Literaturnachweis - Detailanzeige
| Autor/in | LaMotte, Megan |
|---|---|
| Titel | The Integrated Approach versus the Traditional Approach: Analyzing the Benefits of a Dance and Transportation Integrated Curriculum |
| Quelle | In: Journal of Dance Education, 18 (2018) 1, S.23-32 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1529-0824 |
| DOI | 10.1080/15290824.2017.1336667 |
| Schlagwörter | Dance; Integrated Curriculum; Transportation; Experimental Groups; Control Groups; Pretests Posttests; Comparative Analysis; Dance Education; Teaching Methods; Grade 5; Elementary School Students; Student Journals; Learner Engagement; Statistical Analysis; Qualitative Research; Student Attitudes; Maryland |
| Abstract | The purpose of the study was to examine the effects of a dance and transportation integrated curriculum on student learning and engagement. The curriculum, entitled Consequences of Our Actions: Dance and Transportation, synthesized transportation content with the art form of dance. The experimental and control groups were comprised of fifth-grade students at a Maryland elementary school. In the spring of 2014, the experimental study was implemented and data were collected in the form of pretests, posttests, and student journals. Analysis of the quantitative data found that the experimental group tested significantly better from the transportation pretests to posttests. The experimental group also tested significantly better than the control group when looking at their transportation posttests. The journals collected displayed high levels of student engagement. This study suggests that the instruction of the dance and transportation integrated curriculum facilitated higher levels of student learning and engagement. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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