Download or read book How Brain Breaks Affect Third grade Students Attitude and Academic Performance During Language Arts written by Laura Ryder and published by . This book was released on 2006 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Academic and Socioemotional Effects of Brain Breaks in a Title 1 Elementary Classroom written by Jeremy Dirks and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Growing pressures to meet academic standards has created an increased need for teachers to find ways to maintain student engagement and focus throughout the school day. Brain breaks are one method frequently used to allow students to rest and refresh between lessons, improving cognitive functioning in the process. Though studies have demonstrated these breaks are an effective strategy for students to refocus in the classroom, there is a lack of research comparing different types of brain breaks, specifically in a Title 1 school. Therefore, this study sought to compare different brain breaks in order to answer the question: in what ways do physical, socioemotional, and outdoor brain breaks affect performance of Title 1 students in a core content classroom? Research shows students regularly lose focus during lessons, so teachers must find efficient ways to help reduce this loss of focus. Brain breaks are one method commonly used to improve student engagement, with physical activity, socioemotional activities, or time in nature being the most frequently described brain breaks in the literature. This qualitative case study focuses on these three types of breaks in a bounded system to identify if any of these methods has a greater impact on students. Data included performance on academic assessments, a survey, and focus group interviews from 32 students in a diverse 6th grade classroom in a Title 1 elementary school. Data was analyzed using holistic and in vivo coding, through the lens of cultural proficiency. Survey and interview results confirmed students frequently lose focus during lessons, and 97% of the students think brain breaks are a good idea. Academic performance was 9% higher on assessments after a brain break than those without a brain break, and outdoor breaks were the most preferred and were associated with the highest assessment scores. Of the 32 students, 97% stated brain breaks improve their socioemotional health. In addition to providing time to refresh, this improvement may be due to relationships developed during breaks which may minimize feelings of isolation. Because of the benefits of brain breaks identified in this case study, a variety of brain breaks should be utilized throughout the academic day to improve the socioemotional health and academic performance of the students within the classroom, especially in a Title 1 community.
Download or read book Effects of Implementing a Feedback Loop on Third Graders Attitudes about School written by Nicole Renee Gentile and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to assess how obtaining student feedback, through the implementation of a feedback loop, would affect student's attitudes about school and literacy. Drawing on Travis Hirschi's (1969) social control theory, the feedback loop was intended as an instrument for bonding students with school. This action research study collected both quantitative and qualitative data from a third grade classroom in a Title 1 school, in Northern California. A focus group of four students was selected for the feedback loop. Following language arts lessons, the group regularly met with the researcher to provide input and critique on the lessons. These discussions were audiotaped, transcribed, and then synthesized into four major themes. The results of this study indicate that students are capable of giving valuable feedback and that through the participation in the feedback loop the focus group appeared to transform from passive to active learners" -- Abstract, p. 1.
Download or read book Beyond the Realm of do We Have To written by Tiffany Cahoon and published by . This book was released on 2008 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Educating the Student Body written by Committee on Physical Activity and Physical Education in the School Environment and published by National Academies Press. This book was released on 2013-11-13 with total page 503 pages. Available in PDF, EPUB and Kindle. Book excerpt: Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.
Download or read book Improving undesirable third grade behaviors through play and brain breaks written by Melanie Griffore and published by . This book was released on 2016 with total page 25 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research has identified the correlation between the brain and movement in regards to learning and behavior. There is ample research to support the idea that movement breaks in the classroom help to improve learning. However, not as much can be found to support the idea of movement and improved behavior. With all of the movement and brain break activities available on the internet it seems fitting, to see if student behavior would improve behavior when scheduled breaks were given on a daily basis. Two data sources will be used to monitor behavior over time. Class Dojo and Swis database will be evaluated to see if undesirable behavior can be improved with the implementation of brain breaks in a third grade classroom.
Download or read book The Effects of Repeated Readings on Third Grade Students Reading Achievement and Attitudes written by Tennille Kasper-Scheriff and published by . This book was released on 2012 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the effects of a reading strategy, repeated readings, on third grade students' reading achievement and attitudes. One hundred sixteen third grade students as members of six classrooms in one elementary school participated in this 10 week study. Using a quasi-experimental pretest posttest design, students' mean reading scores and mean reading attitude scores were evaluated. The Measures of Academic Progress test was used to collect data on students' reading achievement (Northwest Evaluation Association, 2009), and student attitudes toward reading were measured by the Elementary Reading Attitude Survey (ERAS) (McKenna & Kear, 1990). Data was analyzed using analysis of covariance (ANCOVA) to determine if there was a statistically significant difference between observed differences in mean scores of treatment and control groups. No significant differences were found for students receiving the repeated readings intervention compared to students who did not receive treatment. Additionally, data analysis from the ERAS revealed no significant differences in students' mean attitude reading scores between the control and experimental groups.
Download or read book The Effects of Dramatic Instruction in Language Arts on Third Graders Reading Comprehension and Attitude written by Raquel S. Pottinger-Bird and published by . This book was released on 1997 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Integrating Math and Language Arts in the Classroom written by Tamber Hepner and published by . This book was released on 2012 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt: The contemporary American elementary classroom is comprised of a more diverse student population than has ever been seen before. The strong emphasis of mastery in language arts and mathematics at the elementary level as outlined by the no Child Left Behind Act, causes enough stress for students whose primary language is English (native English speakers), let alone those English language learners (ELL) who require extra instruction to "catch up" to their native speaking counterparts. For teachers, the task of getting their students to reach their expected potential is getting more difficult as blocks of instruction decrease, class sizes increase, and the demands of performance based education prevail. This study intended to look at the use of the language arts practice of journaling for math instruction and its effect on academic performance in both language arts and math. Solving math word problems and writing skills were specifically assessed. A five-week intervention of math journaling was implemented in a third grade classroom. Twenty two students were divided into a control and an experimental group based on academic achievement and language status (English language learner (ELL) or native English speaker) per student records. The experimental group was given math journaling time three to four times a week for five weeks for 20 minutes to write about a prompted math concept with the researcher while the control group practiced and reviewed already taught concepts with the classroom teacher. Results showed there was a statistically significant difference in academic performance between groups in both word problem solving and writing skills with the experimental group using mathematics writing journals scoring higher in both.
Download or read book The Effects of Graphic Organizers on Third Grade Students Narrative Writing written by Sharine Nguyen and published by . This book was released on 2009 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research question: In what ways do graphic organizers along with teacher guided questions affect third grade English Language Learner's performance on Narrative Writing prompts? Subquestions: How will this improve ELL's organization and focus on narrative prompts? How will this affect student's use of sensory details? How will this affect student's confidence about themselves as writers? How will this affect student's attitudes toward writing? Research Activities: Context: This inquiry took place in a third grade classroom at Lincoln Elementary School. The school implemented Response to Intervention (RTI) which required students to be grouped based on their reading abilities and sent to their leveled classroom to be taught reading and language arts. Three out of the four target students were English Language Learner's (ELL's) as indicated on the California English Language Development Test (CELDT). The remaining student was classified as Initial Fluent English Proficient (IFEP). The target students were chosen based on their low performance on a district mandated narrative writing assessment. Methods and data: The Narrative writing intervention occurred over a period of eight weeks including a two week winter break. The main goals were to increase student's organization, use of adjectives, and use of story connectors. Other components studied included effects on confidence and interest in writing. Students practiced using the Quick Sketch graphic organizer as a pre-writing tool to organize their narrative writing with a beginning, middle, and end. They also practiced using the Adjective Organizer as a revising tool to include more adjectives in their writing. Students used the writing process (pre-writing, drafting, revising, editing, and publishing) for each writing task. Data sets include six narrative writing pieces, including a pre-assessment and two post assessments. Results: Comparisons of baseline and outcome data indicate one student made significant gains in both her organization and use of adjectives, one student made moderate gains, and two students showed slight improvements throughout the intervention, but did not show improvement on their post assessments. Conclusions: Comparisons of baseline and outcome data indicate using graphic organizers that included guided questions along with illustrations helped students to organize their ideas and write a more organized paper. It also helped improve the use of story connectors and adjectives. Generally, students' interest in writing went down slightly, but they showed increased confidence in their writing ability. Grade level: Third Grade. Data collection methods: Writing Assessments, Interviews, Survey-Attitude, and Observation -- Field Notes. Curriculum areas: ESL/ELL, Writing. Instructional approaches: Writing-Narrative, Writing-Explicit instruction, Student Engagement, Graphic organizers/concept maps, Note-taking.
Download or read book School Family and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 518 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Download or read book The Effect of Teacher Retention on Student Achievement in Third Grade Reading language Arts written by Kathy Bang Sellers and published by . This book was released on 2011 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Critical Links written by Richard Deasy and published by . This book was released on 2002 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Two purposes of this compendium are: (1) to recommend to researchers and funders of research promising lines of inquiry and study suggested by recent, strong studies of the academic and social effects of learning in the arts; and (2) to provide designers of arts education curriculum and instruction with insights found in the research that suggest strategies for deepening the arts learning experiences and are required to achieve the academic and social effects. The compendium is divided into six sections: (1) "Dance" (Summaries: Teaching Cognitive Skill through Dance; The Effects of Creative Dance Instruction on Creative and Critical Thinking of Seventh Grade Female Students in Seoul, Korea; Effects of a Movement Poetry Program on Creativity of Children with Behavioral Disorders; Assessment of High School Students' Creative Thinking Skills; The Impact of Whirlwind's Basic Reading through Dance Programs on First Grade Students' Basic Reading Skills; Art and Community; Motor Imagery and Athletic Expertise; Essay: Informing and Reforming Dance Education Research (K. Bradley)); (2) "Drama" (Summaries: Informing and Reforming Dance Education Research; The Effects of Creative Drama on the Social and Oral Language Skills of Children with Learning Disabilities; The Effectiveness of Creative Drama as an Instructional Strategy To Enhance the Reading Comprehension Skills of Fifth-Grade Remedial Readers; Role of Imaginative Play in Cognitive Development; A Naturalistic Study of the Relationship between Literacy Development and Dramatic Play in Five-Year-Old Children; An Exploration in the Writing of Original Scripts by Inner-City High School Drama Students; A Poetic/Dramatic Approach To Facilitate Oral Communication; Children's Story Comprehension as a Result of Storytelling and Story Dramatization; The Impact of Whirlwind's Reading Comprehension through Drama Program on 4th Grade Students' Reading Skills and Standardized Test Scores; The Effects of Thematic-Fantasy Play Training on the Development of Children's Story Comprehension; Symbolic Functioning and Children's Early Writing; Identifying Casual Elements in the Thematic-Fantasy Play Paradigm; The Effect of Dramatic Play on Children's Generation of Cohesive Text; Strengthening Verbal Skills through the Use of Classroom Drama; 'Stand and Unfold Yourself' A Monograph on the Shakespeare and Company Research Study; Nadie Papers No. 1, Drama, Language and Learning. Reports of the Drama and Language Research Project, Speech and Drama Center, Education Department of Tasmania; The Effects of Role Playing on Written Persuasion; 'You Can't Be Grandma: You're a Boy'; The Flight of Reading; Essay: Research on Drama and Theater in Education (J. Catterall)); (3) "Multi-Arts" (Summaries: Using Art Processes To Enhance Academic Self-Regulation; Learning in and through the Arts; Involvement in the Arts and Success in Secondary School; Involvement in the Arts and Human Development; Chicago Arts Partnerships in Education (CAPE); The Role of the Fine and Performing Arts in High School Dropout Prevention; Arts Education in Secondary Schools; Living the Arts through Language and Learning; Do Extracurricular Activities Protect against Early School Dropout?; Does Studying the Arts Engender Creative Thinking?; The Arts and Education Reform; Placing A+ in a National Context; The A+ Schools Program; The Arts in the Basic Curriculum Project; Mute Those Claims; Why the Arts Matter in Education Or Just What Do Children Learn When They Create an Opera?; SAT Scores of Students Who Study the Arts; Essay: Promising Signs of Positive Effects: Lessons from the Multi-Arts Studies (R. Horowitz; J. Webb-Dempsey)); (4) "Music" (Summaries: Effects of an Integrated Reading and Music Instructional Approach on Fifth-Grade Students' Reading Achievement, Reading Attitude, Music Achievement, and Music Attitude; The Effect of Early Music Training on Child Cognitive Development; Can Music Be Used To Teach Reading?; The Effects of Three Years of Piano Instruction on Children's Cognitive Development; Enhanced Learning of Proportional Math through Music Training and Spatial-Temporal Training; The Effects of Background Music on Studying; Learning To Make Music Enhances Spatial Reasoning; Listening to Music Enhances Spatial-Temporal Reasoning; An Investigation of the Effects of Music on Two Emotionally Disturbed Students' Writing Motivations and Writing Skills; The Effects of Musical Performance, Rational Emotive Therapy and Vicarious Experience on the Self-Efficacy and Self-Esteem of Juvenile Delinquents and Disadvantaged Children; The Effect of the Incorporation of Music Learning into the Second-Language Classroom on the Mutual Reinforcement of Music and Language; Music Training Causes Long-Term Enhancement of Preschool Children's Spatial-Temporal Reasoning; Classroom Keyboard Instruction Improves Kindergarten Children's Spatial-Temporal Performance; A Meta-Analysis on the Effects of Music as Reinforcement for Education/Therapy Objectives; Music and Mathematics; Essay: An Overview of Research on Music and Learning (L. Scripp)); (5) "Visual Arts" (Summaries: Instruction in Visual Art; The Arts, Language, and Knowing; Investigating the Educational Impact and Potential of the Museum of Modern Art's Visual Thinking Curriculum; Reading Is Seeing; Essay: Reflections on Visual Arts Education Studies (T. L. Baker)); and (6) "Overview" (Essay: The Arts and the Transfer of Learning (J. S. Catterall)). (BT)
Download or read book A Five Year Comparison Between an Extended Year School and a Conventional Year School written by Vanessa Khankeo van der Graaf and published by . This book was released on 2008 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to compare the academic achievement of third grade students in an extended year school to that of third grade students in a conventional school. The problem statement was that both schools were academically deficient according to the requirements of the No Child Left Behind (NCLB) Act. The comparison between the two schools used communication arts and science data from 2002-2006 Missouri Assessment Program (MAP). It also examined the effects of variables such as summer breaks, socioeconomic status, and student attendance that affect student achievement beyond adding more instructional time. Examination of research related to the effects of summer breaks and student achievement uncovered evidence that summer breaks can create an achievement gap in the learning cycle. Also, research concluded that the socioeconomic status of a student can have a clear and negative effect on student achievement. Further research stated that students' attendance rates proved to be a strong predictor of academic performance. The literature revealed different viewpoints on the effects of an extended school year, specifically that more instructional time improves test scores. Regardless of any argument, the controversy of time and learning involves legislators, educators, reformers, students, and the community. Results of the study indicated that there was an association between the type of school calendar, extended versus conventional, and the academic achievement of elementary students as measured by student scores on the MAP. The alternate hypothesis was accepted, which stated that if students attend a school on an extended school year calendar, then MAP scores will be higher than those of students in a similar elementary school who attend school on a conventional calendar. Recommendations for further research were centered on collecting data from districts with similar demographics and school and community planning efforts that focus on using technology to promote academic achievement as a means of broadening and enriching learning time without extending it. In this study, the students who attended an extended year school performed significantly higher on the MAP compared to students who attended a conventional school. One appendix is included: IRB Approval. (Contains 18 tables and 18 figures.).
Download or read book Motivating People to Be Physically Active written by Bess H. Marcus and published by Human Kinetics. This book was released on 2008-09-29 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: Motivating People to Be Physically Active, Second Edition translates research, theories, and concepts of behavioral science into a useful handbook for health professionals involved in the planning, development, implementation, or evaluation of physical activity promotion programs. The book describes proven methods for helping people overcome sedentary behavior and make physical activity a regular part of their lives. Based on the five-stage model of motivational readiness for change, this comprehensive reference will help you design intervention programs for individuals and groups in both worksite and community settings. This behavior change method can be used with healthy adults as well as those with chronic physical or psychological conditions. You’ll also learn to measure and improve clients’ motivation and assess their physical activity patterns and barriers. The second edition has been fully updated and expanded to include these features: • An updated chapter that discusses and compares the recent physical activity recommendations of the Centers for Disease Control and Prevention, the American College of Sports Medicine, and the Institute of Medicine and presents the pros and cons of the recommendations for key populations • An expanded description of the benefits of a physically active lifestyle • Information on how technology, including accelerometers, and Web-based intervention strategies can be used in changing physical activity behavior Motivating People to Be Physically Active, Second Edition, contains many practical tools and ideas to assist you in program implementation. You’ll find reproducible questionnaires, worksheets, logs, and more to assist clients in their transition to active living. The book includes case studies of successful community and worksite programs that can serve as a starting point for your own interventions and stage-specific strategies and recommendations for including and motivating all participants. The authors also provide a list of suggested readings that you can use to enhance your programs. Web addresses and phone numbers of physical activity organizations are included, which can provide you with additional information and resources. With its focus on psychological and behavioral research and accessible reading style, Motivating People to Be Physically Active, Second Edition, is the essential resource for physical activity behavior modification. In addition to allowing you to design effective intervention programs, its many program ideas, tips, and tools spark your motivation to educate and encourage others to lead a more active and healthier lifestyle. Motivating People to Be Physically Active, Second Edition, is part of the Physical Activity Intervention Series (PAIS). This timely series provides useful educational resources for professionals interested in promoting and implementing physical activity programs to a diverse and often resistant population.
Download or read book Resources in education written by and published by . This book was released on 1984-08 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Brain Based Learning written by Eric Jensen and published by Corwin Press. This book was released on 2020-03-16 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learn how to teach like a pro and have fun, too! The more you know about the brains of your students, the better you can be at your profession. Brain-based teaching gives you the tools to boost cognitive functioning, decrease discipline issues, increase graduation rates, and foster the joy of learning. This innovative, new edition of the bestselling Brain-Based Learning by Eric Jensen and master teacher and trainer Liesl McConchie provides an up-to-date, evidence-based learning approach that reveals how the brain naturally learns best in school. Based on findings from neuroscience, biology, and psychology, you will find: In-depth, relevant insights about the impact of relationships, the senses, movement, and emotions on learning Savvy strategies for creating a high-quality learning environment, complete with strategies for self-care Teaching tools to motivate struggling students and help them succeed that can be implemented immediately This rejuvenated classic with its easy-to-use format remains the guide to transforming your classroom into an academic, social, and emotional success story.
