東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Determining the Degree to Which Active Use of Mindfulness with Elementary Students Affects Their Annual State Test Scores in Math and Reduces Office Referrals.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Determining the Degree to Which Active Use of Mindfulness with Elementary Students Affects Their Annual State Test Scores in Math and Reduces Office Referrals./
Author:	Stager, Andrew.
Description:	1 online resource (125 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-10, Section: A.
Contained By:	Dissertations Abstracts International83-10A.
Subject:	Educational tests & measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29061165click for full text (PQDT)
ISBN:	9798209988090

Determining the Degree to Which Active Use of Mindfulness with Elementary Students Affects Their Annual State Test Scores in Math and Reduces Office Referrals.
Stager, Andrew.

Determining the Degree to Which Active Use of Mindfulness with Elementary Students Affects Their Annual State Test Scores in Math and Reduces Office Referrals. - 1 online resource (125 pages)

Source: Dissertations Abstracts International, Volume: 83-10, Section: A.

Thesis (Ed.D.)--University of La Verne, 2022.

Includes bibliographical references

Purpose. The purpose of this quantitative causal-comparative research study was twofold. First was to examine the impact of the use of the mindfulness computer program, Inner Explorer, on math success as measured by the cumulative CAASPP scores in sixth-grade tests. The second was to determine how the use of Inner Explorer affected students' emotional success and the reduction in the quantity of required office referrals.Methodology. A quantitative ex post facto research design was used to examine the impact of results from two different elementary school sixth-grade classes with an ethnic breakdown closely resembling San Bernardino County, consisting of 174 de-identified students encompassing 92 students from one campus and 82 from the other. The study employed inferential analysis of data using an independent sample t test to determine whether any statistically significant differences were present.Findings and Conclusion. Descriptive analysis shows the mean cumulative students' CAASPP score in School A who experienced the use of Inner Explorer Mindfulness was 2352.65. The mean cumulative students' CAASPP score in School B who did not experience the use of Inner Explorer Mindfulness was 2462.95. These findings indicate that a typical student taught with the assistance of Inner Explorer earned a score of 2533 (rounded to a whole number), and a student taught without the assistance of Inner Explorer earned a score of 2463 (rounded to a whole number). The difference showed that students taking part in Inner Explorer Mindfulness demonstrated a greater level of math success by 70 points (rounded from 69.70).Recommendations. Future studies should feature a larger sample size. A longitudinal quantitative study would examine whether statistically significant differences exist in student math success in one school district because of the utilization of Inner Explorer. Replication of this quantitative study could be done with a larger sample size including multiple grade levels. A quantitative study could be conducted to determine whether there is a statistically significant difference in math success, measured by pretest and posttests, as a result of the utilization of Inner Explorer. A qualitative study might be conducted using interviews with teachers and observations of teachers implementing Inner Explorer.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798209988090Subjects--Topical Terms:

3168483
Educational tests & measurements.
Subjects--Index Terms:

MindfulnessIndex Terms--Genre/Form:

542853
Electronic books.

Determining the Degree to Which Active Use of Mindfulness with Elementary Students Affects Their Annual State Test Scores in Math and Reduces Office Referrals.
LDR:03811nmm a2200409K 4500 001 2361665
005 20231027101249.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798209988090
035 $a (MiAaPQ)AAI29061165
035 $a AAI29061165
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Stager, Andrew. $3 3702350
245 1 0 $a Determining the Degree to Which Active Use of Mindfulness with Elementary Students Affects Their Annual State Test Scores in Math and Reduces Office Referrals.
264 0 $c 2022
300 $a 1 online resource (125 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 83-10, Section: A.
500 $a Advisor: Liu, Sunny.
502 $a Thesis (Ed.D.)--University of La Verne, 2022.
504 $a Includes bibliographical references
520 $a Purpose. The purpose of this quantitative causal-comparative research study was twofold. First was to examine the impact of the use of the mindfulness computer program, Inner Explorer, on math success as measured by the cumulative CAASPP scores in sixth-grade tests. The second was to determine how the use of Inner Explorer affected students' emotional success and the reduction in the quantity of required office referrals.Methodology. A quantitative ex post facto research design was used to examine the impact of results from two different elementary school sixth-grade classes with an ethnic breakdown closely resembling San Bernardino County, consisting of 174 de-identified students encompassing 92 students from one campus and 82 from the other. The study employed inferential analysis of data using an independent sample t test to determine whether any statistically significant differences were present.Findings and Conclusion. Descriptive analysis shows the mean cumulative students' CAASPP score in School A who experienced the use of Inner Explorer Mindfulness was 2352.65. The mean cumulative students' CAASPP score in School B who did not experience the use of Inner Explorer Mindfulness was 2462.95. These findings indicate that a typical student taught with the assistance of Inner Explorer earned a score of 2533 (rounded to a whole number), and a student taught without the assistance of Inner Explorer earned a score of 2463 (rounded to a whole number). The difference showed that students taking part in Inner Explorer Mindfulness demonstrated a greater level of math success by 70 points (rounded from 69.70).Recommendations. Future studies should feature a larger sample size. A longitudinal quantitative study would examine whether statistically significant differences exist in student math success in one school district because of the utilization of Inner Explorer. Replication of this quantitative study could be done with a larger sample size including multiple grade levels. A quantitative study could be conducted to determine whether there is a statistically significant difference in math success, measured by pretest and posttests, as a result of the utilization of Inner Explorer. A qualitative study might be conducted using interviews with teachers and observations of teachers implementing Inner Explorer.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Mathematics education. $3 641129
650 4 $a Elementary education. $3 641385
650 4 $a Educational psychology. $3 517650
653 $a Mindfulness
653 $a Elementary students
653 $a Annual state test scores
653 $a Math
653 $a Office referrals
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0288
690 $a 0525
690 $a 0524
690 $a 0280
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a University of La Verne. $b LaFetra College of Education. $3 3284879
773 0 $t Dissertations Abstracts International $g 83-10A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29061165 $z click for full text (PQDT)