After-school Education Research Articles

Life Outside the Classroom: Everyday Mobility of School Students

A number of studies have emphasized the importance of the educational potential of cities and revealed that home district characteristics influence children’s educational identity and access to educational resources. However, little attention is paid to the conditions and limits of children’s access to the city environment as well as the geographies of their outdoor activities, i. e. how far from home they travel when hanging out, how this distance can change as a child grows up, how often children attend specific places, and how the geographies of their mobility depend on their personal characteristics. A survey of Moscow school students of grades 5–10 is used to explore the basic characteristics of children’s independent mobility, including their everyday mobility, i. e. frequented places and the distance to them. It is shown that children normally travel within a radius of 1 km from home; the central part of the city and the neighboring districts are visited less often than places within the home district. A comparison of everyday mobility of high- and low-performing students has proved that the proportion of children whose most frequented place is centers for after-school education is higher among high- erformers. Yet, no correlation was found between the size of the “habitat” and academic performance. Moreover, places for leisure, including leisure education, of families have been described based on a survey of over 700 mothers of school students. Families with high levels of cultural capital and ood financial standing have demonstrated greater diversity of shared leisure activities and comprise a higher proportion of those attending family courses, public lectures, or other urban events. Such families exploit the educational leisure opportunities provided by the city more actively than others.

Effects of Regular After-School Physical Education on Body composition and Physical fitness in Elementary school children

Effects of Regular After-School Physical Education on Body composition and Physical fitness in Elementary school children

Acoustical considerations in shipping container architecture

The inherent strength, wide availability, and relatively low expense of intermodal freight containers have led to an increase in their popularity as framing elements for modular construction. In school expansion and renovation projects, modular construction can reliably achieve sustainability and energy efficiency targets, often with shorter construction schedules. Residential housing, offices, commercial buildings and other building types are also constructed using shipping containers. While shipping container architecture is a green alternative with many advantages, it can also present acoustical challenges in buildings occupied by people. Low ceiling heights often limit acoustical treatment possibilities, and acoustical test data on sound isolation is limited. Case studies and measurement data presented will include an elementary school with large divisible classrooms, a community education center, an after-school youth education and classical music program in an economically struggling Los Angeles community, and a multifamily apartment building in Berkeley, CA.

Qualitative Needs Assessment: Pedagogical and Pragmatic Considerations for Afterschool Nutrition Education Programs

Little information is available about planning effective nutrition education in afterschool settings. The purpose of this study was to examine the perspectives of teachers and afterschool program coordinators on the positive aspects and challenges of afterschool education for middle school-aged children in order to guide the development of a nutrition education (NE) curriculum. Thirty-minute semi-structured in depth interviews with a purposeful sample of 4 teachers and 8 afterschool program coordinators were conducted. Teachers had an average of 12.6 years of teaching experience; and program coordinators were selected from non-profit and public sectors with experience serving at-risk youth. Interviews were audio-recorded, transcribed verbatim, and analyzed using inductive content analysis to identify, count, and compare themes. Content analysis of themes was performed using QSR-NVivo. Themes were organized into two meta-themes: pedagogical elements for successful learning with this age group; and pragmatic considerations for hosting NE programs in the afterschool context. Four pedagogical elements were derived as specific and essential for afterschool programing: the importance of student-centered learning, such as “voice and choice” activities; use of scaffolding strategies; differentiation strategies to engage different intelligences; and tailoring activity duration to be developmentally appropriate. Pragmatic considerations included: essential elements, such as developing culturally relevant educational materials; and logistics, such as working within the financial, time, and space constraints of community-based afterschool programs. The insight gained from this study lays the foundation for understanding the necessary components for well-implemented and effective interventions for youth-focused NE programs in community-based afterschool settings.

The Path Model in Predicting Effects of Family Functioning on Academic Self-Efficacy and Academic Grade among Socially Disadvantaged Students in After-School Education Programs

The Path Model in Predicting Effects of Family Functioning on Academic Self-Efficacy and Academic Grade among Socially Disadvantaged Students in After-School Education Programs

Healthy Pokes: After-school Education and Mentoring to Enhance Child Health

Childhood obesity and related health consequences are currently considered some of the most important health challenges in our nation today. Early intervention programs designed to teach healthy lifestyle choices and behaviors are imperative to addressing this issue. Evidence suggests that intervention programs offered at an earlier age may reduce the various problems that affect at-risk youth, such as poor academic performance, decreased physical health and issues relating to behavioral health. This article describes an after-school program developed to address the physical activity and health needs of at-risk youth in Laramie, WY. It discusses (1 the importance of a comprehensive approach to addressing child health, (2) the Healthy Pokes program components, (3) weekly club sessions, and (4) the value of community partners.

The Effect of the After-School Reading Education Program for Elementary School on Multicultural Awareness

The purpose of this research is to verify the effectiveness of the influence of an afterschool reading program on changing multicultural perception. The afterschool reading program at the elementary school is composed of 12sessions. The main content was reading a foreign fairy tale and then having a discussion on about it. The total number of subjects was 44 people, 21 in the experiment group and 23 people in the control group. Each group did a preliminary inspection before participating in the program, a post inspection after participating, and a later inspection 5 weeks after finishing the program. Research results showed that the reading-studying program improves the cognitive level of elementary school students’ multicultural perception. Moreover, the analysis results of multicultural awareness levels concerning the cognitive factors and defined factors seemed to be more effective than behavioral factors.

A Study on the Current Situation and Perception of the After-School Physical Education Program

A Study on the Current Situation and Perception of the After-School Physical Education Program

Building Zones of Proximal Development with Computer Games in a UC Links After-school Program

There is widespread agreement that further research is needed in order to identify afterschool program characteristics useful for understanding why some programs are more successful than others. The bulk of recommendations put forth by researchers, practitioners and policy makers focus on observable characteristics of the afterschool setting as a whole. While these characteristics can be recorded on checklists for later aggregation into a quantifiable evaluation of the system, it is important to remember that they are the products of interactional processes. In the present analysis I focus on the dynamic human interactions that comprise these system-level evaluations. Drawing on video documentation of adult-child computer mediated activities in a UC-Links afterschool program, I illustrate how UC-Links design principles – which focus on the creation of cultures of collaborative learning – promote the learning and development of participating youth. In particular, I show how implementation of these principles support one of the key tasks in achieving quality teachinglearning after school: the successful negotiation of a common ground of engagement between interlocutors in an instructional interaction.Keywords: Afterschool Education, Collaborative Learning, Informal Learning, Zone of Proximal Development-----Bibliography: Lecusay, Robert: Building Zones of Proximal Development with Computer Games in a UC Links After-school Program, IJREE, Vol. 2, Issue 2-2014, pp. 13-26. https://doi.org/10.3224/ijree.v2i2.19544

The experiences of alumni adolescents on the contribution of a Youth Opportunities Programme

This article focuses on the experiences of alumni adolescents on the contribution of a Youth Opportunities Programme, a non-profit after-school education programme presented in Namibia. A qualitative descriptive design was used to provide insight into the contribution of this programme. Five focus groups were conducted with 32 participants. The transcribed data were analysed by means of thematic analysis. The rich descriptions of the experiences of alumni adolescents indicated learning, personal and relational experiences as well as challenges. The learning experiences included the transfer of academic knowledge and skills that assisted them to deal with advanced opportunities, and the provision of resources. They were able to socialise with friends and form personal relationships with teachers, serving as emotional support. The challenges they encountered while attending the programme on a full-time basis included high expectations in terms of time management, attendance and behaviour. These challenges proved to be exhausting at times. Keywords : academic improvement, adolescents, after-school programme, development, extracurricular activities, life skills

Аналіз художньо естетичної творчості і художнього виховання дітей на основі наукових досліджень

Розкрито навчально-розвивальний та виховний впливи позашкільного художнього виховання на процес формування гармонійно розвиненої особистості. Висвітлено проблему формування почуття краси в учнів в умовах сучасного українського суспільства. Акцентовано увагу на фундаментальних дослідженнях у галузі художнього виховання. Проаналізовано літературні джерела з проблеми художньо-естетичного виховання молоді засобами мистецтва.

Investigating Kindergarten Parents’ Selection of After-School Art Education Settings in Taiwan

The research purpose was to investigate kindergarten parents’ selection of after-school art education settings in Taiwan. A review of the literature and interviews with parents were conducted to identify several possible factors that would impact on parents’ selection of after-school art education settings for their children. Then, the researcher self-compiled a survey and distributed 550 copies to parents and 515 copies were obtained. The effective return rate was 93.6%. The findings were as follows: 1. The majority of parents believed children can attend after-school art education settings at the age of four years, and parents also believed that art specialists have a great impact on children’s drawings. 2. Type of kindergarten attended by children (public or private), mother’s age, mother’s occupation, and education level of mother and father have significant effects on decision making regarding the selection of after-school art education settings for their children. 3. The effects on learning: More than 85% of the parents believed that their children have achieved their expectation, which was to enrich creativity, patience, and attention. And, over 80% of the children discussed what they had learned with their parents. 4. The most popular way to teach is to combine teacher-directed and student-directed methods. 5. The most frequently used art materials are markers and crayons in after-school art education settings.

Adjustment of Korean First-Graders to Elementary School: The Role of Family Income, Type of Early Childhood Education Program, and Private Education Before and After School Entry

This study reviews the current status of Korean first graders, their experience with early care and education (ECE) programs, and their participation in private and after-school education. The research also examines how school adjustment during the first grade is related to family income, types of ECE programs, and participation in private and after-school education. Using the first year data of the Korean Child and Youth Panel Survey (KCYPS) 2010, this study analyzes 752 first graders who attended only one of two types of ECE programs (child care centers or kindergartens), after which two 25% income extremes were examined. The analysis demonstrates that children from low-income households attended child care centers more often, while children from high-income households attended kindergartens more often. For both low-income and high-income groups, child care centers had a lower starting age and longer attendance periods than did kindergartens. High-income household children started attending ECE programs earlier, experienced more private and after-school education, and received a larger number of private and after-school educational lessons. For the second research purpose, children from low-income families showed better peer relations in school adjustment, while children attending child care centers showed better teacher relations than children attending kindergartens. Children with after-school education also exhibited better peer relations. These findings show the importance of government support for early learning, especially for low-income families and offer a foundation for developing private education polices for early childhood before and after school entry.

Examining the Impact of After School Health Education Programming Designed by Undergraduates for Elementary-Age Children

Innovative health education enrichment programs may help establish lifelong healthy behaviors. This study examined the effects of a six-week, elementary-level afterschool health education program which was planned and implemented by undergraduate students. A needs assessment was first conducted with school personnel to determine health content needs. Next, 3 to 5th grade students were nominated by teachers for participation (n=19) and parental consent was obtained. Undergraduates led hygiene, nutrition, and fitness education sessions which included skill building, healthy food taste tests, fitness activities, and incentives. Anthropometric measures were taken and pre/post surveys were administered to determine changes in knowledge, attitudes, and social norms. Pre/post results revealed the children showed increased knowledge of fruit and vegetable health benefits (p<.05), increased self-efficacy when asking parents to purchase fruits and vegetables (p<.05), and reports of increased hand washing prior to meals (p<.05). Qualitative follow-up with undergraduate leaders revealed increased understanding of the intricacies of planning health programs, the difficulties involved in changing health behavior, and the impact of socio-economic and cultural backgrounds in implementing behavioral change. This program provides a model others may adopt to involve elementary and college age students in active, hands-on learning in health education.

E-Civic Engagement and the Youth

This article explores how community-based organizations working in low-income residential neighborhoods of U.S. cities employ e-tools and social networking platforms to engage the youth. The authors interviewed representatives of community organizations that work with young adults from lower-income groups in Chicago to comprehend their actual usages and perceptions of electronic tools. These organizations facilitate a wide-range of initiatives including political and after-school education, gang-free spaces, crime intervention and prevention, and arts and media. They found that the organizations have internalized the idea of employing e-Engagement techniques to enhance communication with their constituents but use new technologies and social media in multiple ways. Many respondents posit that the presently available e-tools enable certain forms of civic engagement but require sustained resources. Also stressed is the roles of face-to-face communication, offline-meetings, and other traditional means of interaction to ensure the commitment and quality of effective engagement in this age of e-participations.

Placówki wychowania pozaszkolnego w Tarnowie

The article raises the issue of organising children’s and young people’s free time from school activities. This problem seems important and current especially at the present time, when parents most of the day spend at work. The issue of children and families at risk of wider social pathology can also not be ignored. The extracurricular education institutions play a significant role in awakening and developing the interests of young people in various fields of science, culture, art and sport. Young people attending the classes are discovering that free time does not only mean unproductive sitting at home watching TV or playing on the computer, but the time, in which they can develop their interests in productive and pleasant way, improve their skills in a specific field of science or art, gain new experiences, meet valuable people and pursue their passions and dreams. The study recalled the rich history of after-school education in Europe and Poland and the modern educational achievements. In general, the types of Polish institutions pursuing a number of educational and welfare tasks in the scope of extracurricular education has been presented. Also the article presented the forms of organising children’s and young people’s free time in the city of Tarnow.

Application of cloud computing to learning

This study aims to develop learning system, and let the system become intelligent. We adopt the swarm intelligence and cloud computing for learning system, and develop friendly human-computer-interface software for users to use as personal computers or notebooks. We program the system and software with Extensible Markup Language (XML) and C sharp language. If the users begin to search, the kernel safety learning system automatically communicates with other agents, and the agents can search the closer camera for users. This study’s result has been successfully implemented on one educational organization and it would be helpful for the paterfamilias to hold all situations about their children at one educational organization. This will be of great help in the grip of whole after-school remedial education, teaching and learning situation. Key words: Swarm intelligence, cloud computing, learning system, after-school remedial education.

Preparing the Next Generation of After-School Educators: College Students’ Perceived Learning and Civic Engagement Associated with the CASE Program

First-year evaluation findings from the University of California, Irvine Department of Education’s Certificate in After-School Education (CASE) program are reported in this paper. The goal of CASE is to promote positive youth development in diverse learners through education and training of the after-school workforce. CASE blends instruction across five, 10-week long courses with 70+ hours of fieldwork in local after-school programs (ASPs). CASE course and fieldwork enrollment, perceived understanding of course material, multicultural education, and civic interests and engagement were measured through student surveys. Students in CASE courses report higher levels of perceived course understanding (p &lt; .01), civic responsibility (p &lt; .01) and empowerment (p &lt; .05) than students in the non-CASE courses. Students enrolled in CASE courses requiring fieldwork report greater perceived course understanding (p &lt; .01) and academic engagement (p &lt; .01) than CASE students without fieldwork. The findings suggest the program is achieving several of its early goals.

Application of RFID and Neuro-Fuzzy to safety learning

This study aims to integrate safety learning system, and let the system become intelligent. We adopt the artifical intelligence and active Ultra-High Frequency RFID for safety learning system, and develop friendly human-computer-interface software for users use the personal computers or notebooks. We program the system and software with Extensible Markup Language (XML) and C sharp language. If the users begin to search, the kernel safety learning system automatically communicates with other RFID readers by agents, and the agents can search the closer camera for users. This study’s result has successfully implemented to Chin-Huo educational organization, and it would be helpful for the paterfamilias to hold all situations about their children at Chin-Huo educational organization. Paterfamilias can understand their children’s learning, going to Chin-Huo and leaving Chin-Huo through personal computers, or notebooks simultaneously or asynchronously by the computer-mediated communication. That will be great help in the grip of whole after-school remedial education, teaching and learning situation.

Identifying STEM competencies contained within an afterschool nutrition education behavior change program

Identifying STEM competencies contained within an afterschool nutrition education behavior change program