Abstract: The purpose of this study was to examine the impact of asynchronous music on the performance of locomotor skills in a group of children ages 9-12 years. Statistical analysis revealed no significant differences in locomotor performance between the music and quiet conditions, t20 = .142, p = .889.
Introduction: The development of fundamental motor skills (i.e., running, jumping, hopping) contributes to cognitive, social, motor, and physical growth in children (Robinson & Goodway, 2009). Facilitating a timely and proper development of these skills is essential to keeping children healthy and active. Once learned, these skills lay the groundwork for the development of more specialized exercise and sport skills that can be retained for a lifetime (Stodden et al., 2008). Motor skills must be taught, and the continuous interaction between the learner and his or her environment can determine the competency of skill performance that is achieved (Clark, 2007). The constraints present in the learning environment can encourage or discourage different behaviors and may contribute to the reinforcement of skills throughout the lifespan (Haywood and Getchell, 2009). Haywood and Getchell (2009) define environmental constraints as characteristics of the world outside the body that encourage some movements, while discouraging others, and these constraints can be physical or sociocultural in nature.
Abstract: The number of teenagers dropping out in high school is a social problem that is often not talked about or researched enough. A great, working teacher-student relationship is vital for student success in the educational system. This research study looks at some of the different variables that influence teenagers to drop out of high school, focusing on the question of whether or not teachers have an impact on the decision. The purpose is to raise awareness about the qualities of high school students who typically drop out, so that those statistics may decrease in the future.
Abstract: The purpose of this research was to show the importance of art in a student’s educational experience. This study focused on a student’s emotional expression, social confidence, and academic excellence. These areas of research were measured with survey questions that examined students’ participation in the arts and how it affected them in these three areas. The survey allowed participants to reflect on their personal experiences and rate the success that they noticed.
Abstract: Whenever a reform takes place in the field of education, questions arise concerning implementation of the change in classrooms. The current educational shift to the Common Core State Standards (CCSS) Initiative, proposed and adopted in 45 states is no different. The CCSS were created to prepare students to become more college and career-ready in both English Language Arts and Mathematics. In preparation for teaching the CCSS, educators from districts across Idaho are and will continue to participate in professional development training, developing an understanding of what has been deemed the ICS (Idaho Core Standards)–including becoming familiar with the architecture and then creating various unit plans for implementation. The purpose of this study was to measure one part of teachers’ personal agency beliefs–the context (environmental) beliefs–that might support teachers’ implementation of the ICS. It was concluded that, on average, participants had high context belief scores, indicating that they believed their environments were supportive of and responsive to ICS implementation.
Abstract: Ever advancing trends in technology, and implemented in educational settings, inspired the current study, which examined the impact, on comprehension, of note-taking method. 72 undergraduate participants, aged 18-26, viewed a projected documentary in a classroom setting and took notes for a later assessment via either paper or computer keyboard. The Mann-Whitney U (Ryan & Joiner, 2001) showed a significant difference between the test scores produced via typed notes and written notes (p = .006). Experimental and survey results converge and dictate that the best and preferred practice for student note taking is writing.
Abstract This research questions how increasing the awareness of college students on topics such as military action and foreign relations affects how the United States conducts peacekeeping. Although there is much research available on topics such as the growing disconnect between the military in America and civil society and the media’s influence over public opinion, there is very little information on how these issues have influenced each other, how they have affected our youth, and how peacekeeping operations are conducted throughout the world. How have we gotten to where we are today in terms of peacekeeping and what can we do to improve those conditions? To discover how college students view peacekeeping, a survey was made available on survey monkey in which students answered questions about what they thought would be the most successful forms of peacekeeping, and why or why not they thought education should be increased on this topic. The survey received very positive feedback, with unanimous support for increasing education for a variety of reasons. These findings reveal the need for more research and more action regarding increasing awareness of college students on military and foreign affairs.
Abstract: This research was conducted to analyze the intergenerational transfer of poverty in two-generation families and to examine the mechanism of the transfer by utilizing intergenerational capital transfer model, especially human capital and material capital. This research revealed that parental investment behavior on children was the determining factor in the second-generation family’s welfare. The research estimated the chance of second-generation family with father coming from poor family was 38 times higher to be poor than second-generation family with father coming from not poor origin family. Status mobility from poor to not poor could be due to education (for man) and marital factor (for woman).
Abstract Daily, we see the unethical hijacking of e-contents in the “high sea” of intellectualism–of materials, literature, and other resources of worth–without regard to its original proponent. Upon reflection on the ethics of ownership and place of ethics in research, we seek a solution to this act of infringement, which for centuries has been of knotty problem. The Internet with its TCP/IP network protocols can facilitate data transmission and easily scan selected parts of works that become instances of plagiarism.
My motivation is personal, having being a victim of this villainous act. A few years ago, I purchased a book that had interspersed in it the exact ideas I posted on my blog. For this reason, I answer some ethical questions, share perspectives, and then proffer possible solutions that could be helpful in curbing this intellectual fraud.
Abstract Despite extensive research and widely-held belief supporting the fact that educators call on males more than females in the classroom, the sex of students may overshadow the importance of the body language typical of each sex in classroom interactions between educators and students. This study sought to explore how significantly body language influences professor-student interactions through the use of classroom observation and self-reported surveys at a small Midwestern university. Results of both observation and surveys were analyzed primarily by using frequencies and percentages in order to measure the extent to which the independent variable, body language and sex of students, is correlated to the dependent variable, student participation and professors’ interactions with students based on sex. Results indicated that a combination of a student being a male and exhibiting several specific positions of male-associated body language is correlated with more professor-student interactions than any other variable combination. When combined with data about females displaying certain elements of each sex’s body language, results strongly suggested that a combination of sex and sex-associated body language determine frequency and quality of educator-student interactions.
Abstract What is the age when reading fluency in a certain population begins? It is not only important to know the reading fluency starting age of individuals with learning disabilities in reading but also to compare reading fluency of students at one school versus another. Reading fluency is the ability to read text, not just accurately but also quickly and effortlessly. This study describes a method of determining a reading fluency starting age. Based upon the data obtained from the present research, it was determined that the reading fluency starting age was the age at which the reading fluency score on the alphabetical test versus ages of the population showed a maximum.