development. (c) Training opportunities and ongoing support for teachers to learn and apply brain-researched strategies can be provided in many forms.