ERIC Number: ED342549
Record Type: RIE
Publication Date: 1991-Mar-18
Reference Count: N/A
Rhythm and Blues: Enhancing Learning through Movement and Music. A Look at the Modes of Presentation of Special Education and Regular Elementary Teachers in a Rural School District in Louisiana.
Lacina, Lorna J.; And Others
This study examined the variations in the modes of presenting classroom lessons by special education and regular elementary teachers in four rural Louisiana schools. Questionnaires were sent to 114 elementary teachers, including 27 special education teachers and 87 regular teachers. Questions covered classroom presentation of language arts, mathematics, science, and social studies. Eight statements asked teachers how often they provided students with opportunities to learn in the following ways: (1) visual means; (2) auditory means; (3) movement and gestures; (4) manipulatives; (5) music; (6) working alone; (7) working with a partner; and (8) working in a group. Except for working alone, special education teachers used all of the modes of presentation more frequently than regular elementary teachers. Both groups failed to use music to expected levels in the presentation of the four subject areas. Regular teachers also failed to use movement and to work with a partner in science and social studies activities. Although presentation modes involving music, movement, and manipulatives are known to improve student's attention, retention, and retrieval of information, they were underutilized by the teachers. To accomodate all learning styles, regular elementary teachers need to incorporate additional methods of teaching and learning. Increased attention by teachers to modes of presentation may help all learners regardless of their learning potential. A table giving the statistical results of the questionnaire survey is included. (LP)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: In: Reaching Our Potential: Rural Education in the 90's. Conference Proceedings, Rural Education Symposium (Nashville, TN, March 17-20, 1991); see RC 018 473. Tables contain broken type.