Impact of a Curriculum-Integrated Dance Program on Literacy and Numeracy: A Mixed Methods Study on Primary School Children

Autor/inn/en	Sharma, Geeta; Nikolai, Jennifer; Duncan, Scott; Stewart, Tom
Titel	Impact of a Curriculum-Integrated Dance Program on Literacy and Numeracy: A Mixed Methods Study on Primary School Children
Quelle	In: Journal of Dance Education, 23 (2023) 1, S.18-30 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sharma, Geeta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-0824
DOI	10.1080/15290824.2020.1864379
Schlagwörter	Integrated Curriculum; Dance Education; Literacy; Numeracy; Elementary School Students; Foreign Countries; Pretests Posttests; Student Attitudes; Instructional Effectiveness; New Zealand + Suchen Sie Ihr Suchwort? Dance; Education; Tanzerziehung; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Ausland; Schülerverhalten; Unterrichtserfolg; Neuseeland
Abstract	This study evaluated the changes in literacy and numeracy levels on schoolchildren across four New Zealand primary schools. A total of 187 schoolchildren aged 8-9 years were assigned to either a dance group (n = 101) or control group (n = 86). The dance group (DG) from each school participated in a six-week, curriculum-integrated dance program with their teacher during school time. Mathematics and reading aptitude were evaluated at baseline and post-intervention timepoints using standardized questionnaires. DG participants shared their perceptions of the dance program through journal reflections and focus group interviews. Intervention effects were assessed using generalized linear models, and children's perceptions of the program were thematically analyzed. The intervention had positive effects on reading for children with special needs and those of Asian descent. Children's reflections suggest that the dance program may have deepened their understanding of mathematics and enhanced their English vocabulary and comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01