Amy Alexander
Subjectivities Statement
Who I am in Relation to the Research
My interest in the application of brain-compatible learning strategies comes from
multiple perspectives. As a high school science teacher, I have been interested in learning and
teaching about the brain as an anatomical organ. In my new position as a college professor in a
school of education, my focus has shifted from brain as organ of body to brain as organ of
learning. I have integrated new research in neuroscience into my adolescent educational
psychology course and tie developmental theories to brain development as frequently as
appropriate. As students learning the teaching profession, I believe that having a basic
understanding of the very organ they are trying to influence gives them a firm foundation for
why strategies like differentiation, choice, and multiple methods of instruction are effective.
My Experience, Training, and Theoretical Perspectives
Prior to earning my teaching degree, I completed a bachelor’s degree in nuclear medicine
technology. Having this (albeit minor) medical background has allowed me to comprehend
much more of the neuroscience literature than most typical educators. My interest in science and
human physiology in particular allowed me to begin my teaching career. My developed interest
in effective teaching and learning has allowed me to apply my “first love” to a new area.
Fortunately, I have been able to shift employment with this shifting focus. I now have
the opportunity to foster not only a love of science in future educators but also an understanding
and appreciation for the relationship between brain function and teaching and learning. Part of
my job is to further my understanding of neuroscience and its applications to education. With
this charge, I have had the opportunity to read widely, attend professional conferences on
neuroscience, and obtain feedback from pre-service teachers on their perspectives of educational
implications for neuroscience. From nuclear medicine to the anatomy classroom to a section of
educational psychology, my training and experiences give me multiple perspectives and
knowledge from which to draw.
In moving through my own research process, I believe my study may potentially be
constructed as grounded theory research. Quote what grounded theory is here.
Personal Bias and How it will be Addressed
My most glaring personal bias is that I do wish to show a positive relationship between
knowledge of neuroscience and implementation of brain-compatible classroom strategies based
on that knowledge. If teachers implement research-based brain-compatible strategies to
successfully engage students in productive learning, this could have implications for teacher
education programs as well as in-service teacher professional development. My personal passion
for science, particularly human physiology, and effective teaching could cause me to see things
that do not exist or be too stringent in identifying brain-compatible strategies. On the other hand,
overcompensating for this known bias may produce the same results.
In order to be completely objective, any classroom observations or interviews must be
recorded and analyzed as presented. I will need to be keenly aware should I begin “fishing” for
data to support my philosophy. This is where strategies such as member checks and peer review
could prove invaluable to ensure validity.