Playworks in the Wake County Public School System (WCPSS), 2014-15 and 2015-16. Eye on Evaluation. DRA Report No. 16.07

Autor/inn/en	Rhea, Anisa; Bulgakov-Cooke, Dina; Adams, Elizabeth
Institution	Wake County Public School System (WCPSS), Data and Accountability Department
Titel	Playworks in the Wake County Public School System (WCPSS), 2014-15 and 2015-16. Eye on Evaluation. DRA Report No. 16.07
Quelle	(2016), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Public Schools; Elementary Schools; Program Effectiveness; Program Implementation; Recess Breaks; After School Programs; Athletics; Student Leadership; Class Activities; Values Education; Behavior Modification; Disadvantaged Schools; Fidelity; Educational Environment; Elementary School Students; Physical Activities; Play; North Carolina + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Elementary school; Grundschule; Volksschule; Aktive Pause; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Leichtathletik; Studentenwerk; Werterziehung; Behaviour modification; Verhaltensänderung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Spiel
Abstract	This quasi-experimental study used multiple data sources to examine Playworks implementation and outcomes across two school years (2014-15 and 2015-16) at six WCPSS elementary schools. Differences in outcomes between Playworks and matched-comparison schools were examined. Similar to other national studies (Beeker et al., 2012; Fortson et al., 2013), the findings of impact are mixed. Coaches implemented program elements with fidelity, yet WCPSS encountered coach turnover as well as inconsistent teacher training and lower engagement with students at recess than desired. Significant differences found in the recess structures and activities between Playworks and traditional schools did not translate into positive impacts on student behavior or school climate. Prior to adopting new initiatives, WCPSS should consider the following: 1) carefully matching initiatives with root causes of school needs and funding sources; and 2) increasing the completeness and consistency of behavioral data collection when reducing students' negative behavior is an expected outcome. Improvements in both areas could strengthen the likelihood of impact and the ability to measure that impact. (As Provided).
Anmerkungen	Wake County Public School System. 5625 Dillard Drive, Cary, NC 27518. Tel: 919-431-7215; Fax: 919-431-7193; e-mail: wcpss-data-accountability@wcpss.net; Web site: www.wcpss.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01