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Effect of Active Lessons on Physical Activity, Academic, and Health Outcomes: A Systematic Review
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Martin, Rosemarie; Murtagh, Elaine M. – Research Quarterly for Exercise and Sport, 2017
Purpose: The purpose of this study was to conduct a systematic review of classroom-based physical activity interventions that integrate academic content and assess the effectiveness of the interventions on physical activity, learning, facilitators of learning, and health outcomes. Method: Six electronic databases (ERIC, PubMed, Google Scholar,…
Descriptors: Physical Activities, Teaching Methods, Body Composition, Physical Activity Level
To What Extent Does Children's Spelling Improve as a Result of Learning Words with the Look, Say, Cover, Write, Check, Fix Strategy Compared with Phonological Spelling Strategies?
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Dymock, Susan; Nicholson, Tom – Australian Journal of Learning Difficulties, 2017
The ubiquitous weekly spelling test assumes that words are best learned by memorisation and testing but is this the best way? This study compared two well-known approaches to spelling instruction, the rule based and visual memory approaches. A group of 55 seven-year-olds in two Year 3 classrooms was taught spelling in small groups for three…
Descriptors: Spelling Instruction, Elementary School Students, Comparative Analysis, Teaching Methods
Effectiveness of a Mindfulness-Based Program on School Children's Self-Reported Well-Being: A Pilot Study Comparing Effects with an Emotional Literacy Program
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Devcich, Daniel A.; Rix, Grant; Bernay, Ross; Graham, Esther – Journal of Applied School Psychology, 2017
This pilot study aimed to test the well-being effects of a locally developed mindfulness-based program tailored for New Zealand elementary school children in comparison with an active control condition. It was hypothesized that significantly greater well-being change scores would be observed for the mindfulness group. Students (n = 106) between 9…
Descriptors: Metacognition, Program Effectiveness, Well Being, Pilot Projects
Teaching High-Expectation Strategies to Teachers through an Intervention Process
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McDonald, Lyn; Flint, Annaline; Rubie-Davies, Christine M.; Peterson, Elizabeth R.; Watson, Penny; Garrett, Lynda – Professional Development in Education, 2016
This study describes the outcomes of an intervention focused on the strategies and practices of high-expectation teachers. Specifically, the intervention involved 84 teachers who were randomly assigned to control and intervention groups. The research methodology was primarily qualitative, grounded in the interpretive tradition. Data collected from…
Descriptors: Intervention, Foreign Countries, Outcomes of Education, Expectation
Pause, Breathe, Smile: A Mixed-Methods Study of Student Well-Being Following Participation in an Eight-Week, Locally Developed Mindfulness Program in Three New Zealand Schools
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Bernay, Ross; Graham, Esther; Devcich, Daniel A.; Rix, Grant; Rubie-Davies, Christine M. – Advances in School Mental Health Promotion, 2016
Children today face increasingly high stress levels, impacting their well-being. Schools can play a crucial role in teaching social and emotional skills; therefore there is a need to identify effective interventions. This mixed-methods study of 124 elementary school students from three New Zealand schools aimed to (1) assess if children…
Descriptors: Mixed Methods Research, Well Being, Student Participation, Foreign Countries
Onset/Rime Sensitivity and Orthographic Analogies in Normal and Poor Readers.
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Greaney, Keith T.; Tunmer, William E. – Applied Psycholinguistics, 1996
Studied the relationship between the ease with which children use orthographic analogies and their reading skills. Results of an experiment using a reading age match design showed that poor readers performed as well as normal readers on orally presented measures of onset/rhyme sensitivity, but less well on visually/orally presented rhyme tasks.…
Descriptors: Analysis of Variance, Context Clues, Control Groups, Elementary School Students