Download or read book A Study of the Relationship Between Scheduled Free Play and Academic Achievement Among Third grade Students in Texas Elementary Schools written by Joshua Wayne Carty and published by . This book was released on 2016 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the relationship between recess and the percentage of students passing the 2009-2010 third-grade Reading and Mathematics portions of the Texas Assessment of Knowledge and Skills (TAKS). Increasing accountability for academic standards has placed increased demands for public schools to improve student achievement scores on state-standardized tests; therefore, many school administrators have opted to reduce or eliminate scheduled free play, also known as recess, to increase instructional time. A survey for principals was sent to all 1030 Texas public school superintendents. There were 366 surveys returned out of a possible 7028. The participants included 19,420 students from 270 campuses from all 20 Education Service Center regions of Texas. Utilizing the principal survey, data were collected from the Texas Education Agency website and then analyzed using descriptive statistics, Pearson's Correlation Coefficient, one-way ANOVAs, and independent t-tests. Reading revealed a significant (p.005) difference between the percentage of students passing in schools that allowed recess versus schools not allowing recess. Although Mathematics was not supported in the findings, the t-test revealed equal variances for schools allowing recess versus the schools disallowing recess. The question of who was responsible for allowing or disallowing recess revealed 169 responded "Principal Policy" and 60 replied "School Board Policy, Superintendent Policy, and Principal Policy." The data suggested no relationship between the time of day recess was offered and the percentage of students passing for neither Reading nor Mathematics. A key factor of this study was determining whether requiring students to abstain from recess for academic or disciplinary purposes affected student passing percentages. The data confirmed a relationship between abstaining from recess and student achievement for both Reading and Mathematics (P.05). The lack of recess negatively affects a child’s brain development, health and physical development, attention, and memory (Waite-Stupianski & Findlay, 2001). The results of this study suggest that third-grade Reading passing percentages were positively affected by allowing recess time, which contradicts a survey of elementary school administrators noting that recess disrupts student work patterns (Jarrett, 2002). Child development specialists suggest that children are more attentive after participating in recess (Pellegrini & Bjorklund, 1997). Studies affirm that cognitive interference occurs when people, especially children, are given continuous cognitive tasks (Pellegrini & Blatchford, 2002). Further study is recommended utilizing a larger sample size, more grade levels, more times of day for recess, diverse amounts of recess time, and student restriction from recess for academic or disciplinary reasons.
Download or read book In school Play Opportunities Academic Achievement and Social emotional Well being written by Sheri L. Burson and published by . This book was released on 2021 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt: Play is enjoying the moment, spontaneously acting child-like. In research, defining play has historically been controversial, as playing represents a continuum of behaviors classified as developmental milestones. When a child chases another just because they can, it is considered playing. However, if a child chases someone as a game tactic, like defending a goal line, the behaviors are defined as physical activity (PA) or sport. In early childhood, play is experienced in stages milestones from unoccupied play in infancy to cooperative play at four years and older (Parten, 1932). After preschool, play becomes less of a developmental focus despite that physical, cognitive, and emotional benefits have been associated with play in childhood (Murray et al., 2013). Play is not goal-focused and can be structured or unstructured, consist of high or low PA, and use small or large motor skills, and children participate for fun and enjoyment. Despite the known benefits of play, it is regularly integrated into the school day only for some school-aged children. According to the Centers for Disease Control and Prevention (CDC, 2016), 65% of elementary schools provided and 31% recommended daily recess in 2016. However, Chriqui and colleagues (2018) reported that only 12% of states in the U.S. required daily recess. Since the 2001 No Child Left Behind Act, a greater focus on core subjects such as math and English Language Arts has developed. A consequence of increasing school time spent on core subjects is the decrease or elimination of in-school play opportunities to include recess, resulting in more time sitting and less time moving and socializing. Much of a child’s school day is regimented, but recess is one opportunity for free play. A series of three studies were conducted to assess how play related to academic achievement and social-emotional well-being and determine teacher perceptions of and intentions to provide in-school play opportunities. In Study 1, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was used to identify and evaluate peer reviewed articles from 2007 to 2021 examining in-school play (e.g., recess, lunch break, and PA breaks) and play’s relationship with academic achievement and social-emotional well-being. Building on the findings from Study 1, K-5th grade teacher elicitation focus groups were conducted to develop a better understanding of teacher perceptions and utilization of in-school play opportunities as the primary data source for Study 2. Five focus groups and two one-on-one interviews were conducted (n=27). Responses from the elicitations were used to develop a teacher-focused questionnaire. Guided by the Theory of Planned Behavior (TPB) and focus group findings, the purpose of Study 3 was to validate the instrument that would be used to assess teacher intentions to utilize and provide in-school play opportunities the following school year and provide preliminary results. Through snowball sampling, 233 K-5 teachers completed the questionnaire. An exploratory factor analysis (EFA) was conducted to confirm validity. Study one revealed a gap in school-based play literature, as recess was the only in-school play opportunity addressed in the included publications. However, some studies showed increased recess frequency and duration were associated with AA and social-emotional improvements among elementary school students. Salient information on teachers’ perceptions of in-school play was gathered in study two, in which teachers described a desire for more play in school and numerous barriers to increasing play. The teachers discussed the benefits of play, such as attention and behavioral improvements, an increased readiness to learn, and the building of social-emotional skills. Although play was discussed as a valuable asset in schools, the teachers expressed a lack of administrative support and time for play. The unique perspectives of teachers aided in the development of an instrument in study three. Before measuring teacher intentions to provide and utilize in-school play opportunities, it was necessary to determine the reliability and validity of the instrument. The instrument was split into two sections – recess items and play break items. Each section was determined to be reliable, and through EFAs, a valid instrument to assess teacher intentions to utilize recess and provide play breaks emerged. However, the factor loadings were not representative of the TPB. Despite the factors not reflecting the TPB nor its constructs, multiple linear regressions indicated both the recess and play break models strongly predicted teacher intentions to utilize and provide in-school play opportunities the following school year. Findings from these studies will aid in the understanding of the effects of play on AA and social-emotional well-being and teacher utilization of in-school play opportunities. In addition to providing a better understanding of teachers’ perceptions of in-school play, this dissertation has developed an instrument to measure factors influencing their intentions to provide and utilize in-school play opportunities. This will help in the development of future teacher professional development programs and policies influencing in-school play
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Correlational Study of Extracurricular Involvement and Homework Performance of Third Grade Students written by Rachel Johnson and published by . This book was released on 2011 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are many opportunities for students to participate in nonacademic activities. These activities can include: sports, clubs, private lessons, and religious activities. Participation in these activities enriches students' lives by encouraging social skills. Yet, if students are involved in activities requiring many hours of participation, does it affect their academic performance? Knowing the answer to this question, parents and teachers can help their students develop better time management skills. Research has produced conflicting results on this issue. Many studies emphasize the benefits of extracurricular activities and homework, while others focus on the negative consequences of each. There is research suggesting a positive relationship exists between the two. Yet, according to the critics, too much involvement in extracurricular activities takes away from time that could be spent studying or completing homework. Overscheduled children may not have as much time to complete homework assignments, leading to a decline in academic achievement. The researchers acknowledged the positive benefits of extracurricular involvement and were interested in the relationship between students' extracurricular activities and homework performance. To determine the relationship between extracurricular involvement and homework performance, the researchers conducted a four-week study in two elementary schools. Data was collected in two third grade classes. At the beginning of the study, the researchers sent home a survey with students for a parent or guardian to complete. The data received from the survey provided the researchers with each student's weekly time commitment to extracurricular activities. Additionally, the researchers examined students' homework performance over a four-week period. Each week, two to three homework assignments assessed students' knowledge of content being taught in the classroom. For the first two weeks, math homework scores were recorded, and the second two weeks, language arts homework scores were recorded. The researchers analyzed their data using a Pearson correlation test. No significant correlation was found between the number of hours spent in extracurricular activities and math homework performance. Yet, results revealed a significant negative relationship between the number of hours spent in extracurricular activities and language arts homework performance. However, this correlation went a different direction than the researchers hypothesized. A positive correlation between extracurricular involvement and homework performance was not found. These findings led to the rejection of the researchers' proposed hypothesis. Appended to this document are the following: (1) Appendix A: Knox County Approval Letter; (2) Appendix B: Parent Permission Letter Form 1; (3) Appendix C: Parent Permission Letter Form 2; (4) Appendix D: Extracurricular Involvement Survey; and (5) Appendix E: Student Homework Performance Record. (Contains 2 tables and 1 figure.
Download or read book The Texas Student Success Initiative written by Sally Jane Sims and published by . This book was released on 2008 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed to investigate the effects of the Texas Student Success Initiative begun in 2003 on the first group of third grade students affected by the initiative. Participants in the study were from a large district located in Northeast Texas. The study followed thirty-one third grade students retained in 2003 to examine the results of retention related to academic achievement. Information for an additional seventeen third grade students who were placed in grade four was used to make a comparison between the 2006 test scores of the two groups. The results of testing from 2004, 2005, and 2006, on the Texas Assessment of Knowledge and Skills reading test, for the retained students were examined. Data were analyzed using a correlational method, specifically the Pearson r correlation coefficient . Analysis of the data indicated no significant correlation between the retention of third grade students and their passing rates for three following years. A statistically significant correlation was found when examining the improvement on subsequent tests. A t-test was conducted to compare the 2006 test scores between those students who had been retained in 2003 and those who had been placed in the next grade. Results indicated no significant difference between the two groups over an extended period of four years. For educational stakeholders, these findings provide insight into the practice of retention and the effects on student achievement.
Download or read book Scheduling of Recess Before Mathematics and Third Grade Students Mathematical Achievement in Virginia written by Sarah Danaher and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Recess is a vital piece of the elementary school day. The impact of this time extends beyond students’ physical, emotional, and social health. Recess has also been shown to have a positive impact on the classroom performance of students. The purpose of this causal comparative study was to test the theory of the impact of recess in elementary school that relates to the scheduling of mathematics directly after recess time to achievement on a standardized mathematics assessment for third grade students in Central Virginia. Grade level and assessment type were controlled for in this study. Participants were third grade students from one school division in Region Five of Virginia. The students were divided into two groups: students who participated in an unstructured recess break directly prior to mathematics instruction and students who did not have an unstructured recess break directly prior to mathematics instruction. The researcher collected archived Third Grade Mathematics Standards of Learning Assessment scores for participating students and used a two-way ANOVA to analyze the data. The results of the two-way ANOVA showed no significant difference between the means of students who had mathematics class after an unstructured recess time and students that did not have mathematics after an unstructured recess time. Male students scored significantly higher than female students regardless of the timing of mathematics instruction. Recommendations for future research include further exploration of gender difference in elementary mathematics and the impact of unstructured recess breaks using a different measure of academic achievement.
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 952 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Educating the Student Body written by Committee on Physical Activity and Physical Education in the School Environment and published by National Academies Press. This book was released on 2013-11-13 with total page 503 pages. Available in PDF, EPUB and Kindle. Book excerpt: Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.
Download or read book Working Mother written by and published by . This book was released on 2002-10 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: The magazine that helps career moms balance their personal and professional lives.
Download or read book The Texas Outlook written by and published by . This book was released on 1928 with total page 998 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1980 with total page 584 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Ebony written by and published by . This book was released on 2005-09 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: EBONY is the flagship magazine of Johnson Publishing. Founded in 1945 by John H. Johnson, it still maintains the highest global circulation of any African American-focused magazine.
Download or read book Bulletin of the Atomic Scientists written by and published by . This book was released on 1955-04 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Bulletin of the Atomic Scientists is the premier public resource on scientific and technological developments that impact global security. Founded by Manhattan Project Scientists, the Bulletin's iconic "Doomsday Clock" stimulates solutions for a safer world.
Download or read book Cincinnati Magazine written by and published by . This book was released on 2005-04 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cincinnati Magazine taps into the DNA of the city, exploring shopping, dining, living, and culture and giving readers a ringside seat on the issues shaping the region.
Download or read book Working Mother written by and published by . This book was released on 2000-09 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: The magazine that helps career moms balance their personal and professional lives.
Download or read book Bulletin of the Atomic Scientists written by and published by . This book was released on 1970-06 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Bulletin of the Atomic Scientists is the premier public resource on scientific and technological developments that impact global security. Founded by Manhattan Project Scientists, the Bulletin's iconic "Doomsday Clock" stimulates solutions for a safer world.
