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Articles 1 - 11 of 11
Full-Text Articles in Education
Afterschool Programs: Participation And Belonging In Latinx Students, John Corbolotti
Afterschool Programs: Participation And Belonging In Latinx Students, John Corbolotti
Education | Master's Theses
It is important for students to feel like they belong and that the offering of afterschool programs welcomes them. Afterschool programs develop confidence, engagement, and belonging for students (Fuller et al., 2013). Unfortunately, afterschool sports and extracurricular participation is diminishing and by even greater numbers for students from minority groups (Borden et al., 2006). The purpose of this qualitative study is to examine how educators and school communities might increase and promote participation in extracurricular activities, specifically for Latinx students, by hearing from underrepresented Latinx students about their experiences in afterschool programs. There is limited research regarding how mentors and …
Paraprofessionals’ Perceptions Of The Need For Professional Development In An Afterschool Program Setting, Terry Chapman Walker
Paraprofessionals’ Perceptions Of The Need For Professional Development In An Afterschool Program Setting, Terry Chapman Walker
Walden Dissertations and Doctoral Studies
AbstractAfterschool workers often lack the training and formal education that would help them perform their jobs effectively. There is little research on professional development available to such paraprofessional workers. The purpose of this basic qualitative study was to explore afterschool workers’ perceptions of needed training. The central question focused on the perceptions of paraprofessional workers in afterschool programs regarding how professional development supported their work. Subquestions included what paraprofessional workers in afterschool programs identified as their primary learning needs and what approaches to professional development supported their work. The conceptual framework centered on Bandura’s theory of self-efficacy and Knowles’s model …
An Evaluation Of An Afterschool Program In A Title 1 Elementary School, Contobia Horsey-Adams
An Evaluation Of An Afterschool Program In A Title 1 Elementary School, Contobia Horsey-Adams
Dissertations
In our modern global society, many families face the dilemma of balancing work and raising children. Before and after school programs have been established in many Title I elementary schools in an effort to address the problems facing our communities and educational system today, especially as related to minority students. These afterschool programs provide a safe and positive environment for students who may be struggling academically, emotionally, and mentally. This study evaluated one afterschool program in a Title I school, investigating stakeholder perceptions regarding the program’s contribution to student’s academic gains and other areas of need for holistic student success. …
The Influence Of Access To Informal Stem Learning Experiences On Middle School Students’ Self-Efficacy And Interest In Stem, Soledad G. Yao
The Influence Of Access To Informal Stem Learning Experiences On Middle School Students’ Self-Efficacy And Interest In Stem, Soledad G. Yao
Theses and Dissertations--Science, Technology, Engineering, and Mathematics (STEM) Education
Informal learning experiences have become increasingly effective in enhancing self-efficacy and interest in the fields of science, technology, engineering, and mathematics (STEM).This study investigated the impact of access to informal STEM learning experiences on student self-efficacy and interest in STEM before and after participating in the 2018 See Blue See STEM Summer Experience. Pre-survey results indicated that middle school students who had previous access to informal STEM learning experiences are 3.21 times as likely to demonstrate high self-efficacy in STEM as those who had no previous access. After engaging in the 2018 summer experience, post-survey results showed a statistically significant …
Extracurricular Activities And Disadvantaged Youth: A Complicated - But Promising - Story, Ryan D. Heath, Charity Anderson, Charles M. Payne, Ashley Cureton Turner
Extracurricular Activities And Disadvantaged Youth: A Complicated - But Promising - Story, Ryan D. Heath, Charity Anderson, Charles M. Payne, Ashley Cureton Turner
Social Work - All Scholarship
Increased political and research interest in extracurricular activities stems, in part, from the claim that these programs especially benefit disadvantaged youth. However, little literature has synthesized studies across types of disadvantage to assess this claim. This article reviews research on disadvantaged youth in extracurricular programs, including differences by gender, socioeconomic status, race/ethnicity, and immigrant status. Our review reveals a promising, if complicated, picture. Although disadvantaged youth are less likely to participate in extracurricular activities, they often experience greater benefits, depending on the risk status and activity type. Evidence clearly supports expanding access to extracurricular programs for disadvantaged youth.
Role Of An Afterschool Program On Students Graduating High School: A Focus On Lived Experiences, Christopher Bell
Role Of An Afterschool Program On Students Graduating High School: A Focus On Lived Experiences, Christopher Bell
Doctoral Dissertations and Projects
The purpose of this study was to determine the role of an afterschool program on students graduating high school. The study included students that were chosen using purposeful sampling who had recently graduated high school and participated in a school's afterschool program. A qualitative design was used with hermeneutical phenomenology being the focus in order for the researcher to highlight and interpret the lived experiences of the participants. Data was collected through interviews with recent graduates. The researcher's field notes were also used as a data collection procedure. The researcher analyzed the data through interpretive measures by coding the transcribed …
Harbor Point Outreach Partnership, Walter Derney Center, Joan Arches, Kim Bomba
Harbor Point Outreach Partnership, Walter Derney Center, Joan Arches, Kim Bomba
Office of Community Partnerships Posters
The Harbor Point Outreach Partnership is a community-university tutoring and afterschool youth enrichment program based on the work of students in service-learning classes, volunteers and work study students from UMass Boston and the Community. We are part of the UMASS Boston-Harbor Point Apartment Community Memorandum of Agreement. Our primary partner is the Walter Denney Youth Center and most activities take place at this location. We also partner with the Dever-McCormack School.
Effects Of An Afterschool Program On Elementary And Middle School Math Achievement In Georgia Schools, Connie Lynn Hobbs
Effects Of An Afterschool Program On Elementary And Middle School Math Achievement In Georgia Schools, Connie Lynn Hobbs
Doctoral Dissertations and Projects
Due to the demands placed on schools to make Adequate Yearly Progress (AYP) on state standardized tests, many districts are looking at afterschool programs to help bridge the gap in achievement for students who are at-risk for failing to master standards. The purpose of this study was to analyze the effect an afterschool program had on upper-elementary and middle school at-risk student's math achievement on state standardized tests. The study scrutinized an afterschool program in north Georgia that is providing a 21st Century Community Learning Center (21st CCLC) for students Kindergarten through 8th grade. Standardized test scores in mathematics on …
The Revolution Begins At 3pm: A Qualitative Study Of A Statewide 21st Century Community Learning Centers Program, Corrie Lynn Davis
The Revolution Begins At 3pm: A Qualitative Study Of A Statewide 21st Century Community Learning Centers Program, Corrie Lynn Davis
Educational Policy Studies Dissertations
ABSTRACT THE REVOLUTION BEGINS AT 3PM: A QUALITATIVE STUDY OF A STATEWIDE 21ST CENTURY COMMUNITY LEARNING CENTERS PROGRAM by Corrie L. Davis The purpose of this qualitative case study was to explore how teachers and staff members demonstrated caring toward their students within a statewide 21st Century Community Learning Centers (21st CCLC) afterschool program. The participants in the study included 17 program directors, 22 site coordinators, 16 teachers, 3 paraprofessionals, 11 parents, 11 principals, and 18 other stakeholders associated with the program. This multi-site case study utilized the naturalistic paradigm of qualitative research. The data collection process included 98 semi-structured …
Afterschool Intervention Programs’ Impact Upon Select Variables Among 10th Grade Students In The Education Longitudinal Stu D Y (Els) 2002 Dataset, Diane Jackson-Chapman
Afterschool Intervention Programs’ Impact Upon Select Variables Among 10th Grade Students In The Education Longitudinal Stu D Y (Els) 2002 Dataset, Diane Jackson-Chapman
Dissertations
This researcher analyzed data from the database of the National Center for Educational Statistics: Education Longitudinal Studies (ELS) 2002. The study included responses from 743 principals in 752 schools and from 15,362 10th grade students from public, Catholic, and other private schools. The dissertation investigated if the percentage of school participation in afterschool/summer outreach programs could predict students’ perceptions of teachers, drug availability on campus, student misbehaviors and punishments, and attitudes toward school and grades. The independent variable was the percentage of students in afterschool/summer outreach programs as reported by principals. The dependent variables related to students’ responses to attitudes …
A Handbook For The Intervention Specialist At Meadows Elementary School: Four Program Components, Donald D. Garrick
A Handbook For The Intervention Specialist At Meadows Elementary School: Four Program Components, Donald D. Garrick
All Graduate Projects
The purpose of this study was to develop a handbook detailing four important components of the intervention specialist's program at Meadows Elementary School in the North Thurston School District, Lacey, Washington. The development of a handbook was useful due to the fact that since 1988, three different individuals had served as the intervention specialist. Such rapid turnover caused disruptions m services to Meadows students, especially those who were at-risk. The four components were Meadows' Hosts and Hostesses, Intramurals, Conflict Managers and Meadows' Helpers. Each program utilized students interacting positively with other students as a means to improve the whole school …