Abstract
Purpose. The purpose of this study was: (1) to identify, through a review of the literature, prominent brain-compatible strategies; (2) to identify which brain-compatible strategies are used when training or teaching K-6 teachers in the area of K-6 content, skills, and instructional strategies; and (3) to identify which specific brain-compatible strategies are being used and their effectiveness for specific adult learning outcomes for K-6 teachers. Methodology. This study utilized the descriptive research design to focus on the purpose and questions intended for exploration. A qualitative descriptive design was used to seek out the opinions and perceptions of participants as they related to brain-compatible strategies and K-6 teacher professional development. The interview questions were asked in a predetermined order. Of the eight interviews conducted seven were face-to-face and one was completed by telephone. The interviewees' responses were recorded and analyzed using tables displaying frequency of specific responses. Findings. Examination of qualitative data from the review of the literature and eight interviews revealed eighteen brain-compatible strategies. Secondly, the most effective strategies were identified under training circumstances, such as a core curriculum adoption, content skill and standards mastery, and instructional strategies. Thirdly, learner outcomes were matched to effective brain-compatible strategies named by the interviewees. Conclusions. The study data support the conclusions: (1) experts deliberately chose professional development strategies to match the audience's needs; (2) teachers have always recognized effective teaching strategies, brain research explains why it works; (3) understanding basic brain anatomy and terminology is important for teachers to analyze research; (4) teachers need to be good consumers of brain research; (5) effective professional developers consistently prescreen and research the needs of their audiences before training; and (6) brain-compatible strategies which are based on socializing and interacting appear to work most effectively during professional development. Recommendations. Further research is advised: (1) to determine the effectiveness of teachers trained using brain-compatible strategies and the academic achievement of the students whom they teach, and (2) to determine the perceptions of the extent of personal learning for teachers who receive training where brain-compatible strategies are used during the training.