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Momentum For Learning: Defining A Pedagogy Of Movement For Improved Learning And Cognition, Gretchen L. Stewart
Momentum For Learning: Defining A Pedagogy Of Movement For Improved Learning And Cognition, Gretchen L. Stewart
USF Tampa Graduate Theses and Dissertations
This study reports the findings of a mixed-methods investigation into learning and cognition that has been theoretically and methodologically positioned as embodied. Embodied learning places pedagogical value on the biophysiologically dependent nature of learning on the development of the central nervous system. Rooted in empirical evidence of structural and functional brain change through movement, the purpose of this study was to investigate the primary teaching and learning features of a neurodevelopmental approach to schooling. The research question was, how do interdisciplinary experts operationalize movement as fundamental pedagogy in a brain relevant school model? Methods included qualitative interviews, a consensus building …
Examining School Capacity For Inclusion Using A Multi-Dimensional Framework: A Case Study, Amy Lenee-Monnier Toson
Examining School Capacity For Inclusion Using A Multi-Dimensional Framework: A Case Study, Amy Lenee-Monnier Toson
USF Tampa Graduate Theses and Dissertations
With the passage of the No Child Left Behind Act (NCLB, 2002) and the reauthorization of the Individuals with Disabilities Education Act (IDEA, 2004), the inclusion of students with disabilities (SWDs) in general education classrooms has become more prevalent within our public schools (DuFour & Eaker, 1998; Mcleskey et al., 2010). Current research on inclusion focuses on student outcomes and procedural changes and not the contexts and capabilities of education leaders who are implementing it. Empirical research that examines how schools have built the capacity for sustaining these models, especially through the perspectives of those who implement it, is limited …