Milbrey mclaughlin biography of barack

School context; planned change; teacher workplaces; government policy; inner-city youth; neighborhood-based organizations; community youth development. Recess is a part of the elementary school day with strong implications for school climate. Positive school climate has been linked to a host of favorable student outcomes, from attendance to achievement.

We examine 6 low-income elementary schools' experiences implementing a recess-based program designed to provide safe, healthy, and inclusive play to study how improving recess functioning can affect school climate. Data from teacher, principal, and recess coach interviews; student focus groups; recess observations; and a teacher survey are triangulated to understand the ways that recess changed during implementation.

Comparing schools that achieved higher- and lower-functioning recesses, we link recess functioning with school climate. Recess improved in all schools, but 4 of the 6 achieved a higher-functioning recess. In these schools, teachers and principals agreed that by the end of the year, recess offered opportunities for student engagement, conflict resolution, pro-social skill development, and emotional and physical safety.

Respondents in these four schools linked these changes to improved overall school climate. Recess is an important part of the school day for contributing to school climate. Creating a positive recess climate helps students to be engaged in meaningful play and return to class ready to learn. View details for DOI Milbrey McLaughlin Emerita Professor.

Biography Dr. McLaughlin's research combines studies of K education policy in the U. S and work on the broad question of community-school collaboration to support youth development. Her research on public education focuses on how school teaching is shaped by "context" issues such as organizational policy, social-cultural conditions of the schools, districts and communities.

Within communities, she is involved with local efforts engage whole communities-schools, community organizations and agencies, parents, faith-based institutions-in developing new strategies and capacity to promote youth development broadly considered. Her research on public education focuses on how school teaching is shaped by "context" issues such as organizational policy, social-cultural conditions of the schools, districts and communities.

Within communities, she is involved with local efforts engage whole communities-schools, community organizations and agencies, parents, faith-based institutions-in developing new strategies and capacity to promote youth development broadly considered. McLaughlin is Co-Director of the Center for Research on the Context of Teaching, an education research center that analyzes how teaching and learning are shaped by their contexts and the connection between teacher learning communities and educational reforms.