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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 …
Saudi Special Education Teachers’ Perspectives On The Use Of Ipads To Enhance Communication Skills For Students With Autism, Adil Alghamdi
Saudi Special Education Teachers’ Perspectives On The Use Of Ipads To Enhance Communication Skills For Students With Autism, Adil Alghamdi
USF Tampa Graduate Theses and Dissertations
This study explored teachers’ perceptions of rough-and- tumble (R&T) play in early childhood education in Saudi Arabia. The literature on rough-and-tumble play in Saudi Arabia is limited in scope, and more research is needed to explore teachers’ perceptions on this type of play for early learners. The pertinent literature reveals that R&T play, which includes running, jumping, fighting, wrestling, chasing, pulling, pushing, and climbing, among other rough playful activities, can positively impact learning and development across psychosocial, emotional, and cognitive domains. Teachers’ understanding of R & T play is key, and the attitudes of Saudi early childhood teachers who are …