This dissertation explored certificated educators' training in neuroscience through a mixed-method investigation. The focus was on educators' application of this information in public schools and their receptiveness to further training. Relevance of this research to the emerging field of neuroeducation was discussed. An overview of the knowledge base and of specific applications was provided in the background.;Data were gathered first through a questionnaire distributed to certificated elementary educators who work with children from kindergarten through 8th grade in four Seattle Public Schools. In addition to classroom teachers these included subject teachers such as librarians, physical education, music and arts teachers who work daily with students in other capacities besides the classroom, and Educational Staff Associates such as school psychologists and occupational therapists. Ninety-three completed questionnaire responses were analyzed, permitting such comparisons as between educators' reported previous training in science and the priority they express for learning more about neuroscience and its applications to education.;Additional data were gathered through individual, follow-up, semi-structured, qualitative interviews with five of the respondents. A brief case study narrative was included for each interviewee. Results described the participants' background and knowledge of neuroscience and reports of their application of neuroscience to education in the schools. The results confirmed teacher interest in the topic as well as substantial differences in knowledge and experience with neuroeducation. Potential uses of the research results by educational institutions and teacher training programs were discussed.;Key words: brain, cognitive neuroscience, education, neuroeducation, neurofeedback, neuroscience.
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