Measuring the effects of rhythmic movements implemented in a high poverty elementary classroom
Oswald, Dana R. (2010). Measuring the effects of rhythmic movements implemented in a high poverty elementary classroom. -- In Proceedings: 6th Annual Symposium: Graduate Research and Scholarly Projects. Wichita, KS: Wichita State University, p. 160-161
This study investigated the effects of rhythmic movements on students’ behaviors, emotions and academic growth. The study concentrated on a fourth grade class from a Title 1 building, where the majority of students were from poverty and scoring below grade level in reading and mathematics. A series of exercises were implemented in the classroom for 15-20 minutes daily for nine weeks. The behavior, emotions and academic growth of the students were monitored and recorded. Results showed a decrease in negative behavior from 35 interruptions per hour to 5 and an increase in student engagement by 15%. Results also showed less stress and worries among the students. Academically, reading scores significantly increased as compared with the control group.
Second Place winner of poster presentations at the 6th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Hughes Metropolitan Complex, Wichita State University, April 23, 2010.
Research completed at the Department of Curriculum and Instruction, College of Education