Teachers’ Perceptions on Movement as a Teaching Tool

<p>Purposeful movement integration adds movement into the content areas with the physical activity involving the content (for example, math stations that involve students moving around the room). For background on the topic, student benefits, teachers' perspectives, constraints with movement, and teacher professional learning were researched. A quantitative study was conducted to investigate teachers’ change in perspectives and knowledge on purposeful movement intervention as well as increase the frequency of student movement experiences during and after a virtual professional development course. The results of a Hoteling’s T-Squared test concluded that there was a significant difference in the perceptions and knowledge of movement integration. Teachers scored higher on the posttest than the pretest. Also, a repeated measures ANOVA was conducted and found a statistical significance in the differences of the frequencies; each week the frequencies increased. The results suggest that participation in virtual professional learning increases teachers’ perceptions and knowledge as well as their frequency of movement integration in the classroom.</p>

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Teacher Education

Year dc:date.available

2021

Author dc:creator

• Jones, Mollie

Contributors dc:contributor

• Dr. Anna Hart
• Dr. Basil Conway
• Dr. Tom McCormack

• ANOVA
• Teacher
• Frequencies
• Hoteling’s T-Squared Test
• Curriculum and Instruction
• Educational Leadership
• Educational Methods
• Science and Mathematics Education

Language dc:language

English

Repository record dc:identifier

https://csuepress.columbusstate.edu/theses_dissertations/458

OAI identifier oai:identifier

oai:csuepress.columbusstate.edu:theses_dissertations-1460