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The Relationship Between Student Engagement, Recess and Instructional Strategies

Aguiton, Rhonda Lisa
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1344449012

Abstract Details

2012, Master of Education (MEd), Bowling Green State University, Curriculum and Teaching.
Play, including recess, is viewed by child development experts as beneficial to students’ various aspects of development—social, cognitive, emotional, and physical. Recess is also deemed an opportunity for all to recharge and re-energize after hours of sitting and concentrating on instruction and assigned tasks. With the implementation of the No Child Left Behind Act of 2001, many schools across the United States replaced recess with instructional time in order to prepare better the students undertaking their state’s standardized tests. Furthermore, instructional practices in elementary schools shifted from child-centered, play-based strategies to teacher-centered, didactic strategies. The purpose of this research was to examine fourth-grade teachers’ beliefs about the value of play in child development and classroom instruction, the types of instructional strategies they actually use in their classrooms and their students’ behaviors on the playground and in the classroom in a school with morning and midday recesses and a school with only midday recess. A qualitative phenomenological research method was used for this study in order to describe the lived experiences of teachers in the classroom and their students in the classroom and on the playground. Interviews and observations reveal that the teachers at both schools believe that play and recess are important to the development of their students, but neither has greatly modified instructional strategies to help students reap the benefits which arise through play during recess as the amount of time allotted to recess in both schools has decreased. Teachers’ reliance on teacher-centered instructional practices may be due to misconceptions about play and play-based instruction. Professional development for teachers and school/district administrators is needed to help to nurture a positive philosophical understanding of play and play-based, student-centered instructional practices that can foster students’ social, emotional and cognitive development, in addition to addressing the requisite content and skills called for in the various content standards.
Eric Worch, Ph.D. (Committee Chair)
Jodi Haney, Ph.D. (Committee Member)
Tracy Huziak-Clark, Ph.D. (Committee Member)
89 p.
Curricula; Early Childhood Education; Education; Teacher Education; Teaching
recess; play; student engagement; play-based learning; instructional strategies; strategy instruction; No Child Left Behind; No-Recess Policy; Gender Differences, Student Behavior; qualitative phenomenological research; methodology; teacher-centered

Recommended Citations

Citations

  • Aguiton, R. L. (2012). The Relationship Between Student Engagement, Recess and Instructional Strategies [Master's thesis, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1344449012

    APA Style (7th edition)

  • Aguiton, Rhonda. The Relationship Between Student Engagement, Recess and Instructional Strategies. 2012. Bowling Green State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1344449012.

    MLA Style (8th edition)

  • Aguiton, Rhonda. "The Relationship Between Student Engagement, Recess and Instructional Strategies." Master's thesis, Bowling Green State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1344449012

    Chicago Manual of Style (17th edition)

bgsu1344449012
4,538
© 2012, all rights reserved.
This open access ETD is published by Bowling Green State University and OhioLINK.