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Does a 20 minute recess improve classroom behavior, attenti

th. and 8. th. graders?. Heather Reid. EDFS 209. Literature Review. Recess results in improved classroom behavior and more on task time for elementary school students.. Recess is more affective when scheduled before lunch..

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Does a 20 minute recess improve classroom behavior, attenti






Presentation on theme: "Does a 20 minute recess improve classroom behavior, attenti"— Presentation transcript:

Slide1

Does a 20 minute recess improve classroom behavior, attentiveness and academic achievement in Vermont 7th and 8th graders?

Heather ReidEDFS 209Slide2

Literature ReviewRecess results in improved classroom behavior and more on task time for elementary school students.

Recess is more affective when scheduled before lunch.Slide3

Literature ReviewJarrett and fellow researchers (1998) found a significant difference between 4

th graders when they had recess than when the same students went without. They were on task 90% of the time with recess and 85% of the time without.Barros, Silver and Stein (2009) found that teachers ranked 8 and 9 year olds with recess to be better behaved in the classroom than those that did not have recess.Slide4

Methods - ParticipantsSchools currently DO NOT have recess

10 schools totalSchools selected to vary geographically and based on school type (K-12, 7-12, 5-8)

Students/Parents/Teachers asked for consentSlide5

Design - VariablesIndependent Variable: 20 minutes of recessDependant Variable: Academic Achievement, Classroom

Behavior, Classroom AttentivenessSlide6

Methods – Design Part 1

Five Schools

Recess

Group

Non-Recess Group

The researchers will randomly assign all seventh and eighth graders in five of the schools to either a recess or non-recess group for the entire year.Slide7

Methods – Design Part 2In the other five schools, all students will have recess or no-recess based on a random rotating schedule.

Monday

Tuesday

Wednesday

Thursday

Friday

Recess

No-Recess

Recess

Recess

No-RecessSlide8

Methods – Data collectionAcademic Achievement: Stanford Achievement Test and GPA

Classroom Behavior: Teacher evaluations at the end of each day using a Likert scale with open ended questions to followClassroom Attentiveness: Observational technique during the months of October, January, May coded for W (work) or on-task behavior, F (fidgety) excessive movement, and L (listless) staring, slumping, eyes shutSlide9

ResultsStudents with a 20 minute recess break each day

will have: higher academic achievement!better classroom behavior!

more

classroom

attentiveness!Slide10

Alternative Results7th

and 8th grade students are developmentally capable of going without recess7th and 8th

graders don’t always use their break time to run around, and

the

positive benefits

of recess might come from physical activity, not “break” time