Rhythmic Ability in Children and the Effects of Age, Sex, and Tempo

2007 ◽  
Vol 104 (3) ◽  
pp. 901-912 ◽  
Author(s):  
Niki Mastrokalou ◽  
Dimitris Hatziharistos

The aim of the study was to investigate the differentiation, if any, of young children's rhythmic ability that movement frequency (tempo), sex, and age produce. Rhythmic ability was analyzed into its two components, namely, rhythmic accuracy and rhythmic maintenance. The study compared the effect of two tempos, sex, and age on rhythmic accuracy and rhythmic maintenance and examined the association between them. The sample was 170 children (85 boys and 85 girls) between 6 to 9 years old ( M = 7.9, SD = 0.9), who were attending the first three grades of public elementary schools in Athens, Greece, and had no extracurricular sports experience. There were no significant differences in performance on rhythmic accuracy and rhythmic maintenance between boys and girls for fast and slow tempos, while age was a significant differentiating factor at the slow tempo but not at the fast tempo. Rhythmic accuracy and rhythmic maintenance performances were better at the fast tempo than at the slow one. Rhythmic accuracy performance was better than rhythmic maintenance performance at both tempos. These findings lead to the conclusion that further examination of rhythmic ability performance is required, focusing on aspects of rhythmic maintenance under different tempos and across all children's ages, with varying motor experience.

1973 ◽  
Vol 33 (3) ◽  
pp. 739-742 ◽  
Author(s):  
Jack M. Hicks ◽  
Kay T. Edwards ◽  
Arnold D. Sgan

This investigation compared attitudes toward school of nongraded and graded school children. Participants were 117 pupils enrolled in two public elementary schools in the same district. Both above and below average intelligence groups were represented. An analysis of variance showed that brighter children liked school better than less bright children. There was also a significant interaction reflecting more favorable attitudes in nongraded than in graded schools for less intelligent pupils but less favorable attitudes in nongraded than in graded schools for more intelligent pupils. It was speculated that more clear-cut symptoms of recognition provided by graded programs enhanced morale for brighter pupils but lowered morale for less bright pupils.


2012 ◽  
Vol 22 (1) ◽  
pp. 79-115 ◽  
Author(s):  
Martin Scanlan

This study creates life history portraits of two White middle-class native-English-speaking principals demonstrating commitments to social justice in their work in public elementary schools serving disproportionately high populations of students who are marginalized by poverty, race, and linguistic heritage. Through self-reported life histories of these principals, I create portraits that illustrate how these practitioners draw motivation, commitment, and sustenance in varied, complicated, and at times contradictory ways.


Author(s):  
Julia Burdick-Will ◽  
John R. Logan

Schools often mirror the communities in which they are located. Research on rural-urban school inequality tends to focus on the contrast among urban, suburban, and rural schools, glossing over the variation and similarities within these areas. We provide a richer description of the spatial distribution of educational inequality by examining school composition, achievement, and resources in all U.S. public elementary schools in 2010–2011. We take the traditional census categories derived from residential and commuting patterns, and apply them to schools across the country in analyses that reveal gradual transitions and blurry boundaries among the traditional zones. The results show high levels of variation within the suburbs and substantial commonality between rural and urban areas and suggest that census-defined metropolitan areas are not ideal when considering the geography of educational opportunity.


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