Journal of Education and Human Development

Brain-Based Learning Theory
Virginia Bonomo Ed. D.

Abstract
The purpose for this quantitative study was to examine whether or not gender-specific strategies improve boys’ reading achievement. The review of literature presented in this chapter consists of an overview of existing research related to brain-based learning theory, gender differences, gender-specific teaching strategies, singlesex schools, boys and literacy, and gender-specific literacy instruction. The purpose of this study is to examine whether there is a correlation between gender-specific literacy instruction and the reading achievement of boys in single-sex schools. This review will begin by defining brain-based learning theory and drawing a connection to cognitive gender differences, which will provide a theoretical framework on which to base this study. Next, it will identify and explore brain-based gender differences as well as gender-specific teaching strategies. Furthermore, the literature review defines and discusses single-sex schools and their impact on student achievement. In order to consider gender differences in learning, one must understand brain-based learning theory. Brain-based learning is a comprehensive approach to instruction using current research from neuroscience. Brain-based education emphasizes how the brain learns naturally and is based on what is currently known about the actual structure and function of the human brain at varying stages of development (Froschl & Sprung, 2005). In recent years, educators have explored links between classroom teaching and emerging theories about how people learn. Brain research provides us with many possibilities for education, and there is much discussion among educational professionals about how this research should be considered when developing programs and curriculum.

Full Text: PDF     DOI: 10.15640/jehd.v6n1a3