Academic and Psychosocial Outcomes of a Physical Activity Program with Fourth Graders: Variations among Schools in Six Urban School Districts

Autor/inn/en	Somers, Cheryl L.; Centeio, Erin E.; Kulik, Noel; Garn, Alex; Martin, Jeffrey; Shen, Bo; Fahlman, Mariane; McCaughtry, Nathan A.
Titel	Academic and Psychosocial Outcomes of a Physical Activity Program with Fourth Graders: Variations among Schools in Six Urban School Districts
Quelle	In: Urban Education, 54 (2019) 9, S.1349-1369 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085916668951
Schlagwörter	Program Effectiveness; Elementary School Students; Grade 4; Urban Schools; School Districts; Student School Relationship; Peer Acceptance; Low Income Students; Socioeconomic Status; Mathematics Achievement; Reading Achievement; African American Students; Emotional Development; Social Development; Physical Activity Level; Emergent Literacy; Reading Fluency; Reading Tests; Health Promotion; Eating Habits; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Schüler-Lehrer-Beziehung; Socio-economic status; Sozioökonomischer Status; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Gefühlsbildung; Soziale Entwicklung; Frühleseunterricht; Lesetest; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Ernährungsgewohnheit; Essgewohnheit
Abstract	The purpose was to examine academic achievement, school attachment, and peer acceptance before and after a comprehensive school-based physical activity program (CSPAP) with 378 children in 12 fourth-grade classrooms across six schools in primarily low-socioeconomic status (SES) districts of a large Midwestern metropolitan area. Both personal and normative rate of academic achievement improvement metrics were used. Overall, all students showed personal math and reading growth. However, effects varied by types of achievement indicator and comparison group, revealing noteworthy school-level demographic and implementation characteristics that are inextricably intertwined with program effectiveness and student growth. Implications, especially for minimizing generalizations, are significant. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01