Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2017 Elementary Teacher Perceptions Regarding the Use of Kinesthetic Learning Strategies Heidi Erickson Erickson Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Social and Philosophical Foundations of Education Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Education This is to certify that the doctoral dissertation by Heidi Erickson has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Cheri Toledo, Committee Chairperson, Education Faculty Dr. Christina Dawson, Committee Member, Education Faculty Dr. Kathleen Lynch, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2017 Abstract Elementary Teacher Perceptions Regarding the Use of Kinesthetic Learning Strategies by Heidi Christine Erickson MA, California State University, Chico, 2006 BA, California State University, Chico 2000 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University August 2017 Abstract Researchers have shown that movement increases brain function, improves mental health, supports cognitive development for students, and reduces sedentary time, all which can influence overall health. Research concerning learning with intentional movement is limited. In the United States, Common Core State Standards (CCSS) are being mandated, and teachers are challenged to teach the standards creatively and to maximize time used for instruction. The purpose of this qualitative study was to explore the lived experiences and perceptions of elementary general education (GE) teachers who taught CCSS using a kinesthetic learning plan (KLP). Bandura’s self-reinforcement and social learning theories provided the conceptual framework; the principles of interpretative phenomenological analysis were used to structure the study. Research questions were framed to understand how the teachers experienced teaching the KLP and their perceptions related to how students learned the CCSS. Data were elicited through individual interviews with 11 GE teachers from primarily rural areas in the western part United States. In vivo coding and iterative analyses revealed themes and findings. Themes included teacher understanding (confidence and comfort), implementing resources (creativity and resourcefulness), teacher feelings (pressure and success), making the mind-body connection, and teacher beliefs and perceptions about their practices. Teachers perceived KLPs as useful in teaching the CCSS and experienced support for expanding their teaching practices. Positive social change implications include helping teachers maximize instructional time and helping students achieve standards and address health needs. Elementary Teacher Perceptions Regarding the Use of Kinesthetic Learning Strategies by Heidi Christine Erickson MA, California State University, Chico, 2006 BA, California State University, Chico 2000 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University August 2017 Dedication To my husband, Duane, for believing in me, even when I did not believe in myself. Thirty-five years ago, you asked me to grow old with you. I am so glad I said yes. I love you in a place where there is no time or space. To my children, Mallory (and Blake), Zachary, and Hailey, I have always known your love, appreciation, patience, and guidance. Lastly, to my first granddaughter Karsyn Grace, I had hoped to finish this before you were born, but you were born before I finished. We now have time to read, sing, dance, and play in the sunshine. I will always love you! Acknowledgments I owe my complete gratitude to Dr. Christina Dawson and Dr. Cheri Toledo for putting up with me on my wild ride. I know I have not always been easy, but you made this journey worth reaching the destination. Table of Contents List of Tables .......................................................................................................................v Chapter 1: Introduction .......................................................................................................1 Background ....................................................................................................................2 Problem Statement .........................................................................................................5 Purpose of the Study ......................................................................................................7 Research questions .........................................................................................................7 Conceptual Framework for the Study ............................................................................8 Nature of the Study ......................................................................................................10 Definitions....................................................................................................................13 Assumptions .................................................................................................................14 Scope and Delimitations ..............................................................................................14 Limitations ...................................................................................................................15 Significance..................................................................................................................16 Summary ......................................................................................................................16 Chapter 2: Literature Review .............................................................................................19 Literature Search Strategies .........................................................................................20 The Mind-Body Connection ........................................................................................32 Psychomotor Learning .................................................................................................36 Physical Movement and Cognitive Function ...............................................................38 Motor Performance and Cognition ..............................................................................42 Physical Activity and Academic Achievement............................................................48 i Differentiated Instruction .............................................................................................58 Common Core State Standards ....................................................................................60 Common Core State Standards and Elementary General Education ...........................62 Basic Qualitative Research and Interpretative Phenomenological Approach .............64 Summary ......................................................................................................................65 Chapter 3: Research Methods ............................................................................................68 Research Design and Rationale ...................................................................................68 Role of the Researcher .................................................................................................70 Researcher Bias ............................................................................................................71 Methodology ................................................................................................................72 Participant Selection Process ................................................................................ 72 Instrumentation ..................................................................................................... 73 Data Analysis ........................................................................................................ 75 Issues of Trustworthiness .............................................................................................76 Credibility ............................................................................................................. 77 Transferability ....................................................................................................... 78 Dependability ........................................................................................................ 78 Confirmability ....................................................................................................... 78 Ethical Concerns Related to Recruitment and Data Collection ...................................79 Summary ......................................................................................................................80 Chapter 4: Results .............................................................................................................82 The Setting ...................................................................................................................82