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dc.contributor.authorVaantaja, Erin
dc.date.accessioned2016-09-19T18:02:04Z
dc.date.available2016-09-19T18:02:04Z
dc.identifier.urihttp://hdl.handle.net/10464/10411
dc.description.abstractElementary school recess is now generally understood to be a necessary part of a child’s school day. Therefore, it is important to move beyond research regarding the need for recess and capture the logistics and experiences of those directly involved. The present study utilizes a descriptive, exploratory approach to understand principals’ experiences of recess in low-income neighbourhoods. Participants included 12 principals from an elementary school board in Southern Ontario. Opened-ended questions regarding principals’ general recess experiences and their recess definitions were asked, along with self-report measures of recess activities, student engagement, supervision ratios, recess rules and restrictions, as well as suggestions for future improvements. The results revealed considerable inconsistencies across schools. This is important information as it is indicative of the need policy and guidelines in order to maximize a safe and positive recess environment for children.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectrecessen_US
dc.subjectprincipalen_US
dc.subjecteducationen_US
dc.subjectpolicyen_US
dc.titleSouthern Ontario Principals' Perspectives on Recess in Low-Income Neighbourhoodsen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameM.A. Child and Youth Studiesen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Child and Youth Studiesen_US
dc.degree.disciplineFaculty of Social Sciencesen_US


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