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West Ashley Library
Closed (2024 - Labor Day)
Phone: (843) 766-6635
Folly Beach Library
Closed (2024 - Labor Day)
Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
Closed (2024 - Labor Day)
Phone: (843) 883-3914
Wando Mount Pleasant Library
Closed (2024 - Labor Day)
Phone: (843) 805-6888
Village Library
Closed (2024 - Labor Day)
Phone: (843) 884-9741
St. Paul's/Hollywood Library
Closed (2024 - Labor Day)
Phone: (843) 889-3300
Otranto Road Library
Closed (2024 - Labor Day)
Phone: (843) 572-4094
Mt. Pleasant Library
Closed (2024 - Labor Day)
Phone: (843) 849-6161
McClellanville Library
Closed (2024 - Labor Day)
Phone: (843) 887-3699
Keith Summey North Charleston Library
Closed (2024 - Labor Day)
Phone: (843) 744-2489
John's Island Library
Closed (2024 - Labor Day)
Phone: (843) 559-1945
Hurd/St. Andrews Library
Closed (2024 - Labor Day)
Phone: (843) 766-2546
Miss Jane's Building (Edisto Library Temporary Location)
Closed (2024 - Labor Day)
Phone: (843) 869-2355
Dorchester Road Library
Closed (2024 - Labor Day)
Phone: (843) 552-6466
John L. Dart Library
Closed (2024 - Labor Day)
Phone: (843) 722-7550
Baxter-Patrick James Island
Closed (2024 - Labor Day)
Phone: (843) 795-6679
Main Library
Closed (2024 - Labor Day)
Phone: (843) 805-6930
Bees Ferry West Ashley Library
Closed (2024 - Labor Day)
Phone: (843) 805-6892
Mobile Library
Closed (2024 - Labor Day)
Phone: (843) 805-6909
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The Neurosequential Model in Education and School Improvement
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- Author(s): Walter, Shawna Lee
- Language:
English- Source:
Online Submission. 2016.- Publication Date:
2016- Document Type:
Reports - Research - Language:
- Additional Information
- Peer Reviewed: N
- Source: 32
- Education Level: Elementary Education
- Subject Terms: Sequential Approach; Brain; Qualitative Research; Program Implementation; Educational Improvement; Elementary School Teachers; Teacher Aides; Experience; Classroom Techniques; Student Behavior; Cognitive Development; Trauma; Semi Structured Interviews; Teacher Student Relationship; Self Control; Child Abuse; Social Justice; Teacher Collaboration; School Culture; Change Agents; Values; Leadership; Foreign Countries
- Subject Terms:
- Abstract: The purpose of this qualitative research assignment was to explore experiences with the early implementation stages of the Neurosequential Model in Education (NME) in an elementary classroom setting. Data gathered from four participant interviews, three elementary teachers and one educational assistant, revealed three categories surrounding the central phenomenon of early experiences in the implementation of the NME: (a) conceptualizing the NME, (b) initiating the NME, and (c) experiencing the NME. Findings indicated that participants experienced a change in classroom management philosophy and a new lens for looking at behaviour. The NME model increased teacher, educational assistant, and student knowledge about the brain, brain development, and the impact trauma has on the brain, and provided tools to help with student self-regulation, preparing the classroom atmosphere for improved learning. Equipped with knowledge and a plan of action, teachers can help children receive the necessary support and interventions to increase the possibility of their life-long success. Educators need to increase their awareness of the key principles of child development, brain function, and their knowledge of the effects of trauma on the brain to better understand the effects and develop strategies for effective intervention. Further research is needed to better understand the impact implementing the NME model has on the learning environment.
- Abstract: As Provided
- Number of References: 46
- Publication Date: 2016
- Accession Number: ED567191
- Peer Reviewed:
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