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Meditational Practices in Elementary Education Mindfulness and the Effects on Student Focus and Achievement : = A Quasi-Experimental Study.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Meditational Practices in Elementary Education Mindfulness and the Effects on Student Focus and Achievement :/
其他題名:	A Quasi-Experimental Study.
作者:	Fiore, Tara.
面頁冊數:	1 online resource (148 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.
標題:	Curriculum development. -
電子資源:	click for full text (PQDT)
ISBN:	9781369086768

Meditational Practices in Elementary Education Mindfulness and the Effects on Student Focus and Achievement : = A Quasi-Experimental Study.
Fiore, Tara.

Meditational Practices in Elementary Education Mindfulness and the Effects on Student Focus and Achievement :A Quasi-Experimental Study. - 1 online resource (148 pages)

Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2016.

Includes bibliographical references

Stress and over-stimulation are a part of young students' lives in our modern day society. These factors affect the quality of student focus and concentration in the classroom, which then affects student behavior, and ultimately student achievement. Mindfulness, a variety of meditation designed to focus inwardly on the present, has been found in other forms of application, to reduce stress and mindlessness. In this quantitative, quasi-experimental study, a small group (n=24) of second and third grade students at a private school in Florida, participated in an eight-week implementation of mindful practice. This pre and post-test design, using one of the groups as the control, determined through ANCOVA analysis that consistent use of mindful practices benefit elementary level students' concentration, behavior, and academic achievement. Research questions were examined using Analysis of Covariance with students pretest scores as the covariate. Results for each Research Question indicated significant differences between the two groups, (p=<.001). These results were in support of the use on the mindful techniques. These practices benefiting student performance in concentration, mathematics, and ELA, while also supporting desired behaviors and lessoning the number of classroom disturbances. The previous research supports the use of mindfulness in school-based applications; this research supports its implementation even in the younger students of elementary schools. If these results hold true in other schools, the positive results would support progressive outcomes. Future research would need to include a larger sample and a longer trial. Other research should include different demographics and longitudinal study as the students develop into adolescents.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369086768Subjects--Topical Terms:

1148494
Curriculum development.
Index Terms--Genre/Form:

554714
Electronic books.

Meditational Practices in Elementary Education Mindfulness and the Effects on Student Focus and Achievement : = A Quasi-Experimental Study.
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520 $a Stress and over-stimulation are a part of young students' lives in our modern day society. These factors affect the quality of student focus and concentration in the classroom, which then affects student behavior, and ultimately student achievement. Mindfulness, a variety of meditation designed to focus inwardly on the present, has been found in other forms of application, to reduce stress and mindlessness. In this quantitative, quasi-experimental study, a small group (n=24) of second and third grade students at a private school in Florida, participated in an eight-week implementation of mindful practice. This pre and post-test design, using one of the groups as the control, determined through ANCOVA analysis that consistent use of mindful practices benefit elementary level students' concentration, behavior, and academic achievement. Research questions were examined using Analysis of Covariance with students pretest scores as the covariate. Results for each Research Question indicated significant differences between the two groups, (p=<.001). These results were in support of the use on the mindful techniques. These practices benefiting student performance in concentration, mathematics, and ELA, while also supporting desired behaviors and lessoning the number of classroom disturbances. The previous research supports the use of mindfulness in school-based applications; this research supports its implementation even in the younger students of elementary schools. If these results hold true in other schools, the positive results would support progressive outcomes. Future research would need to include a larger sample and a longer trial. Other research should include different demographics and longitudinal study as the students develop into adolescents.
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