Date Approved

6-18-2009

Embargo Period

3-17-2016

Document Type

Thesis

Degree Name

M.S. in Teaching: Collaborative Teaching

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Madden, Marjorie

Subject(s)

Fourth grade (Education); Movement education

Disciplines

Elementary Education and Teaching

Abstract

The purpose of this research study was to determine what happens when movement and kinesthetic learning are implemented academically in a fourth-grade regular education classroom. Kinesthetics were used to help teach a social studies unit on Europeans in New Jersey and were later infused into the classroom curriculum. Qualitative inquiry strategies such as video-taped lessons, student written feedback, individual interviews, and observations written in my own teacher research journal were used to collect data. Sorting and categorizing data within and between data sources revealed that the kinesthetic learning lead to increased understanding of the topics being studied, heightened student engagement, and fostered positive collaborative experiences among the students. Implications for teaching academic content using kinesthetic learning are discussed.

Share

COinS