The Teacher Perception of Utilizing Brain Breaks in the Upper Elementary Grades for Improved Behavior, Attendance and Cognitive Engagement

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Autor/in	Northup, Lisa Johnson
Titel	The Teacher Perception of Utilizing Brain Breaks in the Upper Elementary Grades for Improved Behavior, Attendance and Cognitive Engagement
Quelle	(2022), (144 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, William Woods University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-7437-6
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Teachers; Elementary School Students; Recess Breaks; Brain; Teacher Attitudes; Student Behavior; Behavior Change; Attendance; Learner Engagement; Cognitive Processes; Rural Schools; Special Education Teachers; Regular and Special Education Relationship; Program Implementation; Program Effectiveness; Behavior Problems; Academic Achievement; Missouri + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Aktive Pause; Gehirn; Lehrerverhalten; Student behaviour; Schülerverhalten; Anwesenheit; Cognitive process; Kognitiver Prozess; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Schulleistung
Abstract	This qualitative study explores teachers' perceptions on the implementation of brain breaks in upper elementary classrooms located in rural regions of southwest Missouri. The Researcher analyzed qualitative interview data to answer the following research questions: 1) To what extent are brain breaks built into the elementary classroom routine? 2) To what extent does the practice of brain breaks impact cognitive engagement? 3) How does incorporating brain breaks into the elementary classroom routine impact the teacher perception of improved behavior? 4) To what extent would students' cognitive engagement increase in classrooms with regularly scheduled brain breaks for the whole class and individual students? 5) How does inappropriate student behavior effect student attendance and the willingness of students to attend school every day? The primary purpose of this phenomenological qualitative study was achieved by interviewing general education and special education teachers who teach third through sixth grade in Missouri who use brain breaks in their classroom. The study was developed to analyze how teachers implement the brain breaks and the effects the breaks had on attendance, behavior, and cognitive engagement. Ten themes emerged from the results of this study. When examining perceptions teacher have about implementing brain breaks into the elementary classroom, four themes emerged: (a) types of formal professional development trainings, (b) physical techniques, (c) types of brain breaks, (d) how to determine when there is a need for a brain break. When examining the perception of improved cognitive engagement, one theme emerged: Improvement with the utilization of brain breaks. When examining the perception of student behavior when utilization of brain breaks one theme emerged: Brain breaks help improve unwanted behaviors. When examining the impact of brain breaks on cognitive engagement, three themes emerged: (a) scheduled breaks work best, (b) afternoon breaks are more effective, and (c) individual students can take breaks as needed. When examining the perception of student behavior effecting attendance one theme emerged: there is a triangulation of student attendance, cognitive engagement, and academic achievement. The perception of student attendance and engagement are both important factors for academic achievement, while the lack of engagement will have a negative impact on academic achievement, which then have a negative impact on the student attending school on a regular basis. Successful students want to be at school and participate. The findings from this study suggested that in order to have improved student behavior, attendance, and cognitive engagement, upper elementary classroom teachers need to incorporate brain breaks for all students on an "as-needed" basis. Leaders should review the findings of this study and consider implementing strategies that provide quality professional development for teachers to understand the science behind brain breaks and support teacher perceptions of the benefit brain breaks provide in the upper elementary classroom to improve behavior, attendance, and cognitive engagement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01