Recess and Reading Achievement of Early Childhood Students in Public Schools

Autor/in	Yesil Dagli, Ummuhan
Titel	Recess and Reading Achievement of Early Childhood Students in Public Schools
Quelle	In: Education Policy Analysis Archives, 20 (2012) 10, (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Reading Achievement; Academic Achievement; Early Childhood Education; Public Schools; Recess Breaks; Age Differences; Gender Differences; Individual Differences; Racial Differences; Socioeconomic Status; Family Characteristics; Time Perspective; Time Factors (Learning); Incidence; Policy Analysis; Educational Policy; Educational Practices; Scores; Predictor Variables; Achievement Gains; Schematic Studies; Foreign Countries; Kindergarten; Turkey + Suchen Sie Ihr Suchwort? Leseleistung; Schulleistung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Public school; Öffentliche Schule; Aktive Pause; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Individueller Unterschied; Rassenunterschied; Socio-economic status; Sozioökonomischer Status; Zeitbezug; Vorkommen; Politikfeldanalyse; Politics of education; Bildungspolitik; Bildungspraxis; Prädiktor; Achievement gain; Leistungssteigerung; Schematheorie; Ausland; Türkei
Abstract	In recent years, schools have tended to eliminate recess period and to devote more time to instruction in order to increase academic achievement. Using a nationally representative sample, this study examined reading scores of students who experienced different numbers of recess days in a week, and different number of times and length of recess in a day. Students' gender, race, family socioeconomic status, initial reading scores, and age were controlled. Findings showed no significant main effects of recess; however, students who were exposed to a 16-30 minutes recess period tended to perform better. An interaction effect of race and the length of recess was found. It was concluded that recess does not have a significant effect on reading achievement. In other words, it does not improve or hurt academic achievement, but provides an opportunity for children to be physically active, play and socialize--just to be a child. (Contains 3 figures and 3 tables.) (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10