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How often do you move? Improving student learning in the primary classroom through purposeful movement.

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McGregor, Emily (2014) How often do you move? Improving student learning in the primary classroom through purposeful movement. Honours thesis, University of Tasmania.

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Abstract

It is estimated that 85 percent of students in school are natural kinaesthetic learners. It has been suggested that these particular learners are not being catered to through traditional teaching practices. There is a growing body of evidence to support the connection between physical movement and increased student academic achievement. This research differs from existing literature as it focuses on teachers’ inclusion of physical movement in everyday classroom learning. The aim of this research was to investigate how and why primary school teachers incorporate movement into everyday classroom learning.
Qualitatively, significant differences were found between how teachers believed they integrated movement into their everyday classroom learning, and how movement can be integrated to benefit students’ engagement and academic achievement. These findings suggest that the integration of movement into everyday classroom learning significantly increases student engagement. Professional development for teachers as well as communities of practice, need to be accessible by teachers in order for them to learn how to integrate movement into their everyday classroom learning and therefore increase their students’ academic achievement as well as engagement in learning.

Item Type: Thesis (Honours)
Keywords: kinaesthetic learning; movement; purposeful movement; engagement; physical movement; strategies
Copyright Holders: The Author
Copyright Information:

Copyright 2014 the Author

Date Deposited: 28 Apr 2015 06:14
Last Modified: 11 Mar 2016 05:52
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