Honors Theses

Date of Award

5-11-2019

Document Type

Undergraduate Thesis

Department

Teacher Education

First Advisor

Alicia Stapp

Relational Format

Dissertation/Thesis

Abstract

In recent years, educational mandates such as those established by the No Child Left Behind Act have placed increased pressure on school administrators and faculty to focus a large portion of their resources on improving students’ standardized test scores. As a result, many teachers are searching for ways to increase instructional time, yet during an already chaotic school day, that is not such an easy task (Heafner, Lipscomb, & Rock, 2006). Therefore, this study examined possible solutions to this issue that would benefit both students and teachers through the implementation of various music and movement interventions. The research occurred over eight weeks during the fall of 2018, from September 26, 2018 through November 7, 2018. The first two weeks of the study were designed to gather baseline data regarding students’ transition times and engagement. Three phases of two-week interventions followed which utilized music, movement, and music and movement interventions, respectively to gauge their influence on morning and afternoon classroom transition times, as well as any change in student engagement. The findings of this study indicate that the various music and movement interventions utilized were successful in decreasing students’ transition times and increasing student engagement, providing a valuable increase of instructional time.

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