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Cognitive training in a school curriculum: A qualitative single instrument case study
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Cognitive training in a school curriculum: A qualitative single instrument case study
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Cognitive training in a school curriculum: A qualitative single instrument case study
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Dissertation
Cognitive training in a school curriculum: A qualitative single instrument case study
2015
Overview
This qualitative case study examined practical, effective applications of implementing a cognitive training curriculum into a high school curriculum. The case study analyzed the 2011-2012 research project conducted by the National Science Foundation (NSF) performed at Waskom High School in Waskom, Texas. The intent was to help students increase student achievement by targeting areas of learning deficiency, assertively focusing on intensive remediation, and ultimately decreasing or removing those areas of weakness in the learning altogether. This study investigated how cognitive training can help both regular education students and students with disabilities. The notion of training or re-training the brain to think faster, more efficiently, and at higher levels was the focus of this research and the experiments that were discussed. The purpose of this qualitative case study was to examine practical, effective applications of implementing a cognitive training curriculum into a school with the intent of helping all students be successful. A cognitive training program was defined as any program that attempts to help a student learn faster, easier, and better (Hill, 2012). In a time where school districts are held to higher accountability standards than ever before, many districts may be interested in investing significant monies toward a program or programs that will effectively increase their student success in the classroom and on standardized tests. However, it is also important to note that those same school districts and systems are being required to stretch their budget further than ever before and do more with less funding. This study was conducted using a qualitative design methodology to gather data on the use of cognitive training with all high school students in grades 9-12 at a small 3-A rural school district located in East Texas.
Publisher
ProQuest Dissertations & Theses
ISBN
1339027593, 9781339027593
