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ERIC Number: ED505063
Record Type: Non-Journal
Publication Date: 2009-Apr
Pages: 1
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
WWC Quick Review of the Article "School Recess and Group Classroom Behavior"
What Works Clearinghouse
This study examined whether providing daily recess to third graders improves their classroom behavior. The study analyzed a nationally representative sample of over 10,000 students enrolled in third grade during the 2001-2002 school year. Data were drawn from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999. The authors analyzed data from teacher questionnaires on teacher assessments of classroom behavior, comparing the ratings from teachers whose students were offered daily recess with the ratings from teachers whose students were not offered daily recess. The study reported that teachers rated their classrooms' behavior more favorably when their students were offered daily recess; however, the What Works Clearinghouse (WWC) does not consider these results to be conclusive. Because the research groups were not equivalent initially, reported differences in behavior between the groups might reflect differences unrelated to the amount of recess available to students. [The following study is the focus of this review: School Recess and Group Classroom Behavior. "Pediatrics" 123(2) 431-436 2009. R. M. Barros, E. J. Silver, and R. E. K. Stein.]
What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 866-503-6114; e-mail: info@whatworks.ed.gov; Web site: http://www.whatworks.ed.gov/
Publication Type: Reports - Evaluative
Education Level: Elementary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: What Works Clearinghouse (ED)
IES Funded: Yes