Literaturnachweis - Detailanzeige
| Autor/in | Rauenzahn, Crystal |
|---|---|
| Titel | Case Study: Elementary School Teachers' Perspectives on the Impact of an Additional Daily Recess Period |
| Quelle | (2022), (109 Seiten)
PDF als Volltext Ed.D. Dissertation, Widener University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-4268-5066-8 |
| Schlagwörter | Hochschulschrift; Dissertation; Recess Breaks; Teacher Attitudes; Program Effectiveness; Low Income Students; Learner Engagement; Attention; Listening; Urban Schools; Elementary School Students; Time on Task; Student Behavior; Classroom Environment; Teacher Behavior; Pennsylvania |
| Abstract | Recess is often a favorite part of students' days. Students use recess to release energy, socialize with peers, and give themselves well deserved breaks. In this study, teachers shared their perspectives on the impacts in the classroom of an additional recess in their daily schedule. The purpose was to determine if an additional recess period in low-income schools created more positive classroom environments by increasing students' on-task behaviors. Students demonstrated on-task behaviors by actively engaging in the lesson, having their eyes on the speaker, attentively listening, and focusing on the material being presented. A case study utilizing mixed methodologies with teacher participants was conducted in two low-income, urban elementary schools in Eastern Pennsylvania. Teacher participants observed on-task behaviors as well as classroom climate during a two-week period during which an additional recess period was added to the school day. Participants used a pre- and post-observational tool created by the researcher, completed a brief survey, and had the option to participate in an interview. Results demonstrated that teachers in the experimental group observed on-task behaviors increase following the additional recess which decreased when the additional recess was removed while the control group saw a small decline from the pre-intervention observation to the post-intervention observation. Interviews showed that student and teacher behaviors were positively impacted by the additional recess, and teachers agreed that recess was important for students and should be mandated by states. Limitations of this study include non-random sampling, small sample size, data collection bias among participants, instrumentation, and COVID-19. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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