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Dissertation
The impact of recess on elementary school academics and behavior
Doctor of Education (Ed.D.), Drexel University
Sep 2014
DOI:
https://doi.org/10.17918/etd-6046
Abstract
This dissertation examines the impact that removing recess has on both academics and behavior of students in the elementary school setting. Through this examination, conclusions will be reached in regards to whether the recent movement of substituting recess with additional time for reading and math instruction is conducive or counter-productive to optimal teaching and learning in an elementary classroom. The classrooms involved in this study include a fourth grade classroom within a K-4 elementary school building, and a fifth grade classroom in a 5-6 grade intermediate school building in the same school district. In the K-4 building, every classroom utilizes a recess period of twenty-minutes daily, whether it is outside on the playground, or in the classroom due to such factors as weather or construction. In the 5-6 grade building, recess has been eliminated in order to provide additional instructional time to students. This study will be conducted through a qualitative case-study design, with data including interviews and surveys completed by teachers, students, and administrators from both participating school buildings utilized by the researcher.
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Details
- Title
- The impact of recess on elementary school academics and behavior
- Creators
- Timothy M. Moyer - DU
- Contributors
- John M. Gould (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 6046; 991014632505504721