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dc.contributor.advisorGibson, Kay L.
dc.contributor.authorBrightup, Lisa J.
dc.date.accessioned2011-08-28T20:41:57Z
dc.date.available2011-08-28T20:41:57Z
dc.date.copyright2010en
dc.date.issued2010-12
dc.identifier.othert10079
dc.identifier.urihttp://hdl.handle.net/10057/3696
dc.descriptionThesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum & Instruction.en_US
dc.description.abstractStudents experiencing mental fatigue while pursuing high levels of achievement may refocus attention, gain cognitive benefits, and increase achievement by taking breaks from class work. In this quantitative study, two types of breaks, sedentary versus structured movement, were compared to determine whether one demonstrated greater efficacy for increasing the algebra achievement of gifted fifth graders. Daily ten-minute breaks were taken during math class across a six-week period. When algebra achievement data associated with structured movement breaks were compared to the data associated with sedentary breaks, results indicated that nine out of eleven students made their greatest individual growth during the structured movement break treatment.en_US
dc.format.extentviii, 56 leaves, ill.en
dc.language.isoen_USen_US
dc.publisherWichita State Universityen_US
dc.rightsCopyright Lisa J. Brightup, 2010. All rights reserveden
dc.subject.lcshElectronic dissertationsen
dc.titleThe effects of taking structured movement breaks on the algebra achievement of gifted fifth gradersen_US
dc.typeThesisen_US


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