A Case Study of Teachers' Recess Practices Related to Students with Exceptional Learning Needs

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Autor/in	Campbell, Andrea E.
Titel	A Case Study of Teachers' Recess Practices Related to Students with Exceptional Learning Needs
Quelle	(2012), (208 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-1042-4
Schlagwörter	Hochschulschrift; Dissertation; Recess Breaks; Student Needs; Elementary School Students; Special Needs Students; Behavior Problems; Teacher Behavior; Decision Making; School Schedules; Young Children; Qualitative Research; Case Studies; Teacher Attitudes; Elementary School Teachers; Preschool Teachers; Preschool Children; Punishment; School Policy; Student Behavior; Disabilities; Virginia; West Virginia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Aktive Pause; Sonderpädagogischer Förderbedarf; Teacher behaviour; Lehrerverhalten; Decision-making; Entscheidungsfindung; Schulzeiteinteilung; Frühe Kindheit; Qualitative Forschung; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Bestrafung; Schulpolitik; Student behaviour; Schülerverhalten; Handicap; Behinderung
Abstract	Appropriate recess time for young students is an agent for healthy growth, development, and academic performance. Recess time for young students is dissipating due to increased pressure for higher test scores, problematic behaviors on the playground, and its inclusion within classroom discipline policies. Researchers have reported the majority (81%) of elementary schools reduce or eliminate recess time as a consequence for an undesirable behavior. Students with exceptional learning needs (ELN) are more likely than typical peers to engage in problematic behaviors. The problem therefore, was whether or not educators consider the academic and developmental benefits of recess in their day-to-day decision making involving the reduction or elimination of recess time for young students with ELN. The purpose of this qualitative multiple case study was to identify explanations, procedures, and perceived effects educators have for the reduction or elimination of recess time for such students. Four cases were identified where a purposeful snowball sampling procedure was used. Participants consisted of classroom teachers in elementary schools located within West Virginia and Virginia. A total of 21 preschool and primary level educators participated in focused interviews and allowed for overt observations of their classrooms. Key results of the study were that the majority of participants in each case did not agree with the practice of recess reduction and elimination, yet the majority of participants reported using the practice as punishment for behaviors perceived to be problematic by the educator. Only one participant was aware of any policy in place regarding recess practices, and only one case was implementing a school wide positive behavior and intervention support model. Overall, the majority of participants did not feel as if the practice of recess reduction or elimination was effective in managing classroom behavior. Results from this study could be used by administrators to develop high quality wellness policies that directly address recess practices for all children. Future research could focus on describing recess practice of children with profound exceptionalities, the inclusion of recess in the IEP, and inquiries focused on understanding the successes and challenges associated with high quality wellness policy development and implementation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10