Elementary Teacher Perceptions Regarding the Use of Kinesthetic Learning Strategies.

Elementary Teacher Perceptions Regarding the Use of Kinesthetic Learning Strategies by Heidi Christine Erickson MA, California State University, Chico, 2006 BA, California State University, Chico 2000 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University August 2017 Abstract Researchers have shown that movement increases brain function, improves mental health, supports cognitive development for students, and reduces sedentary time, all which can influence overall health. Research concerning learning with intentional movement is limited. In the United States, Common Core State Standards (CCSS) are being mandated, and teachers are challenged to teach the standards creatively and to maximize time used for instruction. The purpose of this qualitative study was to explore the lived experiences and perceptions of elementary general education (GE) teachers who taught CCSS using a kinesthetic learning plan (KLP). Bandura’s self-reinforcement and social learning theories provided the conceptual framework; the principles of interpretative phenomenological analysis were used to structure the study. Research questions were framed to understand how the teachers experienced teaching the KLP and their perceptions related to how students learned the CCSS. Data were elicited through individual interviews with 11 GE teachers from primarily rural areas in the western part United States. In vivo coding and iterative analyses revealed themes and findings. Themes included teacher understanding (confidence and comfort), implementing resources (creativity and resourcefulness), teacher feelings (pressure and success), making the mind-body connection, and teacher beliefs and perceptions about their practices. Teachers perceived KLPs as useful in teaching the CCSS and experienced support for expanding their teaching practices. Positive social change implications include helping teachers maximize instructional time and helping students achieve standards and address health needs.Researchers have shown that movement increases brain function, improves mental health, supports cognitive development for students, and reduces sedentary time, all which can influence overall health. Research concerning learning with intentional movement is limited. In the United States, Common Core State Standards (CCSS) are being mandated, and teachers are challenged to teach the standards creatively and to maximize time used for instruction. The purpose of this qualitative study was to explore the lived experiences and perceptions of elementary general education (GE) teachers who taught CCSS using a kinesthetic learning plan (KLP). Bandura’s self-reinforcement and social learning theories provided the conceptual framework; the principles of interpretative phenomenological analysis were used to structure the study. Research questions were framed to understand how the teachers experienced teaching the KLP and their perceptions related to how students learned the CCSS. Data were elicited through individual interviews with 11 GE teachers from primarily rural areas in the western part United States. In vivo coding and iterative analyses revealed themes and findings. Themes included teacher understanding (confidence and comfort), implementing resources (creativity and resourcefulness), teacher feelings (pressure and success), making the mind-body connection, and teacher beliefs and perceptions about their practices. Teachers perceived KLPs as useful in teaching the CCSS and experienced support for expanding their teaching practices. Positive social change implications include helping teachers maximize instructional time and helping students achieve standards and address health needs. Elementary Teacher Perceptions Regarding the Use of Kinesthetic Learning Strategies by Heidi Christine Erickson MA, California State University, Chico, 2006 BA, California State University, Chico 2000 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University August 2017 Dedication To my husband, Duane, for believing in me, even when I did not believe in myself. Thirty-five years ago, you asked me to grow old with you. I am so glad I said yes. I love you in a place where there is no time or space. To my children, Mallory (and Blake), Zachary, and Hailey, I have always known your love, appreciation, patience, and guidance. Lastly, to my first granddaughter Karsyn Grace, I had hoped to finish this before you were born, but you were born before I finished. We now have time to read, sing, dance, and play in the sunshine. I will always love you! Acknowledgments I owe my complete gratitude to Dr. Christina Dawson and Dr. Cheri Toledo for putting up with me on my wild ride. I know I have not always been easy, but you made this journey worth reaching the destination.