Browsing by Subject "Education, Elementary -- Research."
Now showing 1 - 3 of 3
Results Per Page
Sort Options
Item The Effect of Semantic Mapping on the Vocabulary Acquisition of Intermediate Elementary Age Students(2013-05) Dudzic, Rachael; Masters of EducationThe purpose of this study was to determine whether semantic mapping would positively affect the vocabulary acquisition of intermediate level elementary school students. The measurement tools were the Open Court Reading Diagnostic and a teacher rating scale. This study involved the use of a pretest/posttest design to compare data. Achievement gains were statistically significant. Research in the area of vocabulary acquisition should continue based on the need for effective vocabulary instruction.Item The Effects of a Zumba Fitness Dance Program on Children Struggling with Obesity(2013-04) Jackson, Lance D.; Masters of EducationThe purpose of this study was to determine whether a Zumba fitness dance program can address childhood obesity in elementary public school programs. A quasi-experimental, pre/post-test design format was used to conduct the study testing an intervention within an elementary school setting. The intervention that was utilized was the Zumba dance fitness exercise program. The Zumba fitness dance program was a total body workout using various dance moves to burn calories and decrease body fat. The Omoron HBF-306C Body Fat Loss Monitor was used to determine the overall body fat percentage of each student. The data was collected after a four-week intervention program, and indicated a significant decrease in body fat percentage amongst 14 participants.Item The Importance of Character Education: a Study of Increased Structure and Focused Character Education in Morning Meetings(2013-05) Frey, Lauren; Masters of EducationThe purpose of this study was to determine whether increasing the structure of morning meetings with a character education focus would reduce office referrals among students with behavior problems. This study used a retrospective pre-experimental design with a variant of a one-group pretest-posttest design. Subjects (n= 19) served as their own controls. Subjects were selected based on a “high” score on the dependent variable under the first condition in that they had two or more office referrals in the first semester of the school year and were considered frequent offenders. Dependent variable data was collected over the first semesters of the 2011-2012 and 2012-2013 school years in an elementary school. In 2011-2012 study morning meetings were unstructured but in 2012-2013 they were structured with a character education focus. There was no significant difference between the mean number of office referrals in the first semester of the school year among frequent offenders under nonstructured (Mean = 3.58, SD = 1.54) and structured (Mean= 2.37, SD = 2.31) morning meeting conditions [t(18) = 1.99, p > .05]. Implications are discussed including that more funding is needed to provide every classroom teacher with a research based character education program and materials and the need to conduct more rigorous research to assess the effectiveness of the intervention.