Out Of School Activities Research Articles

Comparison of participation in out-of-school activities, activity preferences and quality of life of children with cerebral palsy and typical development

ABSTRACT The aim of this correlational study was to compare the participation in out of school activities, activity preferences, and quality of life (QoL) of children between 8 and 12 years of age with cerebral palsy (CP) (n = 30) and typical development (n = 60) in Turkey. Outcome measures included the Children’s Assessment of Participation and Enjoyment, Preferences for Activity of Children, and the Health-Related Quality of Life Questionnaire. Results suggest children with CP were at a disadvantage compared to their typically developing peers in participating in out-of-school activities, however they tended to report greater preference for these activities than their typically developing peers. Based on these findings, we recommended health professionals aim to increase the quality of life for clients with CP by including social participation as one component of rehabilitation.

Analysis of Intentionally Structured Programs to Improve Life Skills Through Out of School Activities

Life skills are one of the components in forming positive youth development. The purpose of this research is to find out intentionally structured programs that are widely used to improve life skills through out-of-school activities, to find out about out-of-school programs used to enhance life skills which are included in intentionally structured programs and to find out the results of intentionally structured programs on improving life skills through out of school activities, the research method in this study used systematic literature review which is a literature review method that identifies, assesses, and interprets all findings on a research topic, to answer predetermined research questions. In this study, researchers used 30 Final Paper journals to review 210 journals taken from 4 databases: Taylor & Francis, Google Scholar, Science Direct, and Sage. The results showed that participation in structured school activities programs was intentional in its application. Can produce quality programs where this can contribute to youth development in a positive direction. This shows that the Intentionally structured program that is implemented in out-of-school activities in its implementation can influence positive youth development; this can be seen from the increase in the elements 5C elements in (PYD) namely Competence, Confidence, Connection, Character and Caring Or Compassion.

Teaching Slovak as a foreign language through the prism of project teaching

The paper reflects on the issue of the educational process, in which it is necessary to apply such teaching methods that will arouse students' interest in learning and acquiring new knowledge. The principles of communication in teaching Slovak as a foreign language should also be placed in the given context aiming to develop students' communication competence. The paper also seeks to justify that, while teaching Slovak as a foreign language, the balance of the individual components (language – communication – culture) needs to be ensured, while the latter is not always given due attention. This unfavourable phenomenon can be eliminated by (out-of)school activities through project teaching, which encourages students to actively participate in the teaching process and enriches their knowledge of culture.

Primary School Teachers’ Views on the Implementation of the 4th Class Science Course Curriculum

When it is considered that the basis of the science course is taken in elementary school, the primary school teachers who arealso the practitioners of the science curriculum in this level have great responsibilities in the acquisition of scienceconsciousness. It is thought that updating the science curriculum will cause some changes in practice. Therefore, the opinionsof the primary school teachers about the implementation of the new program are important. This study was carried out inorder to investigate the opinions of the 4th class primary school teachers about the objectives, content, educational statusand evaluation items of the 4th class science curriculum in primary school which was updated in 2018 and implemented as ofthe 2018-2019 academic year. The study group consisted of 5 primary school teachers in the central district of a province inthe Western Black Sea Region, selected from the same primary school according to the criteria sampling. The data werecollected through the semi-structured interview form. There were 10 open-ended questions in the interview form. The datawere analyzed by using a descriptive analysis method. The primary school teachers who participated in the research indicatedthat the science curriculum should be suitable for the level of the students, their simplicity, attractiveness of the subjects,interest and attention, the content in terms of being appropriate for the characteristics of the students and the beginning ofthis course from the third grade of primary school; on the other hand, they stated that the coursebook was not prepared inself-sufficient way, there were too many concepts in the program and too many details were included, the number ofexperiments were low, there was difficulty in providing material for some subjects and there was no laboratory environment.Meeting the equipment needs in schools can increase the effectiveness of the program in practice. Another variable thatincreases the effectiveness of the program in practice is the inclusion of out-of school activities by primary school teachers inscience classes.

Reflection on Out of School Education Activities from the Textbooks to the Social Studies Curriculum

The Social Studies course covers many opportunities for students to actively learn by doing and learn by living outside of the school and classroom environments. In this context, the present study aims to identify how the Social Studies Curriculum in Turke y (Ministry of National Education [MoNE], 2018) supports learning in environments outside of the school; the study also aims to determine the extent to which such learning opportunities are actualized in the activities found in the Social Studies textbooks published during 2019. The current study adopts a qualitative document analysis method. The textbooks to be examined for this study are the Social Studies 4th Grade to 7th Grade textbooks which are printed in 2019 and prepared by different authors and pub lishing houses. Such textbooks are also listed on Education Information Network (EBA), an official website affiliated with the Ministry of National Education, and the current Social Studies Curriculum (MoNE, 2018). It was determined as a result of the stud y that most of the activities related to out of school teaching and learning in the Social Studies Curriculum (MoNE, 2018) occur at 4th Grade and 5th Grade; also the number of such activities gradually decrease across higher year or grade levels. The great est amount of activities related to out of school education in the Social Studies textbooks are found in the 5th Grade. Homework activities, and other activities such as trip observations, project assignments, oral history, local history, research assignme nts supported by family participation, and out of school activities including interviews were found in these textbooks. Homework is used the most among the out of school learning focused activities. Results from the study concludes that many out of school activities covered in the Social Science textbooks are carried out as classroom activities because of the uncertainty about how learning can be achieved in out of school learning environments. In contrast, numerous gains are specified by out of school educ ation, therefore such gains have been transformed into out of school activities in the textbooks for the Social Studies curriculum.

The Effect of Transported Education on School: A Case Study

The purpose of this study is to contribute to the improvement of the application by revealing the difficulties of transported education application in a secondary school. In this study, single holistic case design was followed. Data was collected through semi-structured interview and semi-structured observation forms. 11 participants, determined by the maximal variation sampling, were interviewed and 14 weeks of participant observation was made. Data were analyzed by content analysis. Findings revealed that most important difficulties of transported education; for students, coming to school early and without having breakfast, waste of time and sleeplessness; for administrators, heavy workload. For educational programs, most serious difficulty for students is not to participate in out of school activities. Besides, it was determined that of the school-families cooperation was not of the desired quality. It was proposed to develop a new working order for school buses, to carry out an action research aimed at strengthening families' commitment to school, and to conduct multiple case studies in schools to be determined by extreme case sampling.

Analysis of the relationships between nursery schools’ urban park usages as out of school activities and their infants’ attributes

Analysis of the relationships between nursery schools’ urban park usages as out of school activities and their infants’ attributes

Factors Affecting Bullying in Home and School Life: A Mixed Method Research

In this research, it was aimed to determine the factors affecting the bullying in secondary school students’ home and school life in a multifaceted and comprehensive manner with qualitative and quantitative approaches. The study group of this research was determined according to sequential mixed method (quantitative-qualitative) sampling, one of the mixed method research designs. In this context, for collection of the quantitative data, fifth-grade students studying in randomly-selected classes at 19 secondary schools located in the centre of Bursa and chosen by the probability sampling method made up the study group. The qualitative data were obtained from the answers given to the survey questions by students determined to have been subjected to bullying or to have engaged in bullying. The research findings reveal that male students engaged in bullying or were subjected to bullying at a significantly higher rate than female students. There was a positive relation between the engagement of the students' in out of school activities and not participating in any kind of bullying situations. It was found that there was a negative relationship between playing daily video or computer games and participation in bullying situations. It was also found a negative relationship between friendship relations and being in bullying anyhow. There was a strong negative relation between the avarage points of self evaluation of students and participating in bullying situations. Students were frequently exposed to physical and verbal bullying; that students who engaged in bullying did so because they were themselves made fun of and sworn at; that when bullying took place, both students who were subjected to bullying and those who engaged in bullying generally moved away from the scene and that bullying was generally carried out in places where and at times when teachers were absent.

Out of School Learning Environments in Social Studies Education: A Phenomenological Research with Teacher Candidates

In this study, it was aimed to determine the remarks of teacher candidates on the place and importance of out of school learning environments in Social Studies education. Phenomenological method, which is one of the qualitative research designs, was used in this study. The work group of the study consists of 73 teacher candidates who conduct out of school activities (43 of them are Social Studies teacher candidates and 31 of them are Classroom teacher candidates). Semi structured interview form was used as data collection tool. Activity phase of the study was conducted in museums, Islamic-Ottoman social complexes, castles and historic mosques in Kastamonu, Sakarya, Kars and Eregli (a district of Zonguldak). Gathered data of the study was examined by using content analysis method, and it was presented with cause and effect relation. When results of the study were evaluated, it was concluded that teacher candidates believe that out of school learning activities embody the knowledge and increase memorability by integrating learning into living. Besides, according to teacher candidates, there are many obstacles ahead of out of school activities particularly economic reasons and reluctance of teachers and the structure/content of Social Studies lesson is very suitable for such activities.

The Effect of Out-of School Activities on Conceptual Change in Environmental Education

The objective of this study is to determining the change in secondary school students’ cognitive structure related to the concepts of environmental problems. There were 21th grades students of two middle schools in Kirsehir. In this research, the students participated in outdoor activities on environmental education programmes during 5 weekends consecutively. The data of the research were collected via word association test as pre-test and post-test. The conceptual change process was examined in collected data, and their pre-test and post-test results were analysed by using cut-off point. Conceptual network was constituted by using cut-off points. When pre-test and post-test results were compared, it was found that there is a positive shift in students’ conceptual change. In addition, when their concept network was examined, it was observed that there is an upturn in the number of answered words in post-test. However, the numbers of the words associated to the keywords in pre-test were limited. Besides, the connections not provided among the concepts in pre-test emerged in post-test which shows that students’ independent knowledge related to the keywords is associated in the post-test. Finally, when pre-test and post-test are compared, both are the increased in response words and emergence of the connection shows that qualitative change accompanies to quantitative change. Furthermore, keywords emerged in upper tabs out of post-test results. This specifies that the out-of school activities is successful in creating conceptual structure.

Constructing citizenship in post-conflict contexts: the cases of Liberia and Rwanda

ABSTRACTIn post-conflict and fragile contexts, one central aim of education is to prepare citizens to rebuild society and manage conflict. In this paper, we discuss the ways that citizenship education, students’ civic attitudes, and student civic practices vary across two post-conflict contexts in Africa: Liberia and Rwanda. First, we consider the historical and current complexities of citizenship education in these countries drawing on a post-colonial framework and Osler and Starkey’s three dimensions of citizenship. Next, we discuss survey and interview data from secondary students based on separate multi-level case studies in the respective countries. We note differences and similarities in student conceptions of good citizenship, civic identity, classroom climate, and civic engagement across the two countries, as well as variation by school type and gender. Some notable findings included less active conceptions of citizenship and openness to discussing controversial issues in Rwanda than in Liberia, and less participation in out of school activities among young women than young men. These and other results highlight differing contextual values of development, security, freedom of speech, and civic action and the overall importance of citizenship education in a post-conflict context.

Comparsion of participation Patterns between children with cerebral palsy and healthy children in out of school activities

Introduction : Participation in childhood everyday occupations is essential for health development of all children Regardless of ability or disability. The purpose of this study was Comparsion of participation patterrns between children with cerebral palsy and healthy children 7-15 years old. Materials &Methods: In this cross-sectional study, 40 children with cerebral palsy from special education school and 40 healthy children from typical schools through simple non propebly sampling were selected. Participation was evaluated with the Children’s Assessment of Participation and Enjoyment (CAPE) . The data were analyzed by spss17. Results: There were significant differences between children with cerebral palsy and health subject group in diversity and intensity for all of scales only recreational activities (p£0.001). children with CP participated in skill-based (p<0.001) and active physical activities alone than healthy children (p<0.01). children with CP participated proportionally less in places out of home than healthy subjects for most of activities (p£0.001). the main effects of gender and interaction effect between group type and gender was significant only in diversity of active physical activities CAPE variables (p<0.05). Conclusion: The participation of health subjects in most activities was more than children with cerebral palsy. Cerebral palsy can affect participation patterns of children and youth in everyday activities. Keywords: participation pattern, cerebral palsy, out of school activities

Comparing participation in out of school activities between children with visual impairments, children with hearing impairments and typical peers

Hearing or visual impairments may negatively affect child's development and participation. Yet the literature about participation of children with hearing or visual impairments is insufficient. The present study aimed to compare participation patterns of children with visual impairments to those of children with hearing impairments and to typical peers and to examine the correlations between participation and socio-demographic parameters in each group. Participants were 70 children between the ages of 6-11: 25 with hearing impairments, 20 with visual impairments and 25 typical peers. All children filled the Children's Assessment of Participation and Enjoyment (CAPE). This self-report refers to participation in daily out of school activities. Children with hearing or visual impairments showed significant limited participation compared to typical peers, expressed in lower number of activities, lower participation intensity; more activities performed at home and with someone else. The limited participation was more emphasized among children with visual impairments. Socio-demographic variables (age, mother's education and socio-economic level) correlated with participation dimensions in both study groups. In conclusion, children with hearing or visual impairments may have restricted participation in out of school activities. Socio-demographic parameters may play a role in encouraging child's participation. Participation among these populations should be further studied in order to assist service providers to create intervention programs together with the child, for enhancing his/her inclusion in the community.

Implications of the Energy Gap for the Prevention and Treatment of Childhood Obesity

c o 1 ( m Thearticle byWang and colleagues in this issue of the American Journal of Preventive Medicine provides important data that highlight the promise of prevention and raise the challenge of treatment in children and adolescents. The authors have calculated the caloric deficits necessary either to return the prevalence of child and adolescent obesity to 5% as it was in the 1970s, thereby achieving the Healthy People (HP) 2010 goal by 2020, or to reduce the current prevalence estimates by 10%, achieving the HP 2020 goal. As indicated in their article, the caloric deficits needed to achieve the HP 2010 goal by 2020 are 33 kcal/day for children aged 2–5 years; 149 kcal/day for those aged 6–11 years; and 177 kcal/day for those aged 12–19 years. To achieve the HP 2020 goal of reducing the prevalence of obesity by 10%, smaller deficits of approximately 5 kcal/day for the first group, 40 kcal/day for the second, and 31 kcal/day for the third, respectively, will be required. A focus on mean weights helps set the caloric goals for population-based prevention efforts. However, because the distribution of BMI and body weight among adolescents is not normally distributed but is skewed toward the upper end of the distribution, use of mean weights for these calculations does not adequately address the substantially greater caloric deficits needed to reduce weight among obese children and adolescents. Obesity prevention and control programs have emphasized policy initiatives to change the food and nutrition environments in which children spend time, such as early care and education centers, schools, and out-ofschool activities. Because the caloric deficit in children aged 2–5 years is so small, prevention is likely be achieved through the implementation of many of the policy measures that are currently under way or are being considered. For example, the Let’s Move Child Care initiative startedbyMichelleObama(www.healthykidshealthyfuture. org) calls for early care and education centers to volun-

Getting the little things right

We've meant to take the kids to Anne Frank's house for years. Somehow, when there were three of them at home, and therefore three lots of out of school activities to schedule in a weekend, it just seemed too complicated. But with just the little one left at home, why not? (Although I am now officially a bad mother since missing the last lesson of the week – PE – to catch the plane is some sort of educational crime and I'm now on a list). I had thought it would be the action of pushing past the book case, maybe seeing just how small the annexe was, hearing their friends' testimony of the last days in Auschwitz that would be the hardest or at least the most moving aspects. But no, it was the …

Habitual Physical Activity Behavior in Preschoolers

Childhood obesity has become an epidemic and is emerging as a public health crisis in the United States. The rate of obesity among U.S. preschool children alone has doubled during the past 30 years. The increasing prevalence among this age group indicates that prevention efforts need to begin during the preschool years. PURPOSE: To describe habitual physical activity behavior of 3- and 4-year old children in a large Midwestern Metropolitan area. METHODS: Participants were 42 children (15 boys and 27 girls) randomly selected from two day care centers, one serving mostly African American preschoolers and one serving mostly Caucasian children. Habitual physical activity was measured using the GT1M accelerometer (ActiGraph, Pensacola, FL). Parents of the participants were asked to fit the accelerometers on their children in the early morning and remove them at night for a period of six consecutive days. The GT1M produces output in activity counts per unit of time, which is considered in "raw" form (counts per minute (cpm)) as a valid index of total "volume" of physical activity (Nillson et al., 2002). RESULTS: The mean duration of accelerometry in the preschoolers was 58.21 hours over 6 days (SD=19.7). Based on age-specific cutoffs, the preschoolers spent 75.4% of their time in sedentary behavior (≤1100 cpm), 21.6% in light physical activity (1100-3200 cpm), and 3% in moderate to vigorous physical activity (MVPA) (≥3200 cpm). Using paired t tests, we found that the preschoolers spent a greater percentage of time in both light (t=3.29, p<.01) and MVPA (t=2.57, p<.01) in schools than they did outside of schools. No significant differences were found in out of school activities between week days and the weekend. The one-way analyses of variance revealed the influence of site on in-school physical activity. The percentage of time spent in MVPA was significantly higher in the school serving mostly Caucasian children than the one serving mostly African American (F=4.67, p<.05). CONCLUSION: Our findings report that overall physical activity levels of the preschoolers are below the National guidelines (NASPE, 2002). Because of the role school setting plays in physical activity involvement, instituting an efficient physical education curriculum in day care centers can be an important part of fighting the overweight and obesity crisis.

An investigation on teachers to whom positive attitudes were developed by students

In this study, it is aimed to analyze the effects of out of school activities of teachers to whom positive attitudes were developed by the students in instructional process and heir some personal features on developed attitude. For this aim, semi-structured interviews were applied to 80 students and 10 teachers working in three different high schools under the authority of Erzurum Directorate of National Education in the first semester of the academic year 2009-2010. After the analyses of gained data, it was found that teachers’ personal features are much more effective than their professional knowledge in the process of developing positive attitudes.

Individual Characteristics and the Multiple Contexts of Adolescent Bullying: An Ecological Perspective

This paper uses an ecological perspective to explore the risk factors associated with bullying behaviors among a representative sample of adolescents aged 11-14 (n = 9816; X = 12.88; s = .9814). Data derived from the Health Behavior in School Children: WHO Cross-National Survey were used to model the relationship between bullying and media effects, peer and family support systems, self-efficacy, and school environment. Overall, the results of this study suggest that bullying increases among children who watch television frequently, lack teacher support, have themselves been bullied, attend schools with unfavorable environments, have emotional support from their peers, and have teachers and parents who do not place high expectations on their school performance. In addition, we found an inverse relationship between being Asian or African American, feeling left out of school activities and bullying. Our results lend support to the contention that bullying arises out of deficits in social climate, but that social support systems mediate bullying behavior irrespective of the student's racial/ethnic characteristics, parental income levels or media influences. Because the number of friends and the ability to talk to these friends increases the likelihood of bullying, we suggest that bullying is not simply an individual response to a particular environment but is a peer-group behavior. We conclude that limiting television viewing hours, improving student's abilities to access family support systems and improving school atmospheres are potentially useful interventions to limit bullying behavior.

NICHT AM SCHÜLER VORBEI KOOPERIEREN! BERÜCKSICHTIGUNG DER BESTEHENDEN KONTAKTE DER SCHÜLER ZU EINRICHTUNGEN UND PERSONEN IM AUßERSCHULISCHEN BEREICH BEI DER AUSWAHL VON KOOPERATIONSPARTNERN DER SCHULE

No AccessNICHT AM SCHÜLER VORBEI KOOPERIEREN! BERÜCKSICHTIGUNG DER BESTEHENDEN KONTAKTE DER SCHÜLER ZU EINRICHTUNGEN UND PERSONEN IM AUßERSCHULISCHEN BEREICH BEI DER AUSWAHL VON KOOPERATIONSPARTNERN DER SCHULEAnatoli RakhkochkineAnatoli RakhkochkineSearch for more papers by this authorPublished Online:Jan 2019https://doi.org/10.7788/bue.2006.59.3.323SectionsPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinkedInRedditEmail About Previous article Next article FiguresReferencesRelatedDetailsCited byKooperation von Bildungsorten Download book coverVolume 59Issue 3September 2006 ISSN: eISSN: HistoryPublished online:January 2019 PDF download

Adolescents' Commitment to Developing Talent: The Role of Peers in Continuing Motivation for Sports and the Arts

The role of peer relationships in supporting or hindering adolescents' talent development has received little research attention, despite the importance of peers in adolescents' lives. We conducted semi-structured in-depth interviews with 41 adolescents talented in sports or the arts, and their parents, to investigate (a) the role of peer relationships in adolescents' continued involvement in their talent activities, (b) possible differences in this role by activity domain, and (c) possible gender differences. Thematic analysis indicated that peers typically played a positive function in supporting the continued involvement of talented adolescents in their talent activities. There were differences in opportunities for peer relationships and social satisfaction between in-school and out-of school activities, but not between activity domains. Both males and females mentioned equally social benefits of such involvement. However, females mentioned receiving negative peer attention more frequently than males, and more often cited social dissatisfaction as a significant contributor to decreased involvement or quitting.