Dissertation/Thesis Abstract

The Relationship Between Weather and Lunar Changes on Student Achievement and Measures School Districts Utilize to Combat Potential Impact
by Stuart, Kendra, Ed.D., Lindenwood University, 2013, 131; 3605514
Abstract (Summary)

Classroom disruptions present an obstacle to raising student achievement for teachers and school administrators. This study was designed to investigate potential relationships between weather, specifically barometric pressure, or the lunar cycle, and whether either had a direct correlation with student discipline referrals. The intent was to discover trends concerning barometric pressure or lunar phases and their predictability on the number of discipline referrals. Data were collected on three years of elementary student discipline referrals and compared to barometric pressure readings and lunar phases over the same period. The study also surveyed elementary principals on current measures school districts are utilizing to combat potential obstacles to student achievement. A Pearson correlation coefficient was computed on the dependent variable, student disciplinary referrals, and the independent variables, barometric pressure and lunar phases. After analyzing student discipline data, historical barometric pressure readings, and lunar phases, results determined neither barometric pressure or a full or new moon were accepted as significant predictors of student discipline. Survey results, however, indicated a belief that weather has a strong effect on student behavior.

Indexing (document details)
Advisor: DeVore, Sherry
Commitee: Conner, Patricia, Reid, Terry
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 75/04(E), Dissertation Abstracts International
Subjects: Educational evaluation, Elementary education
Keywords: Classroom disruptions, Discipline
Publication Number: 3605514
ISBN: 978-1-303-61997-7
Copyright © 2021 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy