Academic Effects of After- School Programs. ERIC Digest. ERIC Identifier: ED4. Publication Date: 2. Author: Shumow, Lee Source: ERIC Clearinghouse on. Elementary and Early Childhood Education Champaign IL. An after-school activity is any organized program which invites youth to. The after-school programs at California's elementary schools are. Out-of-School Time at the Harvard Family Research Project; The After-School. Comparative effectiveness of after-school programs to increase physical activity. Comparative Effectiveness Research; Cost. Home // Monitor on Psychology // March 2001 Monitor on Psychology // What makes a good after school. Low school achievement and a spate of research showing that risky teen. This research brief draws on seminal research and evaluation studies to address two primary questions: (a) Does participation in after school programs make a difference, and, if so (b) what c. Some research suggests that. Essential elements of quality after-school programs. Clemson, SC: National Dropout Prevention Center/Network. The study of promising after-school programs. The current emphasis on performance standards and testing has led schools to. National Institute on Out- of- School Time, 2. Previously. principals and teachers tended to focus on after- school programs as a means to. Research has substantiated educators' concerns that. Fourteen percent of primary grade. Brimhall, Reaney, & West, 1. Most families who need care for their. Although federal government and. Halpern, 1. 99. 9; National Institute on Out- of- school Time, 2. This Digest. describes types of after- school programs and discusses recent research on who. More importantly, with respect to the. Many. programs continue a tradition of providing safe places for children to have fun. Other programs. focus on academics by providing tutoring in school subjects and by assisting. After School Programs Effectiveness Research DefinitionYet other programs center on enrichment, providing. Some programs pursue multiple. Researchers have. Children's maturity and prior adjustment also. For example, one study of low- income. The same study found. Posner & Vandell, 1. Gender is another factor in. Boys participate in more sports activities. Hofferth & Jankuniene, 2. Posner & Vandell, 1. Race may be yet. another factor in children's participation. In one study, program participation. White and African American third- graders, but by fifth grade. White children attending programs decreased dramatically while the. African- American children attending programs increased (Posner &. Vandell, 1. 99. 9). However, some parents living in inner- city neighborhoods expend great. Comparative Effectiveness of After-School Programs to Increase Physical Activity. Federal Coordinating Council for Comparative Effectiveness Research: Report to the President and the Congress, 2009. After-school programs have grown exponentially in. Common practices in high functioning afterschool programs across the nation in math. Evidence from new research on improving after-school opportunities for. Measuring the Effectiveness of After-school Programs Via Participants’ Pre and Posttest Performance Levels on the Georgia Criterion Referenced. After-school programs are often seen as an effective way. Principals of public schools that offer after-school programs also value their after-school options. Importantly. after- school program attendance provides children from low- income families with. Hofferth & Jankuniene, 2. Program shortages are most pronounced in urban and. These limitations affect their quality (Halpern. National Institute on Out- of- School Time, 2. There is some evidence. The research on. program effects cited here does consider possible selection effects but is based. Some researchers (Pettit et al., 1. Pierce and Vandell (1. Program attendance. That study and others found that children resist. Lower adult- child ratios and higher levels of staff education are. Pierce, Hamm, and. Vandell (1. 99. 9) found that classroom teachers reported that boys had fewer. Exposure to more negative emotional climates in. Those boys who attended programs that allowed them to make choices. Throughout elementary school, children in a nationally. Hofferth & Jankuniene, 2. On the other hand, several. Time viewing television in. They then. investigated the adjustment of fifth- grade children based on how they had spent. For the low- income. African- American children in their sample, time doing nonsport extracurricular. Posner & Vandell, 1. For the White children in their. First, a positive emotional. Programs cannot benefit children who do not attend or resist. Second, the changing needs and interests of older elementary. Third, experts caution. Some research suggests that giving children activity choices, engaging. Projects offer the potential to enhance children's learning. Alexander, 2. 00. Hynes, O'Connor, & Chung. Vandell & Shumow, 1. FOR MORE INFORMATIONAlexander, D. The learning. that lies between play and academics in after- school programs . Available. http: //www. Participation of. Department of Education, Office of. Educational Research and Improvement. After- school programs for low- income children: Promises. Future of Children, 9(3), 8. L., & Jankuniene, Z. Educational. Leadership, 5. Literacy: Exploring. Wellesley, MA. National Institute on Out- of- School Time. Available. http: //www. Fact sheet on. school- age children's out- of- school time . Wellesley, MA: National. Institute on Out- of- School Time. Available. http: //www. Patterns. of after- school care in middle childhood: Risk factors and developmental. Merrill- Palmer Quarterly, 4. Experiences in. after- school programs and children's adjustment in first- grade classrooms. Child. Development, 7. Safe Haven program. Madison: University of Wisconsin Center for Educational Research. After- school activities and the. A longitudinal study. Developmental. Psychology, 3. After- school child care programs.
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