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Effects of Dance Practice in Elementary Students

2017-09-12 00:08:21 | BioPortfolio

Summary

The purpose of this study is to assess changes in benchmark and state assessment scores in a public elementary school following an intervention of dance integration into the daily routine of the classroom. Furthermore, this study aims to assess if dance may improve student behavior, teacher perception of student behavior, reading level and attendance.

Description

The use of movement in primary school classrooms is a longstanding practice drawn upon by teachers in various ways. Dance movement in particular is popular among teachers for several reasons: it is enjoyable for students, it can be imaginative, it engages the body as well as the brain, and it can be made accessible to students of varying abilities.

In the field of education, the use of brief bouts of physical activity (PA) or 'brain breaks' have been gaining attention. Teachers have reported perceived improved student concentration during the academic school day by utilizing PA in both elementary and middle school populations. Carlson et al. suggest that PA breaks can indeed improve overall student behavior in the classroom while Donnelly and Lambourne report a 6% improvement on standardized tests in classrooms incorporating PA into academic lessons. Erwin et al. describe improvements in math and reading fluency standardized test scores following an intervention of PA incorporated into an elementary classroom. More conclusive research is indeed needed, yet incorporating PA into the culture of an academic environment appears to hold some merit.

The US Department of Education alongside the National Dance Education Organization published a paper outlining the research priorities for dance education in 2004.

"Of 20 Issues researched in the Research Dance Education project, 15 Issues were identified as gaps, and are therefore identified as Issues in need of future research…The 15 severely under-researched issues over decades impact policy and pedagogy at state and national levels, specifically: Multicultural Education, Integrated Arts, Policy, Affective Domain, Interdisciplinary Education, Student Achievement, Equity, National Content Standards, Funding, Student Performance, Children at Risk, Certification, Teacher Standards, Uncertified Teachers, and Brain Research."

Despite this call to action over a decade ago, to the investigators knowledge, a study assessing change in academic performance following an intervention of dance in a public school serving students with high rates of economic disadvantage has not been published.

The purpose of this study is to assess changes in benchmark and state assessment scores in a public elementary school following an intervention of dance integration into the daily routine of the classroom. Furthermore, this study aims to assess if dance may improve student behavior, teacher perception of student behavior, reading level and attendance. The investigators hypothesize that positive improvements may be observed in all variables by integrating dance into the academic classroom.

Study Design

Conditions

Educational Activities

Intervention

Dancing

Location

Skidmore College
Saratoga Springs
New York
United States
12866

Status

Enrolling by invitation

Source

Skidmore College

Results (where available)

View Results

Links

Published on BioPortfolio: 2017-09-12T00:08:21-0400

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Medical and Biotech [MESH] Definitions

A neurological condition that is characterized by uncontrolled rapid irregular movements of the eye (OPSOCLONUS) and the muscle (MYOCLONUS) causing unsteady, trembling gait. It is also known as dancing eyes-dancing feet syndrome and is often associated with neoplasms, viral infections, or autoimmune disorders involving the nervous system.

Systematic identification, development, organization, or utilization of educational resources and the management of these processes. It is occasionally used also in a more limited sense to describe the use of equipment-oriented techniques or audiovisual aids in educational settings. (Thesaurus of ERIC Descriptors, December 1993, p132)

Level of engagement in educationally purposeful activities, satisfaction, acquisition of desired knowledge, skills, and competencies, persistence and attainment of educational outcomes.

Educational attainment or level of education of individuals.

The assessing of academic or educational achievement. It includes all aspects of testing and test construction.

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