Abstract
Purpose. The purpose of this study was to identify, using a Delphi technique and a field of experts, what cognitive neuroscience research will affect education practice and policy in elementary schools by the year 2016. The study also examined the degree of impact the identified cognitive neuroscience research will have on educational practice and policy and the likelihood of implementation of education practice and policy in elementary schools by the year 2016. Methodology. This study involved descriptive research using a Delphi study method. The Delphi panel consisted of twelve members who were experts in the area of cognitive neuroscience and education. The Delphi study consisted of three rounds. The first round consisted of an open-ended question to elicit cognitive neuroscience research findings that might affect practice and policy in elementary schools by the year 2016. Round two asked the expert panel to rate the importance and likelihood of implementation of the research findings. Round three asked the expert panel to examine the ratings of all the panel members and gave them the opportunity to make changes to their ratings. Findings. Analysis of qualitative data from the Delphi panel's ratings indicated consensus of high importance of seven of the thirty-seven research findings. Secondly, consensus for likelihood of implementation was reached on eleven of the thirty-seven research findings. Thirdly, four of the thirty-seven research findings received consensus on both high importance and likelihood of implementation. Conclusion. The study data support the conclusion that cognitive neuroscience research will affect practice and policy of elementary schools by the year 2016. Recommendations. Further research is advised: Delphi study that compares the responses of subgroups of experts including cognitive neuroscientists, cognitive psychologists, and educators. It is also recommended to replicate this study to: (1) increase the number of experts representing a global perspective or (2) narrow the focus to specific areas of learning, specific learning disabilities, or specific age groups of children.