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Elementary Educator Perceptions Of The Impact Breaks Have On Student Engagement, Sarah-Bo Kirchhoff
Elementary Educator Perceptions Of The Impact Breaks Have On Student Engagement, Sarah-Bo Kirchhoff
Dissertations
According to the US. Department of Labor, 1991, the United States education has shifted the focused to student performance and academic success (NCEE, 2006). School districts across the nation have increased students’ academic demands, including increased academic instruction time, while the allotted time for recess and academic breaks continuously decrease, significantly impacting the school day’s structure (Brusseau & Hannon, 2015; Ginsburg et al., 2007; Stonehill et al., 2011). However, research asserted that instructional time increase does not significantly impact student achievement. In contrast, the increase of academic instruction time could stimulate behavioral problems and sedentary behaviors, while the continuous decrease …
The Marginalization Of Social Studies In Missouri: An Analysis Of Elementary Instructional Time And High School Standardized Assessment Scores, Stephanie Lovette
The Marginalization Of Social Studies In Missouri: An Analysis Of Elementary Instructional Time And High School Standardized Assessment Scores, Stephanie Lovette
Dissertations
Social studies education plays a vital role in an evolving American society. Through social studies, students are equipped with skills to become active and informed citizens in a democracy (National Council for Social Studies, 2017a). With the implementation of the No Child Left (NCLB) Act in 2001, educational reforms have increasingly emphasized student performance in mathematics, communication arts, and science (Libresco, 2015). As a result, instructional time has been drastically shifted to these subjects (Heafner & Fitchett, 2015). This mixed-methods study was conducted to explore the impact of NCLB and subsequent federal education policies on the marginalization of social studies …