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ERIC Number: ED541164
Record Type: Non-Journal
Publication Date: 2012-Mar
Pages: 2
Abstractor: ERIC
Reference Count: 0
Can Tag Help Schools Teach?
Robert Wood Johnson Foundation
Elementary schools are faced with a challenge: boosting student learning in an era when students face far more than schoolwork-related difficulties. Too often today, kids enter the classroom contending with issues ranging from bullying and emotional trauma to family instability and economic hardship--which can lead to behavioral problems that distract from teaching and learning. Schools have a strong interest in encouraging positive student behavior in order to get as much learning as possible out of each school day. In addition, helping students work and play well together and forge positive relationships with each other and their teachers is vital to their long-term success. The least appreciated and least studied parts of the school day are recess and other school-based play time. Principals or teachers will tell you that a bad recess has a negative effect on the entire school day. New research conducted by experts at Mathematica Policy Research and the John W. Gardner Center for Youth and Their Communities at Stanford University examines how investing in recess and organized play can benefit the entire school day. Is it possible that recess holds the key to transforming the school climate and making the day go smoothly? Can a good game of tag or rock-paper-scissors make it easier to teach and learn? This paper presents positive impacts as a direct result of Playworks, a program that brings a safe, healthy recess environment and other organized playtime to elementary schools.
Robert Wood Johnson Foundation. P.O. Box 2316, Route 1 and College Road East, Princeton, NJ 08543. Tel: 877-843-7953; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Robert Wood Johnson Foundation