What's Getting in the Way of Play? An Analysis of the Contextual Factors that Hinder Recess in Elementary Schools

Autor/in	McNamara, Lauren
Titel	What's Getting in the Way of Play? An Analysis of the Contextual Factors that Hinder Recess in Elementary Schools
Quelle	In: Canadian Journal of Action Research, 14 (2013) 2, S.3-21 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-7147
Schlagwörter	Context Effect; Recess Breaks; Action Research; Elementary School Students; Foreign Countries; Educational Change; Inclusion; Elementary School Teachers; Teacher Attitudes; Student Attitudes; College Students; Correlation; Volunteers; Playgrounds; Principals; Administrator Attitudes; Academic Achievement; Outcomes of Education; Learner Engagement; Questionnaires; Interviews; Barriers; Canada + Suchen Sie Ihr Suchwort? Aktive Pause; Projektforschung; Ausland; Bildungsreform; Inklusion; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Schülerverhalten; Collegestudent; Korrelation; Freiwilliger; Playground; Spielplatz; Principal; Schulleiter; Schulleistung; Lernleistung; Schulerfolg; Fragebogen; Interviewing; Interviewtechnik; Kanada
Abstract	This article describes the first two years of an ongoing, collaborative action research project focused on the troubled recess environment in 4 elementary schools in southern Ontario. The project involves an iterative, dynamic process of inquiry, planning, action, and reflection among students, teachers, university researchers, university student volunteers, and community agencies. The goal is to proactively transform the social landscape of recess into an engaging, positive, inclusive, and active environment. We present a brief review of research on recess in order to contextualize our project and highlight the important links between recess activities, school engagement, and academic outcomes. We then highlight the children's voices about their recess environment, and add perspectives from the teachers, principals, and playground volunteers. Finally, we present our collective suggestions for action that will lead us into the next phase of our project. (Contains 4 tables.) (As Provided).
Anmerkungen	Nipissing University. 100 College Drive, Box 5002, North Bay, Ontario, P1B 8L7 Canada. Tel: 705-474-3450; e-mail: cjar@nipissingu.ca; Web site: http://cjar.nipissingu.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10