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Sample records for after-school science club

  1. Making the Science Literacy Connection: After-School Science Clubs

    ERIC Educational Resources Information Center

    Moore-Hart, Margaret A.; Liggit, Peggy; Daisey, Peggy

    2004-01-01

    Children make discoveries spontaneously while participating in hands-on science learning experiences. The students in this study were attending an after-school science program that was organized around authentic literacy activities and hands-on science learning experiences related to the theme of wetlands. Literacy connections formed natural…

  2. Authentic Science Research in Elementary School After-School Science Clubs

    ERIC Educational Resources Information Center

    Feldman, Allan; Pirog, Kelly

    2011-01-01

    In this paper we report on teachers' and students' participation in authentic science research in out of school time science clubs at elementary schools. In the program four to five teachers worked alongside practicing scientists as part of their research groups. Each teacher facilitated a club with 10-15 students who, by extension, were members…

  3. A Wide Spectrum of Solar Science for After School Astronomy Club

    NASA Technical Reports Server (NTRS)

    Mayo, Lou; Thieman, James R.

    2008-01-01

    After School Astronomy clubs are an important method of exposing students to astronomy at the critical middle school age when sparking an interest can inspire a lifelong career or hobby. We know that teachers complain that they can spend little time on astronomy in the classroom since they must teach to the test and the curriculum requirements do not have very extensive astronomy coverage. We also know that space is a very popular subject with students that can motivate them to join an after school club. One of the problems with after school astronomy clubs is that they don't often have a chance to observe the night sky. We propose to train club mentors on how to do daytime solar observing so students fulfill the IYA goal of looking through a telescope. We propose to provide a half day workshop for elementary and middle school teachers on starting and maintaining After School Astronomy clubs with special emphasis on observing the Sun not only in the visible spectrum but with radio waves and other parts of the spectrum as well. We will use NASA-oriented or NASA-funded educational materials and websites to bring a variety of ideas to the mentors and a broad knowledge of astronomy to the students. Attendees will be given an overview of the science of the Sun and how it can affect us on the Earth. They will be shown the dynamic nature of the Sun and what to look for to track the events happening there. The educators will be shown simple approaches to directly observing the Sun such as pinhole cameras, use of projection techniques with telescopes or binoculars, etc. They will be acquainted with sunspotter scopes and the advantages and disadvantages (such as expense) they pose for getting students involved. We will also point out the possibilities of using regular telescopes with solar filters and the specialized solar viewing telescopes such as the Coronado. Once the educators are comfortable with the simple approaches to viewing the Sun we will expose them to advanced

  4. After School Astronomy Clubs: Exploring the universe after hours

    NASA Astrophysics Data System (ADS)

    Mayo, L.; Janney, D.

    2011-10-01

    After School Astronomy clubs are unique in focusing on children in the K-12 grades as opposed to the numerous Amateur Astronomy Clubs within the US and abroad whose membership is largely adult focused. Over the last 12 years, we have identified over 140 clubs that were previously running in isolation, provided them with science and education resources and a means to communicate, created an online community of after School Astronomy Clubs, and facilitated the development of new clubs. Over this time, our model for developing and running these clubs has changed as we gained experience with various target populations, educational settings, and external partners and as best practices have emerged regarding engagement, impact, pedagogy, and sustainability. This talk will highlight these experiences and practices and discuss implications for future development of the After School Astronomy Club program.

  5. From Droughts to Drones: An After-School Club Uses Drones to Learn about Environmental Science

    ERIC Educational Resources Information Center

    Gillani, Bijan; Gillani, Roya

    2015-01-01

    An after-school enrichment activity offered to sixth-grade students gave a group of 10 students an opportunity to explore the effects of the California drought in their community using an engaging scientific device: the UAV (unmanned aerial vehicle). Although this activity was specifically designed for a small after-school enrichment group, it…

  6. After School Astronomy Clubs: Lessons Learned from Over 10 Years of Collaboration

    NASA Astrophysics Data System (ADS)

    Mayo, Louis

    2010-10-01

    After School Astronomy clubs are unique in focusing on children in the K-12 grades as opposed to the numerous Amateur Astronomy Clubs within the US and abroad whose membership is largely adult focused. Over the last 12 years, we have identified over 100 clubs that were previously running in isolation, provided them with science and education resources and a means to communicate, created an online community of after School Astronomy Clubs, and facilitated the development of new clubs. Over this time, our model for developing and running these clubs has changed as we gained experience with various target populations, educational settings, and external partners and as best practices have emerged regarding engagement, impact, pedagogy, and sustainability. This talk will highlight these experiences and practices and discuss implications for future development of the After School Astronomy Club program.

  7. A Science Club Takes Action

    ERIC Educational Resources Information Center

    LeDee, Olivia; Mosser, Anna; Gamble, Tony; Childs, Greg; Oberhauser, Karen

    2007-01-01

    The after-school science club at Galtier Math, Science, and Technology Elementary Magnet School in St. Paul, Minnesota, learned some valuable lessons when they took newfound knowledge about pollution into their homes. After learning about the effects of various contaminants on health and what informed citizens can do about it, students tested…

  8. The Role of After-School Digital Media Clubs in Closing Participation Gaps and Expanding Social Networks

    ERIC Educational Resources Information Center

    Vickery, Jacqueline Ryan

    2014-01-01

    This article considers how after-school digital media clubs, as an example of informal learning, can provide meaningful opportunities for youth to participate in the creation of interest-driven learning ecologies through media production. Ethnographic research was conducted in two after-school digital media clubs at a large, ethnically diverse,…

  9. Ways of Using Science Clubs to Bridge into Secondary Schools

    ERIC Educational Resources Information Center

    Chapman, Steven

    2003-01-01

    Traditionally science clubs have been seen as a lunchtime or after-school activity, run by volunteer teachers giving up their spare time. Increasingly, however, they are being used creatively as a way of delivering important curriculum enhancement activities or even as a vehicle for the science part of whole-school priorities such as working with…

  10. Science Club--A Concept

    ERIC Educational Resources Information Center

    Wegner, Claas; Issak, Nicole; Tesch, Katharina; Zehne, Carolin

    2016-01-01

    The following article presents a concept of a science club which was developed by two master's students as a part of their thesis and which has been developed and improved ever since. The extra-curricular concept emphasises pupils' individuality through focusing on problem based leaning, station learning, and mixed age groups. Having joined the…

  11. Successful After-School Physical Activity Clubs in Urban High Schools: Perspectives of Adult Leaders and Student Participants

    ERIC Educational Resources Information Center

    Garn, Alex C.; McCaughtry, Nate; Kulik, Noel L.; Kaseta, Michele; Maljak, Kim; Whalen, Laurel; Shen, Bo; Martin, Jeffrey J.; Fahlman, Mariane

    2014-01-01

    Grounded in social cognitive theory, the purpose of this study was to examine leaders' and students' perspectives of factors that contribute to effective voluntary after-school physical activity clubs. Data were collected over two-years via field observations (n= 115) and interviews with students (n= 278) and adult leaders (n= 126).…

  12. Challenges in Offering Inner-City After-School Physical Activity Clubs

    ERIC Educational Resources Information Center

    Maljak, Kimberly; Garn, Alex; McCaughtry, Nate; Kulik, Noel; Martin, Jeffrey; Shen, Bo; Whalen, Laurel; Fahlman, Mariane

    2014-01-01

    Background: Offering physical activity clubs (PACs) for students in urban high schools can provide avenues for increased physical activity (PA); however, little is known about why some clubs are not successful. Purpose: The purpose of this qualitative study was to examine leaders' and students' perspectives on the challenges faced when…

  13. The Supernova Club: Bringing Space Science to Urban Youths

    NASA Astrophysics Data System (ADS)

    Sakimoto, P. J.; Pettit, R.; Balsara, D.; Garnavich, P.

    2008-06-01

    The Supernova Club is an experiment aimed at bringing space science to youths, almost all African Americans, from the most severely disadvantaged areas of the South Bend, Indiana, region. It leverages the National Youth Sports Program (NYSP) that, in Summer 2007, brought 100 children, ages 10-16 and living at or below the poverty level, to the Notre Dame campus for a 4-week non-residential summer program. Six contact hours of space science instruction were added to the core curriculum of nutrition, physical fitness, and academic study. At summer's end, 13 high interest/high potential youths were selected to form ``The Supernova Club''-a year-round, after-school, weekly follow-up program.

  14. Effect of a 9-wk. after-school multiskills club on fundamental movement skill proficiency in 8- to 9-yr.-old children: an exploratory trial.

    PubMed

    Foweather, Lawrence; McWhannell, Nicola; Henaghan, Jayne; Lees, Adrian; Stratton, Gareth; Batterham, Alan M

    2008-06-01

    This exploratory study examined the effects of a 9-wk. after-school multiskills club on fundamental movement skill proficiency in 8- to 9-yr.-old children. Two schools were randomly assigned to either a control (n = 15 children) or multiskill club (n = 19 children) condition. The multiskill club received 18 coaching sessions designed to improve fundamental movement skills. The control group followed normal routines. 7 skills were assessed using process-oriented measures with video analysis. Participation in the multiskill club yielded significant improvements in proficiency at posttest only in static balance, while potentially practically important improvements were observed in performance of the catch, throw, and kick skills. The after-school multiskill club offered a viable opportunity for movement skill acquisition, but any such programme would need to run for a longer duration to assess whether this type of activity could benefit all skills. PMID:18712195

  15. After-school, Activity-based Physical Science in a Low-income, Rural County

    NASA Astrophysics Data System (ADS)

    Small, Staci; Ryan, Ben; Vann, Nik; Moore, Christopher

    2010-02-01

    Longwood University's Society of Physics Students conducted a six-week, activity-based after-school program for middle-school students in partnership with a rural low-income school system. Hands-on learning activities were designed and implemented to improve content knowledge in typically low-scoring standardized testing areas in the physical sciences. For example, we used colored yarn of different lengths to help demonstrate visible light in the electromagnetic spectrum along with the relationship between wavelength and frequency. Other topics were explored, such as reflection, refraction, sound and inference. At the end of the six-week program, a science exposition was held where the students came to Longwood and participated in more sophisticated experiments, such as liquid nitrogen demonstrations. After the exposition, Longwood University held a small awards ceremony in which the parents were invited to watch their students receive an award congratulating them on completing the program and welcoming them into the Lancer Discovery Club. )

  16. After-Hours Science: Teaching Science with a Club.

    ERIC Educational Resources Information Center

    Dyreng, Ivan

    1984-01-01

    Describes Salt Lake City's (Utah) East High School science club, recognized by the National Science Teachers Association's Search for Excellence in Science Education project as an outstanding science program. Unique aspects of the club's activities, instructional strategies, and other areas are discussed. (BC)

  17. Effect of an After-School Garden Club Program on Elementary Students

    ERIC Educational Resources Information Center

    McGriff, Maggie Caroline

    2014-01-01

    The purpose of this study was to determine if three elementary school garden club programs influenced students' attitudes and behaviors regarding fruit and vegetable consumption. Both quantitative and qualitative data collection and analysis took place, in the form of pretest and posttest questionnaires as well as participant interviews. Overall,…

  18. Confronting Barriers to Teaching Elementary Science: After-School Science Teaching Experiences for Preservice Teachers

    ERIC Educational Resources Information Center

    Cartwright, Tina; Smith, Suzanne; Hallar, Brittan

    2014-01-01

    This qualitative study examines the transition of eight elementary preservice teachers into student teaching after participating in a science methods course that included a significant amount of teaching after-school science to elementary grade students. These eight participants had a chance to practice teaching inquiry-based science and to reform…

  19. "We Could Think of Things That Could Be Science": Girls' Re-Figuring of Science in an Out-Of-School-Time Club

    ERIC Educational Resources Information Center

    Gonsalves, Allison; Rahm, Jrène; Carvalho, Alice

    2013-01-01

    Grounded in sociocultural theory, this study explores how the figured world of science is reworked through a series of multi-media activities that were introduced into a girls-only conversation club in an after school program for Teens. The study is part of a multi-sited ethnography in which we explored youths' engagement with science within…

  20. The journey of a science teacher: Preparing female students in the Training Future Scientists after school program

    NASA Astrophysics Data System (ADS)

    Robinson-Hill, Rona M.

    What affect does female participation in the Training Future Scientist (TFS) program based on Vygotsky's sociocultural theory and Maslow's Hierarchies of Needs have on female adolescents' achievement levels in science and their attitude toward science and interest in science-based careers? The theoretical framework for this study was developed through a constructivist perspective, using dialogic engagement, coinciding with Lev Vygotsky's sociocultural learning theory. This action research project used mixed methods research design, targeted urban adolescent females who were members of Boys & Girls Club of Greater St. Louis (BGCGSTL) after-school program. The data collection measures were three qualitative instruments (semi-structured interviews, reflective journal entries and attitudinal survey open-ended responses) and two quantitative instruments (pre-test and posttests over the content from the Buckle-down Curriculum and attitudinal survey scaled responses). The goal was to describe the impact the Training Future Scientist (TFS) after-school program has on the girls' scientific content knowledge, attitude toward choosing a science career, and self-perception in science. Through the TFS after-school program participants had access to a secondary science teacher-researcher, peer leaders that were in the 9th--12th grade, and Science, Technology, Engineering and Math (STEM) role models from Washington University Medical School Young Scientist Program (YSP) graduate and medical students and fellows as volunteers. The program utilized the Buckle-down Curriculum as guided, peer-led cooperative learning groups, hands-on labs and demonstrations facilitated by the researcher, trained peer leaders and/or role models that used constructivist science pedagogy to improve test-taking strategies. The outcomes for the TFS study were an increase in science content knowledge, a positive trend in attitude change, and a negative trend in choosing a science career. Keywords: informal

  1. Box Cello Middle School Science Clubs

    NASA Astrophysics Data System (ADS)

    Vandegrift, Guy

    1998-10-01

    The Box Cello is a middle school science club which is attempting to (1) understand the cello and (2) design a low-cost starter instrument. We can support and justify this research by adding a third goal: (3) to help supply local science classes with equipment. My policy of spending one entire day each week away from the university, out in a local school is essential to this project. This schedule also permits me to conduct lessons on optics and music in the schools. And, it permits circulation of tools and equipment. A simple calculation demonstrates the great economy achieved by combining science clubs with academic year school visits. Consider the cost of letting 10,000 students in 10 middle schools each learn about and play with a pair of "upside-down" glasses for one hour. A visit to each school for three consecutive weeks would easily permit such a circulation if only 30 pairs were constructed. Assume rhetorically, that the construction of 30 pairs of glasses were to consume the entire estimated annual budget of $100,000. The cost per student would be only ten dollars! The visits, guest lectures, and equipment loans permit informal networking (including lunch) with math, science and music teachers in 10 schools. For more information, visit the http://www.utep.edu/boxcello/

  2. Explore! Materials for Sharing Earth and Space Science in Libraries and After-School Programs

    NASA Astrophysics Data System (ADS)

    Nelson, B.; Shipp, S.

    2008-03-01

    The Lunar and Planetary Institute's Explore! team trains library and after-school program staff through workshops and Web casts, to engage families and children in their communities in Earth and space science through hands-on actvities.

  3. The Use of Journal Clubs in Science Teacher Education

    ERIC Educational Resources Information Center

    Tallman, Karen A.; Feldman, Allan

    2016-01-01

    This qualitative study explored how in a 7-month-long journal club pre- and inservice science teachers engaged with education research literature relevant to their practice to reduce the theory-practice gap. In the journal club they had the opportunity to critique and analyze peer-reviewed science education articles in the context of their…

  4. Globalization and science education in a community-based after-school program

    NASA Astrophysics Data System (ADS)

    Eisenhart, Margaret

    2008-04-01

    What are the effects of globalization and how are these manifested in local communities and in the learning of science there? These questions are unpacked within one local community in the United States, a place called "Uptown" where I examine the educational opportunities and pathways in science that are available for low-income Black American girls. The data comes from eight years of work both as an after-school science education program director and researcher in Uptown. The results suggest that globalization is taking hold, both in the social and economic circumstances of the community and in the everyday lives of the girls who live there. Further, there is possible evidence of globalization in the micro-dynamics of the after-school program. Yet opportunities for science education that could prepare the girls and their community for a globalizing world lag far behind.

  5. The Outing Club: Science without Walls

    ERIC Educational Resources Information Center

    Dawson, Paul Dow; Burks, Timothy

    1975-01-01

    In an attempt to give students an opportunity to strengthen skills that will make them effective group members, authors developed a program, "The Doherty School Outing Club", that stresses group dynamics in an outdoor setting. (Author/RK)

  6. A Case Study of a Mother/Daughter Science Club.

    ERIC Educational Resources Information Center

    Chandler, Frances Tate; Parsons, Sharon

    This paper describes a case study of a Mother/Daughter Science Club which was established to explore the issue of adolescent girls' increasingly negative attitudes towards science and math. Data was collected on participants' (n=40, 20 pre-adolescent fifth-grade girls and their mothers) attitudes toward math and science through the use of…

  7. The Effects of an After-School Science Program on Middle School Female Students' Attitudes towards Science, Mathematics and Engineering.

    ERIC Educational Resources Information Center

    Ferreira, Maria M.

    This study examined the impact of an after-school science program that incorporated cooperative learning, hands-on activities, mentoring, and role models on a group of minority female students' attitudes toward science, engineering, and mathematics. Eighteen African American middle school students participated in the study. Seven female engineers…

  8. From Guide to Practice: Improving Your After School Science Program to Increase Student Academic Achievement

    NASA Astrophysics Data System (ADS)

    Taylor, J.

    2013-12-01

    Numerous science organizations, such as NASA, offer educational outreach activities geared towards after school. For some programs, the primary goal is to grow students' love of science. For others, the programs are also intended to increase academic achievement. For those programs looking to support student learning in out-of-school time environments, aligning the program with learning during the classroom day can be a challenge. The Institute for Education Sciences, What Works Clearinghouse, put together a 'Practice Guide' for maximizing learning time beyond the regular school day. These practice guides provide concrete recommendations for educators supported by research. While this guide is not specific to any content or subject-area, the recommendations provided align very well with science education. After school science is often viewed as a fun, dynamic environment for students. Indeed, one of the recommendations to ensure time is structured according to students' needs is to provide relevant and interesting experiences. Given that our after school programs provide such creative environments for students, what other components are needed to promote increased academic achievement? The recommendations provided to academic achievement, include: 1. Align Instruction, 2. Maximize Attendance and Participation, 3. Adapt Instruction, 4. Provide Engaging Experiences, and 5. Evaluate Program. In this session we will examine these five recommendations presented in the Practice Guide, discuss how these strategies align with science programs, and examine what questions each program should address in order to provide experiences that lend themselves to maximizing instruction. Roadblocks and solutions for overcoming challenges in each of the five areas will be presented. Jessica Taylor will present this research based on her role as an author on the Practice Guide, 'Improving Academic Achievement in Out-of-School Time' and her experience working in various informal science

  9. Developing Preservice Teachers' Knowledge of Science Teaching Through Video Clubs

    NASA Astrophysics Data System (ADS)

    Johnson, Heather J.; Cotterman, Michelle E.

    2015-06-01

    Though an adequate understanding of content is a natural prerequisite of teaching (Carlsen in Journal of Research in Science Teaching 30:471-481, 1993), teachers also need to be able to interpret content in ways that facilitate student learning. How to best support novice teachers in developing and refining their content knowledge for teaching is a crucial and ongoing question for preservice teacher educators. Recently, video clubs are being explored as potential contexts for teacher learning (Barnhart & van Es in Teaching and Teacher Education 45:83-93, 2015; Sherin & Han in Teaching and Teacher Education 20:163-183, 2004). We hypothesized that pairing video clubs with student teaching experiences would provide a forum for preservice teachers to discuss issues relevant to their professional trajectory through exposure to models of peer teaching and opportunities to reflect on practice. In this study, we explored how secondary science preservice teachers used video club to restructure their overall science knowledge into science knowledge for teaching. Our findings suggest that video clubs allowed preservice teachers to access and leverage student thinking and instructional resources to deepen their understanding of science content and trajectories for science learning.

  10. Imhotep's Legacy After School Science Enrichment Program for African Nova Scotian Learners

    NASA Astrophysics Data System (ADS)

    Hewitt, Kevin; Nfonoyim, Emmanuel; Hamilton-Hinch, Barb; Hampden, Margo; Hamilton, Wayn

    2008-03-01

    Imhotep's Legacy After-School Project (ILASP) is a provincial science and engineering after-school enrichment program established in 2003. It aims to redress the under-representation of African Canadians in postsecondary science studies. ILASP offers African Nova Scotian participants in Grade 7, 8 & 9 important academic and social opportunities at no out-of-pocket cost. It is guided by the fact that young learners will be motivated to regularly attend a program that features high-quality, interactive and fun learning activities that are distinct from but connected to their school curricula. The program is structured to sustain contact with the learners over three years (grade 7, 8, 9) during a crucial phase in their academic careers. University science and engineering students, acting as mentors, foster positive social interactions with young learners and deliver science enrichment activities in a participatory and casual atmosphere. Reasons for the high retention rate among participants will be discussed. Visit our website at http://imhotep.dal.ca/.

  11. Literature circles book club for science and language arts

    NASA Astrophysics Data System (ADS)

    Bombard, Britain

    Students from an urban middle school participated in a Science Book Club for one semester using the literature circles format. These students voluntarily attended twice weekly lunch meetings, reading books that followed their Grade 7 science classes. Groups of three to six participants read the same text, each performing rotating jobs to improve group discussions during meetings. When a group completed a book, participants created a presentation to share what they learned with the other groups in the club and the researcher/teacher. This research measured gains in science content knowledge and language arts skills focusing on reading comprehension, and literary response and analysis. Gains were measured using pre-existing district benchmarks. An ANCOVA showed that while no gains were found in science content knowledge, there were gains in language arts in the areas of reading comprehension and literary response and analysis.

  12. Students' Attitudes toward Science as Predictors of Gains on Student Content Knowledge: Benefits of an After-School Program

    ERIC Educational Resources Information Center

    Newell, Alana D.; Zientek, Linda R.; Tharp, Barbara Z.; Vogt, Gregory L.; Moreno, Nancy P.

    2015-01-01

    High-quality after-school programs devoted to science have the potential to enhance students' science knowledge and attitudes, which may impact their decisions about pursuing science-related careers. Because of the unique nature of these informal learning environments, an understanding of the relationships among aspects of students' content…

  13. Students’ Attitudes Toward Science as Predictors of Gains on Student Content Knowledge: Benefits of an After-School Program

    PubMed Central

    Newell, Alana D.; Tharp, Barbara Z.; Vogt, Gregory L.; Moreno, Nancy P.; Zientek, Linda R.

    2015-01-01

    High-quality after-school programs devoted to science have the potential to enhance students’ science knowledge and attitudes, which may impact their decisions about pursuing science-related careers. Due to the unique nature of these informal learning environments, an understanding of the relationships among aspects of students’ content knowledge acquisition and attitudes toward science may aid in the development of effective science-related interventions. We investigated the impact of a semester-long after-school intervention utilizing an inquiry-based infectious diseases curriculum (designed for use after-school) on 63 urban students’ content knowledge and aspects of their attitudes towards science. Content knowledge increased 24.6% from pre- to posttest. Multiple regression analyses indicated suggested that the “self-directed effort” subscale of the Simpson-Troost Attitude Questionnaire - Revised best predicted increases in students’ science content knowledge. The construct “science is fun for me” served as a suppressor effect. These findings suggest that future after-school programs focusing on aspects of attitudes toward science most closely associated with gains in content knowledge might improve students’ enthusiasm and academic preparedness for additional science coursework by improving student attitudes towards their perceptions of their self-directed effort. PMID:26778859

  14. The Use of Journal Clubs in Science Teacher Education

    NASA Astrophysics Data System (ADS)

    Tallman, Karen A.; Feldman, Allan

    2016-04-01

    This qualitative study explored how in a 7-month-long journal club pre- and inservice science teachers engaged with education research literature relevant to their practice to reduce the theory-practice gap. In the journal club they had the opportunity to critique and analyze peer-reviewed science education articles in the context of their classroom practice. Data sources included audio recordings of the meetings; semi-structured pre- and post-interviews of the teachers; focus groups; and artifacts (e.g., journal articles, reflective paper, email exchanges, and researcher's field notes). Data were analyzed using the techniques of grounded theory (Corbin & Strauss in Basics of qualitative research, 3rd ed. Sage, Thousand Oaks, 2008). In addition we used some preconceived categories that we created from existing literature on journal clubs and communities of practice (Newswander & Borrego in European Journal of Engineering Education 34(6): 561-571, 2009; Wenger in Communities of practice: learning, meaning, and identity. Cambridge University Press, Cambridge, 1998) and from our previous research (Tallman & Feldman, 2012). We found that the journal club incorporated the three characteristics of a community of practice (Wenger in Communities of practice: learning, meaning, and identity. Cambridge University Press, Cambridge, 1998) into its functioning (mutual engagement, joint enterprise, and shared repertoire). The teachers mutually engaged around the joint enterprise of reading, critiquing, and understanding the research studies with the goal of improving practice. The teachers also asked each other analytical questions, which became a shared repertoire of the journal club. They reflected on their practice by presenting, reading, and discussing the articles, which helped them to determine whether and how the findings from the articles could be incorporated into their teaching practice. In doing so, they learned the skills needed to critique the research literature in

  15. Journal club: an opportunity to advance the art and science of home health practice.

    PubMed

    Fowler, Susan B; Druist, Kim A; Dillon-Zwerdling, Lisa

    2011-01-01

    A journal club is more than a club. It is an opportunity for staff to gather, learn, share, brainstorm, challenge thinking and ways of doing business, and set future direction. These activities have the potential to advance the art and science of nursing and other disciplines. Developing and implementing a successful journal club requires planning, communication, facilitation, and evaluation.

  16. Using Science to Take a Stand: Action-Oriented Learning in an Afterschool Science Club

    NASA Astrophysics Data System (ADS)

    Hagenah, Sara

    This dissertation study investigates what happens when students participate in an afterschool science club designed around action-oriented science instruction, a set of curriculum design principles based on social justice pedagogy. Comprised of three manuscripts written for journal publication, the dissertation includes 1) Negotiating community-based action-oriented science teaching and learning: Articulating curriculum design principles, 2) Middle school girls' socio-scientific participation pathways in an afterschool science club, and 3) Laughing and learning together: Productive science learning spaces for middle school girls. By investigating how action-oriented science design principles get negotiated, female identity development in and with science, and the role of everyday social interactions as students do productive science, this research fills gaps in the understanding of how social justice pedagogy gets enacted and negotiated among multiple stakeholders including students, teachers, and community members along what identity development looks like across social and scientific activity. This study will be of interest to educators thinking about how to enact social justice pedagogy in science learning spaces and those interested in identity development in science.

  17. Developing the Inner Scientist: Book Club Participation and the Nature of Science

    ERIC Educational Resources Information Center

    Griffard, Phyllis Baudoin; Mosleh, Tayseer; Kubba, Saad

    2013-01-01

    The leap from science student to scientist involves recognizing that science is a tentative, evolving body of knowledge that is socially constructed and culturally influenced; this is known as The Nature of Science (NOS). The aim of this study was to document NOS growth in first-year premedical students who participated in a science book club as a…

  18. Learning Environments at the Margin: Case Studies of Disenfranchised Youth Doing Science in an Aquarium and an After-School Program

    ERIC Educational Resources Information Center

    Rahm, Jrene; Ash, Doris

    2008-01-01

    In this article, we explore how two informal educational contexts--an aquarium and an after-school science program--enabled disenfranchised learners to adopt an identity as insiders to the world of science. We tell the stories of four youth, relating what doing science meant to them and how they positioned themselves in relation to science. We…

  19. Advocating for equitable science-learning opportunities for girls in an urban city youth club and the roadblocks faced by women science educators

    NASA Astrophysics Data System (ADS)

    Davis, Kathleen S.

    2002-02-01

    This article reports on a study that examined the obstacles women science educators faced as they facilitated Explorers, an after-school science program for girls aged 6-12. The program aimed to provide girls with opportunities to legitimately participate in science activity. Explorers was one of several programs offered by the Foothills City Youth Club (FCYC) in a racially diverse urban center in the Southwestern United States. The youth club was meant to serve the needs of children and youth in that community. Through analysis of field notes, interviews, and documents, the social structures and forces that impeded the implementation of practices and the acquisition of capital are described. They include: (a) inadequate funding and community support, (b) conflicting beliefs between FCYC leaders and community leaders about the needs of boys and girls, and 3) inequitable decision-making structures of the community. Underlying beliefs, structures, and practices within the community weakened the FCYC in many ways, interrupted the leadership's attempts to meet their goals as they worked with the community's children, and brought to the surface issues of bias and oppression.

  20. An opportunity for success: Understanding motivation and learning from urban youth participation in an after school science program

    NASA Astrophysics Data System (ADS)

    Catlin, Janell Nicole

    This dissertation is an ethnographic study that documents through student voice the untold stories of urban student motivation to learn and engage in science through the contexts of an after school science program and the students' in-school science classrooms. The purpose of this study is to add to the literature in science education on motivation of urban youth to learn and engage in science through thick and rich descriptions of student voice. This study addresses issues in educational inequity by researching students who are historically marginalized. The focus of the study is four middle school students. The methodology employed was critical ethnography and case study. The data sources included participant observations and field notes, interviews, student artifacts, Snack and Chat, autophotography, and the researcher's reflective journal. The findings of this study state that motivating factors for urban middle school students' learning and engaging in science include a flexible and engaging curriculum, that students are empowered and motivated to learn when teachers are respectful, that urban middle school science students hold positive images about scientists, themselves and knowing science, and that urban teachers of the dominant culture believe that their urban middle school science students are motivated. In using Sociotransformative Constructivism (STC) and Critical Race Theory (CRT) the researcher informs the issues of inequity and racism that emerge from historical perspectives and students' stories about their experiences inside and outside of school. The implications state that allowing for a flexible curriculum that motivates students to make choices about what and how they want to learn and engage in science are necessary science teaching goals for urban middle school students, it is necessary that teachers are conscious of their interactions with their students, diversifying the science field through educating and empowering all students through

  1. Fueling Interest in Science: An After-School Program Model that Works

    ERIC Educational Resources Information Center

    Koenig, Kathleen; Hanson, Margaret

    2008-01-01

    As our society becomes more technologically advanced and jobs require additional related skills, it is important that all girls, not just those interested in science, technology, engineering, and math (commonly referred to as the STEM disciplines), take advanced levels of science and math in high school. Evidence suggests that intervention…

  2. Developing the inner scientist: book club participation and the nature of science.

    PubMed

    Griffard, Phyllis Baudoin; Mosleh, Tayseer; Kubba, Saad

    2013-01-01

    The leap from science student to scientist involves recognizing that science is a tentative, evolving body of knowledge that is socially constructed and culturally influenced; this is known as The Nature of Science (NOS). The aim of this study was to document NOS growth in first-year premedical students who participated in a science book club as a curricular option. The club read three acclaimed nonfiction works that connect biology to medicine via the history of scientific ideas. Students' NOS status was assessed as informed, transitional, or naïve at the beginning and end of the academic year using the Views of Nature of Science Questionnaire-Form C (VNOS-C). Focus group interviews and document analysis of assignments and exams provided qualitative evidence. VNOS-C scores improved over the academic year regardless of book club participation. Students who participated in book club had marginally better NOS status at the end of the year but also at the beginning, suggesting that book club may have attracted rather than produced students with higher NOS status. It is notable that an improvement in NOS understanding could be detected at all, as there have been few reports of NOS growth in the literature in which NOS was not an explicit topic of instruction.

  3. Developing the Inner Scientist: Book Club Participation and The Nature of Science

    PubMed Central

    Griffard, Phyllis Baudoin; Mosleh, Tayseer; Kubba, Saad

    2013-01-01

    The leap from science student to scientist involves recognizing that science is a tentative, evolving body of knowledge that is socially constructed and culturally influenced; this is known as The Nature of Science (NOS). The aim of this study was to document NOS growth in first-year premedical students who participated in a science book club as a curricular option. The club read three acclaimed nonfiction works that connect biology to medicine via the history of scientific ideas. Students’ NOS status was assessed as informed, transitional, or naïve at the beginning and end of the academic year using the Views of Nature of Science Questionnaire–Form C (VNOS-C). Focus group interviews and document analysis of assignments and exams provided qualitative evidence. VNOS-C scores improved over the academic year regardless of book club participation. Students who participated in book club had marginally better NOS status at the end of the year but also at the beginning, suggesting that book club may have attracted rather than produced students with higher NOS status. It is notable that an improvement in NOS understanding could be detected at all, as there have been few reports of NOS growth in the literature in which NOS was not an explicit topic of instruction. PMID:23463231

  4. Developing the inner scientist: book club participation and the nature of science.

    PubMed

    Griffard, Phyllis Baudoin; Mosleh, Tayseer; Kubba, Saad

    2013-01-01

    The leap from science student to scientist involves recognizing that science is a tentative, evolving body of knowledge that is socially constructed and culturally influenced; this is known as The Nature of Science (NOS). The aim of this study was to document NOS growth in first-year premedical students who participated in a science book club as a curricular option. The club read three acclaimed nonfiction works that connect biology to medicine via the history of scientific ideas. Students' NOS status was assessed as informed, transitional, or naïve at the beginning and end of the academic year using the Views of Nature of Science Questionnaire-Form C (VNOS-C). Focus group interviews and document analysis of assignments and exams provided qualitative evidence. VNOS-C scores improved over the academic year regardless of book club participation. Students who participated in book club had marginally better NOS status at the end of the year but also at the beginning, suggesting that book club may have attracted rather than produced students with higher NOS status. It is notable that an improvement in NOS understanding could be detected at all, as there have been few reports of NOS growth in the literature in which NOS was not an explicit topic of instruction. PMID:23463231

  5. The Clubbers' Guide: Ideas for Science/STEM Clubs from... Books!

    ERIC Educational Resources Information Center

    Howarth, Sue

    2013-01-01

    The internet is certainly a speedy way of finding plenty of information when searching for ideas for science or other STEM clubs. There are many helpful websites, such as that of the British Science Association, with their "free project resources" pages, which include "pick up and run" projects that can be linked to CREST…

  6. Youth participation in disaster risk reduction through science clubs in the Philippines.

    PubMed

    Fernandez, Glenn; Shaw, Rajib

    2015-04-01

    With the UN-led celebration of the International Year of Youth from August 2010 to August 2011 there has been a renewed interest in young people and the vital role they can play in important issues, such as disaster risk reduction (DRR). This study aims to examine the potential of science clubs as a vehicle for youth participation in DRR in the Philippines. A questionnaire survey was conducted to obtain quantitative and qualitative data. A total of 658 science club members from different provinces of the Philippines participated in the survey. The result of the survey is used to explain how the major barriers to youth participation in DRR can be overcome. Through science clubs, the youth can become a link between their school, home and community and can contribute to spreading knowledge about disaster prevention, preparedness and response learned inside and outside the classroom.

  7. Confronting Assumptions, Biases, and Stereotypes in Preservice Teachers' Conceptualizations of Science Teaching through the Use of Book Club

    ERIC Educational Resources Information Center

    Mensah, Felicia Moore

    2009-01-01

    This study focuses on the structure and theoretical foundations of the book club for promoting multicultural understandings in science teacher education. The book club was defined as an informal, peer-directed group discussion that met regularly to discuss an ethnographic, multicultural text regarding issues pertinent to science teaching and…

  8. Teaching Environmental Health Science for Informed Citizenship in the Science Classroom and Afterschool Clubs.

    PubMed

    Keselman, Alla; Levin, Daniel M; Hundal, Savreen; Kramer, Judy F; Matzkin, Karen; Dutcher, Gale

    2012-08-01

    In the era of growing concerns about human-induced climate change and sustainable development, it is important for the schools to prepare students for meaningful engagement with environmental policies that will determine the future of our society. To do this, educators need to face a number of challenges. These include deciding on the science knowledge and skills needed for informed citizenship, identifying teaching practices for fostering such knowledge and skills, and finding ways to implement new practices into the tightly packed existing curriculum. This paper describes two collaborative efforts between the U.S. National Library of Medicine (NLM) and University of Maryland College of Education that attempt to meet these challenges. The focus of both projects is on helping students develop information seeking and evaluation and argumentation skills, and applying them to complex socio-scientific issues that have bearing on students' daily lives. The first effort involves co-designing an afterschool environmental health club curriculum with an interdisciplinary team of middle school teachers. The second effort is the development and implementation of a week-long school drinking water quality debate activity in a high school environmental science classroom. Both projects center on Tox Town, an NLM web resource that introduces students to environmental health issues in everyday environments. The paper describes successes and challenges of environmental health curriculum development, including teachers' and researchers' perception of contextual constraints in the club and classroom setting, tensions inherent in co-design, and students' experience with socio-scientific argumentation.

  9. Teaching Environmental Health Science for Informed Citizenship in the Science Classroom and Afterschool Clubs

    PubMed Central

    Keselman, Alla; Levin, Daniel M.; Hundal, Savreen; Kramer, Judy F.; Matzkin, Karen; Dutcher, Gale

    2013-01-01

    In the era of growing concerns about human-induced climate change and sustainable development, it is important for the schools to prepare students for meaningful engagement with environmental policies that will determine the future of our society. To do this, educators need to face a number of challenges. These include deciding on the science knowledge and skills needed for informed citizenship, identifying teaching practices for fostering such knowledge and skills, and finding ways to implement new practices into the tightly packed existing curriculum. This paper describes two collaborative efforts between the U.S. National Library of Medicine (NLM) and University of Maryland College of Education that attempt to meet these challenges. The focus of both projects is on helping students develop information seeking and evaluation and argumentation skills, and applying them to complex socio-scientific issues that have bearing on students’ daily lives. The first effort involves co-designing an afterschool environmental health club curriculum with an interdisciplinary team of middle school teachers. The second effort is the development and implementation of a week-long school drinking water quality debate activity in a high school environmental science classroom. Both projects center on Tox Town, an NLM web resource that introduces students to environmental health issues in everyday environments. The paper describes successes and challenges of environmental health curriculum development, including teachers’ and researchers’ perception of contextual constraints in the club and classroom setting, tensions inherent in co-design, and students’ experience with socio-scientific argumentation. PMID:24382985

  10. Teaching Environmental Health Science for Informed Citizenship in the Science Classroom and Afterschool Clubs.

    PubMed

    Keselman, Alla; Levin, Daniel M; Hundal, Savreen; Kramer, Judy F; Matzkin, Karen; Dutcher, Gale

    2012-08-01

    In the era of growing concerns about human-induced climate change and sustainable development, it is important for the schools to prepare students for meaningful engagement with environmental policies that will determine the future of our society. To do this, educators need to face a number of challenges. These include deciding on the science knowledge and skills needed for informed citizenship, identifying teaching practices for fostering such knowledge and skills, and finding ways to implement new practices into the tightly packed existing curriculum. This paper describes two collaborative efforts between the U.S. National Library of Medicine (NLM) and University of Maryland College of Education that attempt to meet these challenges. The focus of both projects is on helping students develop information seeking and evaluation and argumentation skills, and applying them to complex socio-scientific issues that have bearing on students' daily lives. The first effort involves co-designing an afterschool environmental health club curriculum with an interdisciplinary team of middle school teachers. The second effort is the development and implementation of a week-long school drinking water quality debate activity in a high school environmental science classroom. Both projects center on Tox Town, an NLM web resource that introduces students to environmental health issues in everyday environments. The paper describes successes and challenges of environmental health curriculum development, including teachers' and researchers' perception of contextual constraints in the club and classroom setting, tensions inherent in co-design, and students' experience with socio-scientific argumentation. PMID:24382985

  11. Urban youths' hybrid positioning in science practices at the margin: a look inside a school-museum-scientist partnership project and an after-school science program

    NASA Astrophysics Data System (ADS)

    Rahm, Jrène

    2008-04-01

    In what ways do urban youths' hybridity constitute positioning and engagement in science-as-practice? In what ways are they "hybridizing" and hence surviving in a system that positions them as certain types of learners and within which they come to position themselves often as other than envisioned? To answer these questions, I draw from two ethnographic case studies, one a scientist-museum-school partnership initiative, and the other, an after-school science program for girls only, both serving poor, ethnically and linguistically diverse youth in Montreal, Canada. Through a study of the micro dialectics from the perspective of youth, I show what we can learn from examples of doing science in a formal and informal educational context supportive of marginalized science practices resembling in part, at least, science-as-practice. Through an integration of the findings with current discourses of relevance in science education such as funds of knowledge and youth centered, co-opted science, I contribute to the formulation of a global pedagogy of science education and in particular, what such may imply in the eyes of youth in French Canada.

  12. Developing Preservice Teachers' Knowledge of Science Teaching through Video Clubs

    ERIC Educational Resources Information Center

    Johnson, Heather J.; Cotterman, Michelle E.

    2015-01-01

    Though an adequate understanding of content is a natural prerequisite of teaching (Carlsen in "Journal of Research in Science Teaching" 30:471-481, 1993), teachers also need to be able to interpret content in ways that facilitate student learning. How to best support novice teachers in developing and refining their content knowledge for…

  13. After-School Programs.

    ERIC Educational Resources Information Center

    Lumsden, Linda

    2003-01-01

    Results of research and evaluation efforts are just beginning to shed some light on how to create and maintain high-quality after-school programs. This research roundup reviews five documents that touch upon a range of issues related to the developing field of after-school programming. "Getting School-Based After-School Programming Off the Ground"…

  14. The Summer Treatment Program Meets the South Side of Chicago: Bridging Science and Service in Urban After-School Programs

    PubMed Central

    Frazier, Stacy L.; Chacko, Anil; Van Gessel, Christine; O’Boyle, Caroline; Pelham, William E.

    2011-01-01

    Background This paper describes efforts to apply the principles and strategies of an empirically-supported treatment for children with disruptive behaviour problems to a park after-school program serving children in urban poverty. Method Collaboration with staff proceeded in stages: (1) relationship building, needs assessment, and resource mapping; (2) intervention adaptation and implementation; and (3) implementation support, problem-solving, and sustainability. Results Four tools capitalised on inherent strengths of the parks, accommodated child and staff needs, and emerged as feasible and effective: Group Discussion, Good Behaviour Game, Peers as Leaders, and Good News Notes. Conclusions Recreational settings offer opportunities for mental health promotion for children in urban poverty. PMID:23275759

  15. The Summer Treatment Program Meets the South Side of Chicago: Bridging Science and Service in Urban After-School Programs.

    PubMed

    Frazier, Stacy L; Chacko, Anil; Van Gessel, Christine; O'Boyle, Caroline; Pelham, William E

    2012-05-01

    BACKGROUND: This paper describes efforts to apply the principles and strategies of an empirically-supported treatment for children with disruptive behaviour problems to a park after-school program serving children in urban poverty. METHOD: Collaboration with staff proceeded in stages: (1) relationship building, needs assessment, and resource mapping; (2) intervention adaptation and implementation; and (3) implementation support, problem-solving, and sustainability. RESULTS: Four tools capitalised on inherent strengths of the parks, accommodated child and staff needs, and emerged as feasible and effective: Group Discussion, Good Behaviour Game, Peers as Leaders, and Good News Notes. CONCLUSIONS: Recreational settings offer opportunities for mental health promotion for children in urban poverty.

  16. [Theories of evolution shaping Victorian anthropology. The science-politics of the X-Club, 1860-1872].

    PubMed

    Gondermann, Thomas

    2008-01-01

    This paper discusses the role that a group of evolutionists, the X-Club, played in the epistemic and institutional transformation of Victorian anthropology in the 1860s. It analyses how anthropology has been brought into line with the theory of evolution, which gained currency at the same time. The X-Club was a highly influential pressure group in the Victorian scientific community. It campaigned for the theory of evolution in several fields of the natural sciences and had a considerable influence on the modernization of the sciences. Yet, this club also intervened in the anthropological discourse of these years. The X-Club's meddling with anthropology led to the latter's evolutionary turn. The introduction of an evolutionary agenda into Victorian anthropology depended not only on the X-Club's theoretical contributions but also on the structural reformation of the discipline. Its campaigns also aimed at marginalizing the proponents of pre-evolutionary anthropology in its institutions and led to the foundation of a new organization in anthropology: The Anthropological Institute of Great Britain and Ireland. Thus, evolutionary anthropology emerged in the 1860s also as the result of science-politicking rather than just from the transmission of evolutionary concepts through discourse.

  17. The Journey of a Science Teacher: Preparing Female Students in the Training Future Scientists after School Program

    ERIC Educational Resources Information Center

    Robinson-Hill, Rona M.

    2013-01-01

    What affect does female participation in the Training Future Scientist (TFS) program based on Vygotsky's sociocultural theory and Maslow's Hierarchies of Needs have on female adolescents' achievement levels in science and their attitude toward science and interest in science-based careers? The theoretical framework for this study was developed…

  18. Development, Implementation, and Outcomes of an Equitable Computer Science After-School Program: Findings from Middle-School Students

    ERIC Educational Resources Information Center

    Mouza, Chrystalla; Marzocchi, Alison; Pan, Yi-Cheng; Pollock, Lori

    2016-01-01

    Current policy efforts that seek to improve learning in science, technology, engineering, and mathematics (STEM) emphasize the importance of helping all students acquire concepts and tools from computer science that help them analyze and develop solutions to everyday problems. These goals have been generally described in the literature under the…

  19. After-school enrichment and the activity theory: How can a management service organization assist schools with reducing the achievement gap among minority and non-minority students in science, technology, engineering, and mathematics (STEM) during the after-school hours?

    NASA Astrophysics Data System (ADS)

    Flowers, Reagan D.

    The primary purpose of this study was to investigate how a management service organization can assist schools with reducing the achievement gap between minority and non-minority students in science, technology, engineering, and mathematics (STEM) during the after-school hours. Developing a strategic plan through creating a program that provides support services for the implementation of hands-on activities in STEM for children during the after-school hours was central to this purpose. This Project Demonstrating Excellence (PDE), a social action project, also presents historical and current after-school program developments in the nation. The study is quantitative and qualitative in nature. Surveys were utilized to quantitatively capture the opinions of participants in the social action project on three specific education related issues: (1) disparity in academic motivation of students to participate in after-school STEM enrichment programs; (2) whether teachers and school administrators saw a need for STEM after-school enrichment; and (3) developing STEM after-school programs that were centered on problem-solving and higher-order thinking skills to develop students' interest in STEM careers. The sample consisted of 50 participants comprised of students, teachers, and administrators. The focus groups and interviews provided the qualitative data for the study. The qualitative sample consisted of 14 participants comprised of students, parents and teachers, administrators, an education consultant, and a corporate sponsor. The empirical data obtained from the study survey, focus groups, and interviews provided a comprehensive profile on the current views and future expectations of STEM after-school enrichment, student and school needs, and community partnerships with STEM companies. Results of the study and review of the implementation of the social action project, C-STEM (communication, science, technology, engineering, and mathematics) Teacher and Student Support

  20. Memories of GAMES: Exploring the Long-Term Impacts of After-School Museum Programming on Girls' Attitudes Towards Science

    NASA Astrophysics Data System (ADS)

    Snow, Sarah Elizabeth

    The purpose of this study is to investigate any lasting impacts of the University of Colorado Museum of Natural History's Girls at the Museum Exploring Science (GAMES) Program. Using assessment document analysis, student focus groups, and adult interviews, this study examined whether students' positive associations with science continue after completion of the program and whether the program affects the academic and career choices of past participants. Results from the analysis suggest that GAMES has a generally positive impact on participant attitudes towards science in both the short- and long-term. These results also support existing research in identifying key factors in the success of the program including hands-on activities, exposure to diverse careers and female role models, and the incorporation of authentic objects and experiences. These factors of success can contribute to the evidence base about the role of informal education programs in increasing science participation among women, as well as ways in which schools and universities can collaborate to effectively serve populations that are traditionally underrepresented in the sciences.

  1. Life after School.

    ERIC Educational Resources Information Center

    Hofferth, Sandra L.; Jankuniene, Zita

    2001-01-01

    What students do after school depends on where they go, their gender and family characteristics, and with whom they spend time. Most students go straight home, play or watch TV, and are unsupervised, but not alone. Schools equalize learning opportunities for poorer students. Time at home affects recreational reading opportunities. (Contains 10…

  2. Science Notes: The Clubbers' Guide--School Biology Clubs

    ERIC Educational Resources Information Center

    Howarth, Sue

    2014-01-01

    The STEM team at the University of Worcester support STEM activities in schools in Herefordshire and Worcestershire. Part of this help includes suggesting activities for STEM clubs. As the biologist on the team author, Sue Howarth was asked by teachers for ideas to use in biology clubs. This article was prompted by feedback that these ideas might…

  3. The Supernova Club: Urban Youth Engagement that Works

    NASA Astrophysics Data System (ADS)

    Sakimoto, Philip J.; Luckey, V.; Balsara, D.

    2008-05-01

    One of IYA's goals is to promote greater involvement by underrepresented minorities in scientific and engineering careers. IYA can serve as a catalyst for such involvement, but ultimate success requires a longer-term approach. The Supernova Club is an experiment in such a long-term approach. The goal is to see if engagement in a year-round astronomy club can propel youths from some of the most severely disadvantaged areas of our region into careers in science. We recruited club members by bringing astronomy activities to over a hundred youths ages 10-16 who were on campus in Summer 2007 for Notre Dames’ National Youth Sports Program (NYSP). Approximately 20 percent of the participants, most of who were underrepresented minorities and from below poverty level, expressed interest in joining an after-school astronomy club, and thirteen of them ultimately did so. The club meets one evening a week at Notre Dame's Robinson Community Learning Center. Center staff provide extensive support with logistics, meals, training in social skills and conduct, and communications with parents. Notre Dame scientists, assisted by local teachers, provide weekly activities. After one year, the club members have shown large improvements in interest in science and astronomy, ability to focus on tasks or discussions, and general behavior at school and at home. Funding for this first pilot year was provided through education supplements to HST research grants. With NASA space science education funding currently on an indefinite stand down, we are seeking other funds with which to carry on this experiment.

  4. Club Drugs

    MedlinePlus

    ... Rohypnol, ketamine, as well as MDMA (ecstasy) and methamphetamine ( Drug Facts: Club Drugs , National Institute on Drug ... Club Drugs , National Institute on Drug Abuse, 2010). Methamphetamine is a powerfully addictive stimulant associated with serious ...

  5. Influence of College Clubs in Increasing Students' Interest and Achievement in Nigerian Post-Primary Schools as Perceived by Science Students

    ERIC Educational Resources Information Center

    Nwankwo, Madeleine C.; Okoye, K. R. E.

    2015-01-01

    The perceived influence of college club in increasing students' interest and achievement in Nigerian post-primary schools in Anambra State was studied using a survey research design. The population of the study comprised all senior secondary school science students in Anambra State totaling 9322 as at 2007. From this population, a sample of 140…

  6. Ocean Literacy After-School

    NASA Astrophysics Data System (ADS)

    Hlinka, Lisa

    2016-04-01

    Ocean Literacy is a topic that is often underrepresented in secondary school science curriculum. To combat this deficit, our School has partnered up with Hudson River Community Sailing (HRCS), a local organization in New York City that offers an after-school program to high-need high school students in the surrounding community. This organization has developed a 9th grade Sail Academy which allows students from participating public high schools to increase their proficiency in math and science by learning basic sailing, navigation, and boat building. Upon successfully completing the 9th grade Sail Academy curriculum, students enter the "First Mates Program" which offers a scaffolded set of youth development experiences that prepare students for college, career, leadership, and stewardship. This program is built in the context of a new Ocean Literacy Curriculum focused around 3 major topics within Ocean Literacy: Marine Debris, Meteorology, and Ecology (specifically water quality). The learning experiences include weekly data collection of marine debris, weather conditions, and water quality testing in the Hudson River adjacent to the HRCS Boathouse. Additionally there are weekly lessons engaging students in the fundamentals of each of the 3 topics and how they are also important in the lens of sailing. During the marine debris portion of the curriculum students identify sources of marine debris, impacts on the local environment, and study how debris can travel along the ocean currents leading in to larger garbage gyres. To supplement the curriculum, students embarked on a day trip to the Newtown Creek Wastewater Treatment Facility in Brooklyn, NY to learn how and where NYC receives its drinking water, how wastewater is treated, and how water quality in the local area can be easily influenced. While on the trip, students did their data collection of marine debris, weather conditions, and water quality testing at Newtown Creek, and then they compared their results

  7. Mediating equity in shared water between community and industry: The effects of an after school program that addresses adolescents' knowledge, attitudes, and perceptions of water science and environmental issues

    NASA Astrophysics Data System (ADS)

    Patton, Mary Chandler

    This critical ethnography deconstructs how one participant researcher came to understand young adults' changing knowledge about water science and environmental issues in an after school program in Colombia. The program intended to empower self-identified young community leaders by teaching participants to engage community members in discourse related to how environmental factors impact one's level of health and quality of life. The data presented in this study illustrate how student participants responded to long-term teacher engagement and to particular curricular components that included hands-on science teaching and social justice coaching. I assessed how student interest in and knowledge of local water ecology and sanitation infrastructure changed throughout the program. Students' responses to the use of technology and digital media were also included in the analysis. The data demonstrates a dramatic change in student's attitudes and perceptions related to their environment and how they feel about their ability to make positive changes in their community.

  8. STEM Club Participation and STEM Schooling Outcomes

    ERIC Educational Resources Information Center

    Gottfried, Michael A.; Williams, Darryl N.

    2013-01-01

    To develop a more robust understanding of the relationship between non-formal, school-based STEM activities and students' success and persistence in STEM fields, this study evaluates how math club participation influences math GPA and how science club participation influences science GPA. Additionally, this study evaluates how math or science club…

  9. After-School Programs for Early Adolescents: A Path for Building Resiliency.

    ERIC Educational Resources Information Center

    O'Connor, Susan

    2001-01-01

    Explores some of the approaches used in one after-school program operating in seven sites in Massachusetts to provide an environment and build individual traits that lead to resilience in early adolescents. Describes four categories of voluntary activity clubs: the arts, including drama, photography, and dance; practical skills, including cooking,…

  10. The After-School Alternatives.

    ERIC Educational Resources Information Center

    Pekow, Charles

    1998-01-01

    Three companies (Voyager Expanded Learning, Mindsurf, and EXPLORE) have introduced after-school programs that emphasize stress-free academic enrichment activities. The companies differ, but share a fun-learning concept, maintain low staff-child ratios of about 1:8, and serve grades K-8. The operative words are flexibility and affordability. Some…

  11. The Blue Blazer Club: Masculine Hegemony in Science, Technology, Engineering, and Math Fields

    ERIC Educational Resources Information Center

    Page, Melanie C.; Bailey, Lucy E.; Van Delinder, Jean

    2009-01-01

    The under-representation of women in Science, Technology, Engineering, and Math (STEM) fields is of continuing concern, as is the lack of women in senior positions and leadership roles. During a time of increasing demand for science and engineering enterprise, the lack of women and minorities in these academic disciplines needs to be addressed by…

  12. Just a Chemical Reaction. The Science Club. Ages 10-14. [CD-ROM].

    ERIC Educational Resources Information Center

    1999

    This CD-ROM allows students to discover the key factors and major dates in the development of the science of chemistry. It includes 93 scientific concepts, 20 minutes of narration with animation, 14 interactive activities, an illustrated periodic table, a complete Portable Document Format (PDF) user guide, a dictionary explaining over 40 terms, a…

  13. STEM Clubs and Science Fair Competitions: Effects on Post-Secondary Matriculation

    ERIC Educational Resources Information Center

    Sahin, Alpaslan

    2013-01-01

    As the global economic competition gets tougher, American policymakers and researchers are interested in finding ways to increase the number of students pursuing STEM (Science, Technology, Engineering, and Mathematics)-related majors in order for the United States to continue its role as an economic powerhouse. A survey study was employed to…

  14. Star Clubbing

    ERIC Educational Resources Information Center

    Hogan, Maria; Davis, Sarah

    2011-01-01

    Despite the rewards, there are numerous barriers to teachers running clubs: (1) getting weekly fresh activity ideas and resourcing them; (2) the lack of a budget; and (3) shortage of time. With the best will in the world, it is easy to feel that time is already swallowed up with planning and assessment of normal lessons, let alone putting in the…

  15. After-School Spaces: Looking for Learning in All the Right Places

    ERIC Educational Resources Information Center

    Schnittka, Christine G.; Evans, Michael A.; Won, Samantha G. L.; Drape, Tiffany A.

    2016-01-01

    After-school settings provide youth with homework support, social outlets and fun activities, and help build self-confidence. They are safe places for forming relationships with caring adults. More after-school settings are starting to integrate Science, Technology, Engineering, and Mathematics (STEM) topics. What science skills and concepts might…

  16. Running an Elementary School Astronomy Club: Engaging Children in the Wonders of Space

    NASA Astrophysics Data System (ADS)

    Mayo, L.; Odenwald, S.; Lundberg, C.; Dimarco, A.

    2000-10-01

    ``At the elementary school level, children are motivated by two things, dinosaurs and space" (Dr. Harold Williams, Montgomery College Planetarium Director). Yet, many elementary school science objectives include only the most basic astronomical concepts. Some ignore the subject all together in favor of more traditional courses (e.g. math and reading) or Earth science based curricula such as weather and local ecosystems. In addition, most elementary school teachers are unfamiliar with astronomical concepts and are poorly equipped to teach the subject. With teacher requirements increasing due to increasing class sizes, state competency exams, and a back to basics political climate, there is often little room to capitalize on the natural sense of curiosity children have about the universe during the normal school day. An after school astronomy club can provide a solution. In this paper, we present a model for setting up and running an after school astronomy club for students in grades 3-6. Our model was developed at two Maryland schools, Sligo Creek Elementary and Holy Redeemer Elementary/Middle School and incorporates national education standards as well as NASA OSS guidelines for effective education outreach programs. We propose here, a Community Based Learning (CBL) approach with the goal of engaging multiple elements of the community in the learning process including local amateur astronomy clubs, industry, community colleges, parents, and teachers. Methods for using astronomy as a basis for teaching reading, writing, math, and presentation skills are introduced. Resources, teaching methods, preparation guidelines, discipline, and safety are discussed and a list of grade appropriate, hands-on astronomy activities is presented along with procedures and expected outcomes.

  17. Get Wet: Bringing Water and Wetland Education to After-School Programs

    ERIC Educational Resources Information Center

    Liggit, Peggy; Moore-Hart, Margaret; Daisey, Peggy

    2004-01-01

    Preservation of clean water resources and after school concern about the kids, in South-East Michigan, led to the formation of "The Water Educational Training" (WET) science project. The main goal of WET is to create environment awareness in elementary and middle after school settings.

  18. Physical Activity before and after School

    ERIC Educational Resources Information Center

    Beighle, Aaron; Moore, Melanie

    2012-01-01

    This article discusses a variety of before- and after-school programs (BASPs) that can be implemented from preschool through 12th grade. These programs offer physical activity opportunities before and after school for youths of various ages, skill levels, and socioeconomic levels. In addition, strategies for the director of physical activity to…

  19. Improving Participation in After-School Programs

    ERIC Educational Resources Information Center

    Walker, Karen E.; Arbreton, Amy J. A.

    2005-01-01

    After-school programs attempt to provide safe havens that keep youth off the streets and offer them a variety of opportunities to enhance their experiences and skills, including educational outcomes such as grades. What the programs actually accomplish has been somewhat different. Major evaluations of after-school programs have shown that they do…

  20. After School Issues, 2000-2002.

    ERIC Educational Resources Information Center

    Surr, Wendy Boynton; Noonan, Anne; Malecka, Christina; Hall, Georgia

    2002-01-01

    This document is comprised of 7 issues of a newsletter for the 25 leaders of citywide after-school initiatives in major cities across the United States who comprise the Cross-Cities Network for Leaders of Citywide After-School Initiatives, funded through the National Institute on Out-of-School Time. Each issue of the newsletter provides…

  1. When It's Just You After School

    MedlinePlus

    ... Homework? Here's Help White House Lunch Recipes When It's Just You After School KidsHealth > For Kids > When It's Just You After School Print A A A ... are sometimes called "latchkey" kids. This nickname got its start in the 1940s, during World War II. ...

  2. After School: Young Adolescents on Their Own.

    ERIC Educational Resources Information Center

    Lipsitz, Joan

    This report on young adolescents 10 to l5 years old, who are on their own from 3:00 to 6:00 p.m. discusses after-school programs, barriers to providing a broader array of programs, and strategies for decision making about after-school opportunities for latchkey children. Explored are the nature and extent of the problem, its multiple causes and…

  3. Join This Cool Club!

    ERIC Educational Resources Information Center

    Novelli, Joan

    1995-01-01

    Students can study the Arctic by creating Arctic clubs, using modems to communicate with students nationwide who are following International Arctic Project (IAP) explorers. The article describes the IAP, explains how to form a club, and discusses issues that clubs can tackle, for example, pollution, Arctic animals, natural resources, and the…

  4. Eliciting and utilizing rural students' funds of knowledge in the service of science learning: An action research study

    NASA Astrophysics Data System (ADS)

    Lloyd, Ellen M.

    Several researchers have pointed out the failures of current schooling to adequately prepare students in science and called for radical reform in science education to address the problem. One dominant critique of science education is that several groups of students are not well served by current school science practices and discourses. Rural students represent one of these underserved populations. Yet, there is little in the literature that speaks specifically to reforming the science education of rural students. Utilizing action research as a methodology, this study was designed to learn more about the unique knowledge and life experiences of rural students, and how these unique knowledge, skills and interests could suggest new ways to improve science education in rural schools. Informed by this ultimate goal, I created an after school science club where the participating high school students engaged in solving a local watershed problem, while explicitly bringing to bear their unique backgrounds, local knowledge and life experiences from living in a rural area of Upstate New York. Using Funds of Knowledge as the theoretical framework, this after-school club served as the context to investigate the following research questions: (1) What science-related funds of knowledge do rural high school students have? (2) How were these funds of knowledge capitalized on to support science learning in an after-school setting?

  5. After-School and Beyond: A 15-Year History of TASC (The After-School Corporation)

    ERIC Educational Resources Information Center

    Fiester, Leila

    2014-01-01

    In 1998, George Soros and Herb Sturz seized an opportunity to significantly improve children's lives by founding The After-School Corporation (TASC). They believed that increasing the quality and availability of after-school programs, with the ultimate goal of changing public policy, could transform the potential for many New York City kids who…

  6. The Relationship between Intensity and Breadth of After-School Program Participation and Academic Achievement: Evidence from a Short-Term Longitudinal Study

    ERIC Educational Resources Information Center

    Springer, Ken; Diffily, Deborah

    2012-01-01

    We explored the extent to which intensity and breadth of participation in an after-school program (ASP) predicted academic achievement, as measured by changes in grades and attendance. The sample comprised 719 2nd-grade through 8th-grade Boys and Girls Clubs of Greater Dallas members during the 2009-2010 academic year. With respect to intensity,…

  7. Peer Feedback Enhances a "Journal Club" for Undergraduate Science Students That Develops Oral Communication and Critical Evaluation Skills

    ERIC Educational Resources Information Center

    Colthorpe, Kay; Chen, Xuebin; Zimbardi, Kirsten

    2014-01-01

    Effective science communication is one of the key skills undergraduates must achieve and is one of the threshold learning outcomes for Science (TLO 4.1). In addition, presenting published research to their peers allows students to critically evaluate scientific research (TLO 3.1) and develop a deeper appreciation for the link between experimental…

  8. Jumpin' Jaguars: Encouraging Physical Activity After School

    ERIC Educational Resources Information Center

    Erwin, Heather E.; Rose, Stephanie A.; Small, Sarah R.; Perman, Jay

    2016-01-01

    Many afterschool physical activity programs and curricula are available, but evaluation of their effectiveness is needed. Well-marketed programs such as the Child and Adolescent Trial for Cardiovascular Health (CATCH) Kids Club have shown limited effectiveness in increasing physical activity for participants in comparison to control groups.…

  9. Journal club.

    PubMed

    1982-01-01

    Professor Michael A. Simpson, Professor of Psychiatry and Professor of Family Practice and Community Health at Temple University, Philadelphia, has selected six articles which he thought might be of interest to readers of Medical Teacher. His personal comments appear at the end of each review. Cueing in Clinical Examinations 'Clinical evaluation: issues of examination format' Blumberg, P. Evaluation and the Health Professions, 1981; 4: 316-329. Content of Ward Rounds 'Parent talk at intensive care unit rounds' Frader, J. E. and Bosk, C. L. Social Science and Medicine 1981; 15E: 267-274. Anxiety in Oral Examinations 'Anxiety and performance in oral examinations' Lin, B. S. and Zippo, R. Social Science and Medicine 1981; 15E: 211-214. Effects of Small Groups 'Peer group learning in higher education: the development of higher-order skills' Collier, K. G. Studies in Higher Education 1980; 5: 55-62. Faculty Evaluation 'The role of evaluation in faculty development' Braskamp, L. A. Studies of Higher Education 1980; 5: 45-53. Note Taking 'Note taking: a significant and integral part of learning environments' Gauske, L. Educational Communication and Technology 1981; 29: 155-175.

  10. Staying after School--and Loving It.

    ERIC Educational Resources Information Center

    Durkin, Robert; Jarney, Michelle

    2001-01-01

    Through the house system, a New York City high school's 2,500 students benefit from a small school environment while accessing large-school resources. Each house participating in a privately funded after-school program features various activities that supplement daily instruction while building on their students' interests. (MLH)

  11. Physical Activity Opportunities before and after School

    ERIC Educational Resources Information Center

    Hastie, Peter A.

    2007-01-01

    This article addresses the many ways in which schools can provide physical activity opportunities for students by taking advantage of hours that students might otherwise spend waiting for school to begin or playing computer games after school has ended. The article presents creative strategies for engaging students in activities that are…

  12. Simplicity, Harmony Essential to Club of Rome Goals.

    ERIC Educational Resources Information Center

    Lepkowski, Wil

    1979-01-01

    This interview with Aurelio Peccei details the next phase in the Club of Rome's goal of reeducating mankind to global threats. Peccei discusses a variety of topics relating to science and the human condition, including his plans for the implementation of the Club of Rome activities. (BT)

  13. The Book Club Exploded

    ERIC Educational Resources Information Center

    Hoffert, Barbara

    2006-01-01

    One leader, 12 readers, and a few well-thumbed copies of Jane Austen's "Pride and Prejudice." That is all a book club once required, but this is no longer the case. This article describes how the runaway popularity of book clubs has brought with it a whole new set of possibilities. Thematic discussion? A fiction/nonfiction mix? Videoconferencing?…

  14. Multimodal Learning Clubs

    ERIC Educational Resources Information Center

    Casey, Heather

    2012-01-01

    Multimodal learning clubs link principles of motivation and engagement with 21st century technological tools and texts to support content area learning. The author describes how a sixth grade health teacher and his class incorporated multimodal learning clubs into a unit of study on human body systems. The students worked collaboratively online…

  15. Facilitating Motivation in Young Adolescents: Effects of an After-School Program

    ERIC Educational Resources Information Center

    Grolnick, Wendy S.; Farkas, Melanie S.; Sohmer, Richard; Michaels, Sarah; Valsiner, Jaan

    2007-01-01

    This study examined the effects of a motivationally facilitative after-school program on 7th grade students' autonomous motivation, learning goals, school engagement, and performance in science class. Pairs of students were individually matched on sex, race/ethnicity, free lunch status, and science grades and each member was randomly assigned to…

  16. Reel Science: An Ethnographic Study of Girls' Science Identity Development In and Through Film

    NASA Astrophysics Data System (ADS)

    Chaffee, Rachel L.

    This dissertation study contributes to the research on filmmaking and identity development by exploring the ways that film production provided unique opportunities for a team of four girls to engage in science, to develop identities in science, and to see and understand science differently. Using social practice, identity, and feminist theory and New Literacies Studies as a theoretical lens and grounded theory and multimodality as analytic frameworks, I present findings that suggest that girls in this study authored identities and communicated and represented science in and through film in ways that drew on their social, cultural, and embodied resources and the material resources of the after-school science club. Findings from this study highlight the affordances of filmmaking as a venue for engaging in the disciplinary practices of science and for accessing and authoring identities in science.

  17. Clubbed fingers (image)

    MedlinePlus

    ... is a symptom of disease, often of the heart or lungs which cause chronically low blood levels of oxygen. Diseases which cause malabsorption, such as cystic fibrosis or celiac disease can also cause clubbing.

  18. Why Inner-City High-School Students Attend After-School Physical Activity Clubs

    ERIC Educational Resources Information Center

    Whalen, Laurel; McCaughtry, Nate; Garn, Alex; Kulik, Noel; Centeio, Erin E.; Maljak, Kimberly; Kaseta, Michele; Shen, Bo; Martin, Jeffrey

    2016-01-01

    Objective: The population of young people most vulnerable to low levels of physical activity (e.g. urban/minority/low socio-economic status/female/non-athletes) often has the least access to physical activity opportunities and resources. It has been suggested that a comprehensive, school-based approach, including prudent use of time before, during…

  19. Lessons from the Literacy Club: Hamlet Meets the Lion King After-School

    ERIC Educational Resources Information Center

    Darvin, Jacqueline

    2009-01-01

    The purpose of this article is to provide a model of an academic intervention and support program in literacy that focuses on the needs of individual students and revalues them as readers, goals that are of extreme importance when working with adolescents who have repeatedly experienced academic failure and view themselves as poor readers. This…

  20. What Works after School? The Relationship between After-School Program Quality, Program Attendance, and Academic Outcomes

    ERIC Educational Resources Information Center

    Leos-Urbel, Jacob

    2015-01-01

    This article examines the relationship between after-school program quality, program attendance, and academic outcomes for a sample of low-income after-school program participants. Regression and hierarchical linear modeling analyses use a unique longitudinal data set including 29 after-school programs that served 5,108 students in Grades 4 to 8…

  1. Clubs, Pubs, and Models of Mantle Mixing

    NASA Astrophysics Data System (ADS)

    Advocate, Dev L.

    2008-08-01

    Next time you enter a pub, take a moment to ponder your pint and your place and their role in the history of the fluid sciences. Pint by pint, the fluid sciences, the precursors to geodynamics, were developed in the taprooms and clubs of the great nineteenth-century thinkers. They puffed their pipes, sipped their wine and ale, feasted on pies and porridge, satiating and saturating themselves in rising plumes of smoke and steam.

  2. The Physics After School Special (PASS) Program

    NASA Astrophysics Data System (ADS)

    Anderson, James; Dunham, Hardin; Sauncy, Toni

    2012-10-01

    The Physics After School Special program, or PASS program, funded by the Marsh White award, was a collaborative enrichment program between Angelo State University's SPS chapter and the local YMCA. The overall goal of this program was to educate young children in physical concepts, educate through hands on activities, to build a mentor-mentee relationship between the children and our SPS volunteers, and to encourage interest in scientific fields. Originally planned to for second to fifth grade students the program was implemented with kindergarten to fourth grade students. This proved to challenge the curriculum but adjustments were made to become more suitable to the age group. We present the program specifics and share results of this outreach program.

  3. The Astronomy Club of Araranguá: Educating Science Teachers as Science Communicators. (Breton Title: Clube de Astronomia de AraranguÁ: a Formação de Professores de Ciências Como Divulgadores Científicos. ) Club de Astronomía de Araranguá: la Formación del Profesorado Como Comunicadores de la Ciencia

    NASA Astrophysics Data System (ADS)

    Damasio, Felipe; Allain, Olivier; Antunes Rodrigues, Adriano

    2013-07-01

    The study reported in this work takes place since 2009 at the Federal Institute of Education, Science and Technology of Santa Catarina, Campus Araranguá. Our main goal is to help form teachers, training undergraduate students in Natural Sciences with specialization in Physics as science communicators, as well as to promote actions of broader scientific popularization in the region of the town of Araranguá through an Astronomy Club called CA2. Among the actions of scientific popularization that the students promote are: video production, radio broadcasts, lectures, nightly observations, preparation and exhibition of posters, physics teaching for children, continuing education activities for teachers and regular physics teaching using Astronomy as a theme. The Club's teacher education and scientific dissemination work is based on the Theory of Meaningful Learning, always trying to reach the student's predisposition to learn and produce potentially meaningful material, the two essential conditions for meaningful learning to occur. O estudo que este trabalho relata ocorre desde 2009 no Instituto Federal de Educação, Ciência e Tecnologia de Santa Catarina, campus Araranguá. Nele procura-se formar divulgadores científicos durante a formação inicial de docentes do curso de Licenciatura em Ciências da Natureza com habilitação em Física, além de promover ações de divulgação científica para o público geral da região da cidade de Araranguá por meio de um Clube de Astronomia chamado CA² (Clube de Astronomia de Araranguá). Entre as ações de divulgação científica que os licenciandos promovem estão: produção de vídeos, programas de rádio, palestras, observações noturnas, confecção e exposição de pôsteres, ensino de física para crianças, formação continuada de professores em atividades e ensino de Física regular utilizando a Astronomia como tema gerador. O trabalho de formação docente e divulgação científica do Clube fundamenta

  4. It's Time for Art Club

    ERIC Educational Resources Information Center

    Hubbert, Beth

    2007-01-01

    In this article, the author describes how her school's art club works. She relates that the art projects made by students at the art club became permanent fixtures at their school. Because of this incentive, students were very eager to contribute to the art club knowing that their art projects will be permanently displayed for all to enjoy in the…

  5. Math Club Starting in Kindergarten

    ERIC Educational Resources Information Center

    Perry, Ann M.

    2011-01-01

    Starting a math club as early as kindergarten and having a range of grade levels in attendance can be successful. With the help of the older students, the varied age groups are entertained and excited about attending math club. The purpose of the club is to enrich the classroom mathematics curriculum with hands-on activities and to have members…

  6. An After School Education Program on the Tohono O'odham Nation

    NASA Astrophysics Data System (ADS)

    Sparks, R. T.; Garmany, K.; Siquieros, J. M.; Austin, C. L.; Pompea, S. M.; Walker, C. E.

    2013-04-01

    The Education and Public Outreach Group (EPO) group of the National Optical Astronomy Observatory has started a partnership with Indian Oasis Baboquivari Unified School District (IOBUSD) on the Tohono O'odham Nation to participate in after school science education programs. IOBUSD has started an after school program for K-5 students as part of their state mandated school improvement program. The first semester has approximately 50 students in K-5 participating in the after school program from Monday through Thursday. Several organizations are working with IOBUSD to provide after school educational programs focusing on a variety of topics including study skills, art, nutrition, bullying, study skills and science. NOAO has been working primarily with the fourth and fifth grade students during the spring of 2012 once a week providing science programs in optics, dark skies and astronomy. We are currently planning to continue this partnership in the fall of 2012 when the school district is planning to invite more students to join the program. We will discuss many the challenges of working with a school district in a remote location as well as the activities we have been using with the students. We will also outline plans for future directions in the program.

  7. Do after school programs reduce delinquency?

    PubMed

    Gottfredson, Denise C; Gerstenblith, Stephanie A; Soulé, David A; Womer, Shannon C; Lu, Shaoli

    2004-12-01

    After school programs (ASPs) are popular and receive substantial public funding. Aside from their child-care and supervision value, ASPs often provide youth development and skill-building activities that might reduce delinquent behavior. These possibilities and the observation that arrests for juvenile crime peak between 2 p.m. and 6 p.m. on school days have increased interest in the delinquency prevention potential of ASPs. This study examined effects of participation in ASPs conducted in Maryland during the 1999--2000 school year and the mechanism through which such programs may affect delinquent behavior. Results imply that participation reduced delinquent behavior for middle-school but not for elementary-school-aged youths. This reduction was not achieved by decreasing time spent unsupervised or by increasing involvement in constructive activities, but by increasing intentions not to use drugs and positive peer associations. Effects on these outcomes were strongest in programs that incorporated a high emphasis on social skills and character development.

  8. Composite Golf Clubs

    NASA Technical Reports Server (NTRS)

    1976-01-01

    Babcock & Wilcox Co. under a partnership with Marshall Space Flight Center, produced composite materials, originally from the shuttle program, for improving golf clubs. Company used Marshall Space Flight Center's data summary file summarizing typical processing techniques and mechanical and physical properties of graphite and boron- reinforced composite materials. Reinforced composites provide combination of shaft rigidity and flexibility that provide maximum distance.

  9. The smallest study club.

    PubMed

    Sauget, Earl

    2002-01-01

    A specialist on Guam describes a study club of specialists on the island. Although the number of participants is small in absolute terms, the group's monthly meetings centered around cases serves the functions of stimulating currency and self learning and enhances coordination of complex treatment cases. PMID:12602217

  10. Education Outreach Associated with Technology Transfer in a Colonia of South Texas: Green Valley Farms Science and Space Club for Middle School Aged Children in Green Valley Farms, San Benito, Texas

    NASA Technical Reports Server (NTRS)

    Potess, Marla D.; Rainwater, Ken; Muirhead, Dean

    2004-01-01

    Texas colonias are unincorporated subdivisions characterized by inadequate water and wastewater infrastructure, inadequate drainage and road infrastructure, substandard housing, and poverty. Since 1989 the Texas Legislature has implemented policies to halt further development of colonias and to address water and wastewater infrastructure needs in existing and new colonias along the border with Mexico. Government programs and non-government and private organization projects aim to address these infrastructure needs. Texas Tech University's Water Resources Center demonstrated the use of alternative on-site wastewater treatment in the Green Valley Farms colonia, San Benito, Texas. The work in Green Valley Farms was a component of a NASA-funded project entitled Evaluation of NASA's Advanced Life Support Integrated Water Recovery System for Non-Optimal Conditions and Terrestrial Applications. Two households within the colonia are demonstration sites for constructed wetlands. A colonia resident and activist identified educational opportunities for colonia children as a primary goal for many colonia residents. Colonia parents view education as the door to opportunity and escape from poverty for their children. The educational outreach component of the project in Green Valley Farms was a Science and Space Club for middle-school age students. Involved parents, schoolteachers, and school administrators enthusiastically supported the monthly club meetings and activities. Each month, students participated in interactive learning experiences about water use and reuse in space and on earth. Activities increased knowledge and interest in water resource issues and in science and engineering fields. The Institute for the Development and Enrichment of Advanced Learners (IDEAL) at Texas Tech University provided full scholarships for five students from Green Valley Farms to attend the Shake Hands With Your Future camp at Texas Tech University in June 2003. The educational outreach

  11. STEM after school programming: The effect on student achievement and attitude

    NASA Astrophysics Data System (ADS)

    Ashford, Vanessa Dale

    Science, technology, engineering and math (STEM) curriculum has become a major component in to 21st century teaching and learning. STEM skills and STEM careers are in demand globally. Disadvantaged and minority students continue to have an achievement gap in STEM classes. They do not perform well in elementary and middle school and frequently do not pursue STEM-based studies in high school or careers in the field. One innovation in STEM education is after-school programming to increase student interest, attitudes, and achievement. This mixed-methods study examines the Discovery Place After-School STEM Program to compare the achievement levels of participants to non-participants in the program and provides recommendations for STEM after-school programming across the district. As part of the study, teachers were interviewed to examine attitudes and perceptions about the program. This study was conducted at an elementary school in a large urban school district in the southeastern United States which has a unique STEM-based after-school program. Student performance data indicated a significant difference in achievement between participants and non-participants in the program as measured by fifth grade science End-of-Grade test. Data from the seven units of study in the program showed significant achievement for three of the seven units.

  12. Promoting undergraduate involvement through the University of Arizona Astronomy Club

    NASA Astrophysics Data System (ADS)

    McGraw, Allison M.; Austin, Carmen; Noyes, Matthew; Calahan, Jenny; Lautenbach, Jennifer; Henrici, Andrew; Ryleigh Fitzpatrick, M.; Shirley, Yancy L.

    2016-01-01

    The University of Arizona Astronomy Club is devoted to undergraduate success in astronomy, physics, planetary sciences and many other related fields. The club promotes many undergraduate opportunities; research projects, participating in telescope observational runs, sponsoring conference attendance as well as several public outreach opportunities. Research projects involving exoplanet transit observations and radio observations of cold molecular clouds allow undergraduates to experience data collection, telescope operations, data reduction and research presentation. The club hosts many star parties and various other public outreach events for the Tucson, Arizona location. The club often constructs their own outreach materials and structures. The club is currently working on creating a portable planetarium to teach about the night sky on the go even on the cloudiest of nights. The club is also working on creating a binocular telescope with two 10" mirrors as a recreation of the local Large Binocular Telescope for outreach purposes as well. This is a club that strives for undergraduate activity and involvement in a range of academic and extracurricular activates, and is welcoming to all majors of all levels in hopes to spark astronomical interest.

  13. Students' Attitudes toward an After-School Physical Activity Programme

    ERIC Educational Resources Information Center

    Agbuga, Bulent; Xiang, Ping; McBride, Ron

    2013-01-01

    Though considerable research on student attitudes has been conducted in physical education, little information exists concerning student attitudes toward after-school physical activity programmes. This study assessed students' attitudes toward their after-school physical activity programme located in southwest Texas, USA. Participants included 158…

  14. After-School Tutoring and the Distribution of Student Performance

    ERIC Educational Resources Information Center

    Huang, Min-Hsiung

    2013-01-01

    As more primary and secondary students worldwide seek after-school tutoring in academic subjects, concerns are being raised about whether after-school tutoring can raise average test scores without widening the variability in student performance, and whether students of certain ability levels may benefit more than others from after-school…

  15. The Growth in After-School Programs and Their Impact.

    ERIC Educational Resources Information Center

    Hollister, Robinson G.

    This paper reviews literature on the growth in after-school programs, reasons for their growth, and what these programs hope to accomplish It also addresses what is known about what works, program costs, and implications for policy. Overall, the forces behind increased funding and activity in after-school programs could be characterized in two…

  16. What Matters, What Works: Advancing Achievement after School

    ERIC Educational Resources Information Center

    Public/Private Ventures, 2008

    2008-01-01

    This brief provides highlights from "Advancing Achievement: Findings from an Independent Evaluation of a Major After-School Initiative." The brief underscores the potential of after-school programs in the ongoing drive to advance children's academic achievement. It shines a light on some of the issues that matter most for programs striving to…

  17. HISD After-School Opportunities Programs Description 1990-91.

    ERIC Educational Resources Information Center

    Kirkpatrick, Nanda D.; And Others

    This report describes after-school programs available in the Houston (Texas) Independent School District (HISD). Fifty-nine sites offer either after-school child care or instruction to elementary school students in the HISD. Magnet's Extended Instructional Day program is the largest and the Houston Committee for Private Sector Initiatives'…

  18. Art + Technology Integration: Developing an After School Curriculum

    ERIC Educational Resources Information Center

    Betts, J. David

    2003-01-01

    More than three million children in the United States participate in some type of after school program (National Study, 1993) offering wide-ranging benefits to children, their families and the community (Pederson, et al, 1998). After school programs of many descriptions provide responsible adult supervision for youth, constructive activities and…

  19. After the Bell Rings: Student Perceptions of After-School

    ERIC Educational Resources Information Center

    Litke, Erica

    2009-01-01

    Background/Context: Research on after-school programs has traditionally focused on those programs serving students in younger grades but found positive correlations between student participation in enriching after-school activities and school engagement. For older students, particularly teenagers, there tends to be lower participation. Research…

  20. Use of SPARK to Promote After-School Physical Activity

    ERIC Educational Resources Information Center

    Herrick, Heidi; Thompson, Hannah; Kinder, Jennifer; Madsen, Kristine A.

    2012-01-01

    Background: The after-school period is potentially an important venue for increasing physical activity for youth. We sought to assess the effectiveness of the Sports, Play, and Recreation for Youth (SPARK) program to increase physical activity and improve cardiorespiratory fitness and weight status among elementary students after school. Methods:…

  1. STEM after School: How to Design and Run Great Programs and Activities. A Guidebook for Program Leaders, Second Edition

    ERIC Educational Resources Information Center

    ExpandED Schools, 2014

    2014-01-01

    This guidebook was prepared by TASC (The After-School Corporation) and their Frontiers in Urban Science Education (FUSE) programs. FUSE is TASC's initiative to help more out-of-school-time programs and expanded learning time schools offer kids engaging, exciting and inspiring activities that promote science inquiry. The guidebook offers a a…

  2. Memory Golf Clubs

    NASA Technical Reports Server (NTRS)

    1997-01-01

    Memory Corporation's investigation of shape memory effect, stemming from Marshall Space Flight Center contracts to study materials for the space station, has aided in the development of Zeemet, a proprietary, high-damping shape memory alloy for the golf industry. The Nicklaus Golf Company has created a new line of golf clubs using Zeemet inserts. Its superelastic and high damping attributes translate into more spin on the ball, greater control, and a solid feel.

  3. Level up Book Club

    ERIC Educational Resources Information Center

    LaGarde, Jennifer; Winner, Matthew C.

    2012-01-01

    Like all great ideas, Level Up Book Club grew out of a genuine need, the spontaneous firing of a few brain sparks, and the kind of luck that comes from being "in the right place at the right time." By mid-June 2011 the authors were already "bona fide" wonder twins--two educators who, although they'd never met, had stumbled upon each other through…

  4. Preparing Students for Middle School Through After-School STEM Activities

    NASA Astrophysics Data System (ADS)

    Moreno, Nancy P.; Tharp, Barbara Z.; Vogt, Gregory; Newell, Alana D.; Burnett, Christopher A.

    2016-09-01

    The middle school years are a crucial time for cultivating students' interest in and preparedness for future STEM careers. However, not all middle school children are provided opportunities to engage, learn and achieve in STEM subject areas. Engineering, in particular, is neglected in these grades because it usually is not part of science or mathematics curricula. This study investigates the effectiveness of an engineering-integrated STEM curriculum designed for use in an after-school environment. The inquiry-based activities comprising the unit, Think Like an Astronaut, were intended to introduce students to STEM careers—specifically engineering and aerospace engineering—and enhance their skills and knowledge applicable related to typical middle school science objectives. Results of a field test with a diverse population of 5th grade students in nine schools revealed that Think Like an Astronaut lessons are appropriate for an after-school environment, and may potentially help increase students' STEM-related content knowledge and skills.

  5. Methamphetamine Use in Club Subcultures

    PubMed Central

    Kelly, Brian C.; LeClair, Amy; Parsons, Jeffrey T.

    2014-01-01

    In recent decades, methamphetamine developed a peculiar geographic distribution in the United States, with limited diffusion in the Northeast. While use within gay clubs received attention, methamphetamine in club subcultures more broadly remains less clear. Using quantitative and qualitative data, we provide a descriptive assessment of methamphetamine use in club subcultures. Methamphetamine use in club subcultures often has instrumental purposes. The context of initiation into methamphetamine use and its close connection to cocaine shape later patterns of use. Viewing meth solely as a gay party drug misses a significant part of the population and may misguide public health strategies to reduce methamphetamine use in the Northeast. PMID:23848380

  6. After-School Spaces: Looking for Learning in All the Right Places

    NASA Astrophysics Data System (ADS)

    Schnittka, Christine G.; Evans, Michael A.; Won, Samantha G. L.; Drape, Tiffany A.

    2016-06-01

    After-school settings provide youth with homework support, social outlets and fun activities, and help build self-confidence. They are safe places for forming relationships with caring adults. More after-school settings are starting to integrate Science, Technology, Engineering, and Mathematics (STEM) topics. What science skills and concepts might youth learn in engineering design-based after-school settings? Traditional assessments often fail to capture the ways youth learn in informal settings, and deep science understandings are notoriously difficult to measure. In this study, we examined three after-school settings where 65 youth were learning science through engineering design challenges. In this informal setting, we examined storyboards, social networking forum (SNF) chat logs, videos of whole-class interactions, interviews with groups and single participants, and traditional multiple-choice pre- and posttest results. As we looked for evidence of learning, we found that the social networking forum was rich with data. Interviews were even more informative, much more so than traditional pencil and paper multiple-choice tests. We found that different kinds of elicitation strategies adopted by site leaders and facilitators played an important role in the ways youth constructed knowledge. These elicitation strategies also helped us find evidence of learning. Based on findings, future iterations of the curricula will involve tighter integration of social networking forums, continued use of videotaped interviews for data collection, an increased focus on training site leaders and facilitators in elicitation strategies, and more open-ended pencil and paper assessments in order to facilitate the process of looking for learning.

  7. Book Clubbing! Successful Book Clubs for Young People

    ERIC Educational Resources Information Center

    Littlejohn, Carol

    2011-01-01

    This practical guide demonstrates how to sponsor a successful, student-led book club for grades K through 12 that is fun, easy-to-implement, and encourages reading. Establishing a book club for children and young people that's self-sustaining and successful long-term is a challenge that this book addresses and conquers. According to recent…

  8. Improving overweight among at-risk minority youth: results of a pilot intervention in after-school programs.

    PubMed

    Slusser, Wendelin M; Sharif, Mienah Z; Erausquin, Jennifer Toller; Kinsler, Janni J; Collin, Daniel; Prelip, Michael L

    2013-01-01

    Childhood overweight and obesity disproportionately affect low-income communities. Most school-based health promotion efforts occur during the school day and are limited in scope. This study evaluated the effectiveness of an after-school program among 3rd-5th graders (n=121; 73% 8 to 9 years old; 57% female; 60% Asian) at eight study sites (four intervention, four comparison). After-school staff were trained on implementing the Catch Kids Club Curriculum on nutrition and physical activity. Data were collected on students' nutrition and physical activity knowledge and behavior, and their height and weight measurements. Using Stata 10.1/SE, cross-lagged regression models assessed changes over time. Results showed a reduction in overweight and obesity (defined as body mass index >85th percentile for age and sex) among children in the intervention group, but mixed results regarding diet and physical activity knowledge and behavior. Enhancing after-school physical activity opportunities through evidence-based programs can potentially improve overweight and obesity among low-income children.

  9. Improving overweight among at-risk minority youth: results of a pilot intervention in after-school programs.

    PubMed

    Slusser, Wendelin M; Sharif, Mienah Z; Erausquin, Jennifer Toller; Kinsler, Janni J; Collin, Daniel; Prelip, Michael L

    2013-01-01

    Childhood overweight and obesity disproportionately affect low-income communities. Most school-based health promotion efforts occur during the school day and are limited in scope. This study evaluated the effectiveness of an after-school program among 3rd-5th graders (n=121; 73% 8 to 9 years old; 57% female; 60% Asian) at eight study sites (four intervention, four comparison). After-school staff were trained on implementing the Catch Kids Club Curriculum on nutrition and physical activity. Data were collected on students' nutrition and physical activity knowledge and behavior, and their height and weight measurements. Using Stata 10.1/SE, cross-lagged regression models assessed changes over time. Results showed a reduction in overweight and obesity (defined as body mass index >85th percentile for age and sex) among children in the intervention group, but mixed results regarding diet and physical activity knowledge and behavior. Enhancing after-school physical activity opportunities through evidence-based programs can potentially improve overweight and obesity among low-income children. PMID:23727961

  10. Undergraduate journal club as an intervention to improve student development in applying the scientific process

    PubMed Central

    Sandefur, Conner I; Gordy, Claire

    2016-01-01

    Active learning improves student performance in STEM courses. Exposure to active learning environments generally occurs through traditional laboratory courses and independent research, both of which require access to resources that are limited at many universities. A previously reported active learning-based undergraduate journal club improved student achievement in communicating science. Here, we expanded on this previous journal club to improve student performance in the process of science. We developed and implemented a series of workshops and seminars referred to as “CASL Club,” an undergraduate journal club targeted at improving student development in applying the scientific process. Students were surveyed before and after CASL club about their confidence in accessing, analyzing, and reporting scientific research. Post-CASL club, the students reported increases in confidence in their abilities to access and present scientific articles and write scientific abstracts. Additionally, the students reported improved confidence and performance in their courses. Compared to the previous journal club study, the majority of sampled journal club participants were not exposed to primary literature as part of their general coursework. Our results illustrate active-learning based undergraduate journal clubs as a way to expose students to primary literature and improve students’ ability to apply scientific process in an active-learning environment at resource-limited universities. PMID:27212737

  11. 4-H Club Goat Guide.

    ERIC Educational Resources Information Center

    Brown, R. Kipp

    This guide provides information for 4-H Club members who have decided on a club goat project. Topics include general information in the following areas: show rules; facilities and equipment (barns/sheds, fences, feeders, water containers, and equipment); selection (structural correctness, muscle, volume and capacity, style and balance, and growth…

  12. The DUDES Club

    PubMed Central

    Gross, Paul A.; Efimoff, Iloradanon; Patrick, Lyana; Josewski, Viviane; Hau, Keith; Lambert, Sandy; Smye, Victoria

    2016-01-01

    Abstract Problem addressed In Canada, there are few health promotion programs for men, particularly programs focused on indigenous and other men marginalized by social and structural inequities. Objective of program To build solidarity and brotherhood among vulnerable men; to promote health through education, dialogue, and health screening clinics; and to help men regain a sense of pride and fulfilment in their lives. Program description The DUDES Club was established in 2010 as a community-based health promotion program for indigenous men in the Downtown Eastside neighbourhood of Vancouver, BC. Between August 2014 and May 2015, 150 men completed an evaluation survey developed using a logic model approach. Responses were analyzed based on the 4 dimensions of the indigenous medicine wheel (mental, physical, emotional, and spiritual). Evaluation results demonstrated high participant satisfaction and positive outcomes across all 4 dimensions of health and well-being: 90.6% of respondents indicated that the DUDES Club program improved their quality of life. Participants who attended meetings more often experienced greater physical, mental, and social benefits (P < .05). Conclusion Findings indicate that this innovative model is effective in promoting the well-being of mainly indigenous men through culturally safe services in an urban community.

  13. The Impact of Length of Engagement in After-School STEM Programs on Middle School Girls

    NASA Astrophysics Data System (ADS)

    Cupp, Garth Meichel

    An underrepresentation of females exists in the STEM fields. In order to tackle this issue, work begins early in the education of young women to ensure they are interested and have the confidence to gain a career in the STEM fields. It is important to engage girls in STEM opportunities in and out of school to ignite their interest and build their confidence. Brigid Barron's learning ecology perspective shows that girls pursuing STEM outside of the classroom is critical to their achievement in the STEM pipeline. This study investigated the impact after-school STEM learning opportunities have on middle school girls by investigating (a) how the length of engagement in after-school programs can affect the confidence of female students in their science and math abilities; (b) how length of engagement in after-school programs can affect the interest of female students in attaining a career in STEM; (c) how length of engagement in after-school programs can affect interest in science and math classes; and (d) how length of engagement can affect how female students' view gender parity in the STEM workforce. The major findings revealed no statistical significance when comparing confidence in math or science abilities or the perception that gender plays a role in attaining a career in STEM. The findings revealed statistical significance in the areas when comparing length of engagement in the girls' interest in their math class and attaining a career in three of the four STEM fields: science, technology, and engineering. The findings showed that multiple terms of engagement in the after-school STEM programs appear to be an effective catalyst to maintain the interest of girls pursuing STEM-related careers, in addition to allowing their interest in a topic to provide a new lens for the way they see their math work during the school day. The implications of this study show that schools must engage middle school girls who are interested in STEM in a multitude of settings

  14. Book Clubs. What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2010

    2010-01-01

    Book clubs provide a reading framework designed to supplement or organize regular classroom reading instruction for students in grades K-8. This review focuses on "Book Club" (Raphael & McMahon, 1994) and "Literature Circles" (Daniels, 2002), but it uses the general lowercase) term "book clubs" to embrace both "Literature Circles" and "Book Club"…

  15. Computer Club Information Kit for Schools.

    ERIC Educational Resources Information Center

    Association for Educational Data Systems, Washington, DC.

    A computer club can provide a group of high school students with an opportunity to satisfy their curiosity about computers and computer programing. This guide offers suggestions for organizing and running such a club. The objectives of a computer club and the duties of the club's sponsor are outlined. Some activities for the first few meetings are…

  16. Club of Rome

    ScienceCinema

    None

    2016-07-12

    Le Club de Rome s'est fait connaître du grand public par la publication du premier ouvrage "Halte à la croissance" qui a fait l'object d'un débat, il y a 2 ans. Le Prof. Tinbergen a commencé par s'adonner à la physique, il est docteur en physique et très tôt il s'est tourné vers les problèmes sociaux économiques. Il est expert auprès des nombreux gouvernements et organisations internationales et il a vu ses travaux couronnés par le prix Nobel en 1969.

  17. Argonne Director Eric Isaacs addresses the National Press Club

    ScienceCinema

    Eric Isaccs

    2016-07-12

    Argonne Director Eric Isaacs addresses the National Press Club on 9/15/2009. To build a national economy based on sustainable energy, the nation must first "reignite its innovation ecology," he said. Issacs makes the case for investing in science to secure America's future.

  18. Argonne Director Eric Isaacs addresses the National Press Club

    SciTech Connect

    Eric Isaccs

    2009-09-17

    Argonne Director Eric Isaacs addresses the National Press Club on 9/15/2009. To build a national economy based on sustainable energy, the nation must first "reignite its innovation ecology," he said. Issacs makes the case for investing in science to secure America's future.

  19. Starting a Planet Protectors Club

    ERIC Educational Resources Information Center

    US Environmental Protection Agency, 2007

    2007-01-01

    If your mission is to teach children how to reduce, reuse, and recycle waste and create the next generation of Planet Protectors, perhaps leading a Planet Protectors Club is part of your future challenges. You don't have to be an expert in waste reduction and recycling to lead a a Planet Protectors Club. You don't even have to be a teacher. You do…

  20. Students' and Teachers' Perceptions of after School Online Course

    ERIC Educational Resources Information Center

    Yalavaç, Gamze; Samur, Yavuz

    2016-01-01

    This study analyzes students' and teachers' perceptions of after school online courses (ASOC) undertaken by an institutional private middle school, which manages several campuses across Turkey. The aim of ASOC is to support students when they are home by helping them to revise the lessons, practice topics synchronously with hundreds of other…

  1. Towards a New Pedagogy in the After-School Setting

    ERIC Educational Resources Information Center

    Saar, Tomas

    2014-01-01

    The voluntary after-school setting is a significant part of the educational system in Sweden and includes about 80% of the children from 6- to 9-years-old. The national curriculum stipulates that the setting should not carry on teaching, but provide a stimulating and safe environment and offer activities that support the development of values,…

  2. An Evaluation of Urban Compass After-School Program

    ERIC Educational Resources Information Center

    Kolberg, Todd Michael

    2013-01-01

    This study uses an existing evaluation model and previously established measurement tools to evaluate the quality and success of Urban Compass, a private non-profit after-school program for elementary school children in the Watts district of Los Angeles. This evaluation had two major objectives. The first objective was to assess program quality by…

  3. After-School Programs: Keeping Children Safe and Smart.

    ERIC Educational Resources Information Center

    Chung, An-Me

    This guide provides information on the benefits of afterschool programs and the qualities of good after school programs. Afterschool programs reduce the risk of juvenile delinquency, substance use, and violent crime victimization. Children involved in quality programs decrease their chances of dropping out, earn higher grades, and develop better…

  4. School-Age Ideas and Activities for After School Programs.

    ERIC Educational Resources Information Center

    Haas-Foletta, Karen; Cogley, Michele

    This guide describes activities for school-age children in after-school day care programs. These activities may also be used in other settings. An introductory section discusses program philosophy, room arrangement, multicultural curriculum, program scheduling, summer programs and holiday care, field trips and special programs, age grouping,…

  5. Structure and Deviancy Training in After-School Programs

    ERIC Educational Resources Information Center

    Rorie, Melissa; Gottfredson, Denise C.; Cross, Amanda; Wilson, Denise; Connell, Nadine M.

    2011-01-01

    Evidence regarding the effectiveness of after-school programs (ASPs) for reducing problem behaviors is mixed. Unstructured ASPs may increase antisocial behavior by increasing "deviancy training" opportunities, when peers reinforce deviant attitudes and behaviors. This research analyses approximately 3000 five-minute intervals from 398 observations…

  6. Exoplanet Research at a Southwestern Urban High School: Lessons Learned from the Tucson High Astronomy Club Research Program

    NASA Astrophysics Data System (ADS)

    Watson, Zachary T.; Pompea, Stephen M.; Tucson High Astronomy Research Club

    2015-01-01

    We present the results of introducing talented youth to research astronomy projects related to the study of exoplanets. We present the results of students' development of their identities as scientist, their interest in the STEM field as a career, and their knowledge retention through individual surveys. The design of the student interaction was to have weekly after-school club meetings where basic material would be taught to aid the students addressing the research problems themselves by planning observations, observing, and ultimately reducing the data of observations of their selected exoplanets. The after-school club was composed of 12 students of varying backgrounds attending the urban TucsonMagnet High School. The program is ongoing and began September 2013.

  7. The Continuous Quality Improvement Book Club: Developing a Book Club to Promote Praxis

    ERIC Educational Resources Information Center

    Lyons, Becky; Ray, Chris

    2014-01-01

    This article poses a model for developing a book club to promote praxis. This model is built upon a basic four step framework for developing book clubs and includes specific recommendations to focus the book club on reflection of theory and how to incorporate it into practice. This model will be used to start a book club examining Continuous…

  8. "Just Don't Call It a Book Club": Boys' Reading Experiences and Motivation in School and in an after School Book Club

    ERIC Educational Resources Information Center

    Lattanzi, James A., Jr.

    2014-01-01

    Much has been written about the "boy crisis" in the last two decades in regards to achievement in school and the struggles boys face in literacy learning. The National Assessment of Educational Progress (NAEP) data demonstrate that girls consistently outperform boys in reading and writing (Educational Alliance, 2006). Therefore, the…

  9. Astronomy After-School Programs: Effective Pathways to Success

    NASA Astrophysics Data System (ADS)

    Krishnamurthi, A.; Porro, I.

    2008-06-01

    We discuss our experiences with developing and implementing two astronomy after-school programs. Afterschool Universe, formerly called the Beyond Einstein Explorers' Program, is targeted at middle school students and the Youth Astronomy Apprenticeship is directed at high school students. For the benefit of those readers interested in developing their own astronomy OST program, we summarize here how to get started, implementation challenges and lessons learned.

  10. Starting a Secondary School Maths Club.

    ERIC Educational Resources Information Center

    Cocker, Moira; And Others

    1996-01-01

    Compiles the experiences of four people involved in running math clubs. States that the underlying purpose of all clubs is to promote mathematics as an enjoyable pastime while also stimulating students and enhancing the everyday curriculum. Describes difficulties encountered and their solutions, varieties of clubs, sample math problems, and a book…

  11. Role Calls for Boys & Girls Clubs

    ERIC Educational Resources Information Center

    D'Allesandro, Lou

    2013-01-01

    The New Hampshire Alliance of Boys & Girls Clubs has come a long way since the inception of the state's first Club in Manchester more than 100 years ago. The goal of the Boys & Girls Clubs of America is to provide youth with programs and services that allow them to realize their full potential as productive members of society. State and federal…

  12. Facilitating a midwifery book club.

    PubMed

    Chenery-Morris, Samantha

    2012-03-01

    A midwifery student book club was set up at University Campus Suffolk (UCS) with the aim of engaging students in alternative forms of literature relevant to their studies and to enhance their university experience. The book club was well attended by first and second year midwifery students, but less so by third years. There was evidence of informal student engagement with the lecturer through follow up emails about the meetings. Most of the books reviewed were enjoyed, but the responsibility of suggesting a book for their peers to review was deemed too much by some students.

  13. The No Fuss Library Club

    ERIC Educational Resources Information Center

    Fullner, Sheryl Kindle

    2006-01-01

    When budgets are especially tight, librarians often do not have the spare time for innovation, yet these conditions require the most creativity. This article describes how to set up a once-a-week Library Club that meets during the lunch hour. Since many schools have multiple lunch hours, materials can be set up for two or three lunch times at…

  14. Boys & Girls Clubs of America

    MedlinePlus

    ... of Silicon Valley youth awarded $145,000 in college scholarships, organization’s highest honor representing four million kids and teens MORE» Boys & Girls Clubs of America and the University of Wisconsin-Madison to Provide Full Tuition Scholarships for Multicultural Arts Program Two full-tuition ...

  15. Club Drugs. The DAWN Report.

    ERIC Educational Resources Information Center

    Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Office of Applied Studies.

    This report was prepared in response to requests from the media, law enforcement, and community leaders for information about club drugs. By being able to utilize statistics from hospital emergency departments and by compiling statistics on drug-related deaths, the Drug Abuse Warning Network (DAWN) is able to alert parents, educators, and others…

  16. The Association between Socio-Ecological Factors and Having an After-School Physical Activity Program

    ERIC Educational Resources Information Center

    Van Acker, Ragnar; De Bourdeaudhuij, Ilse; De Martelaer, Kristine; Seghers, Jan; De Cocker, Katrien; Cardon, Greet

    2012-01-01

    Background: After-school physical activity (PA) programs promote PA among youth. Few studies have used socio-ecological health models to identify barriers and facilitators of after-school PA programs. This study examined which socio-ecological factors are associated with having an after-school PA program. Methods: A questionnaire was administered…

  17. After-School for All? Exploring Access and Equity in After-School Programs. Out-of-School Time Policy Commentary #4

    ERIC Educational Resources Information Center

    Pittman, Karen; Wilson-Ahlstrom, Alicia; Yohalem, Nicole

    2003-01-01

    While significant progress has occurred over the past several years regarding the expansion of the quantity and quality of after-school opportunities, the ambitious idea of "after-school for all" remains a distant goal. In this commentary, we push beyond some of the numbers to take a close look at questions related to access and equity, in order…

  18. Boys and Girls: Join the Club

    ERIC Educational Resources Information Center

    D'Allesandro, Lou; Wool, Michael; McKenzie, Mary Alice

    2012-01-01

    Boys & Girls Clubs of America count 4,000 community-based clubs serving more than 4 million young people through membership and community outreach. They provide a safe place to spend time during non-school hours and the summer as an alternative to the streets or being home alone--a place to play, have fun and learn. Boys & Girls Clubs began in New…

  19. Learning and Identity in Overlapping Communities of Practice: Surf Club, School and Sports Clubs

    ERIC Educational Resources Information Center

    Light, Richard; Nash, Melanie

    2006-01-01

    Large numbers of children and young people spend their weekends and holidays engaged in the activities of over 300 surf clubs across Australia each summer. Long term membership in these clubs, beginning from as young as five years of age, forms a significant part of children's and young people's development yet surf clubs have yet to receive…

  20. The Colorado MESA Program and CU-LASP: A Model for After School Program/Research Institution Collaboratives

    NASA Astrophysics Data System (ADS)

    Nelson, G.; Cobabe-Ammann, E.

    2004-12-01

    Colorado MESA is an after school program operating throughout the state with a long track record in promoting science, math and engineering education to largely underserved K-12 student populations. Currently, 81 percent of MESA students are from groups underrepresented in the math/science careers, and 85 percent of MESA students come from low- and moderate-income families. Through a combination of weekly student programs, field trips to universities and industry partners, family orientations, individual academic counseling and required curriculum, Colorado MESA offers an opportunity for students to explore STEM subjects and careers that they might not otherwise have access to - with tangible results. In the Colorado MESA Class of 2003, 97 percent of students planned on entering college this fall, with 86 percent indicating that they will enroll in math/science-based majors. In the last year, the University of Colorado's Laboratory for Atmospheric and Space Physics, a large space and earth sciences institute, has relied on the Colorado MESA program as its primary K-12 partner in Education and Public Outreach. LASP incorporates MESA into its proposal writing opportunities, from E/PO additions to individual research proposals to mission-level educational programs. In addition to funding opportunities, LASP provides scientists and engineers in a variety of contexts and content areas, while MESA works to incorporate those resources into their after school programs. The interface between the after school programs and the research institution requires ongoing communication and coordination in order to evaluate and fine-tune curriculum and activities based on feedback from MESA advisors and teachers. Currently, the MESA/LASP partnership has funded programs in astrobiology, planetary sciences and engineering.

  1. Club Drug Use in Hispanic College Students

    PubMed Central

    Resor, Michelle R.; Cooper, Theodore V.

    2010-01-01

    Club drug use and correlates were examined among 251 Hispanic college students on the Texas - México border. Participants completed questionnaires on substance use, club drug attitudes and beliefs, sexual risk-taking behaviors, depressive symptoms, and acculturation. One-quarter of participants reported club drug use. Regression analyses demonstrated that frequency and history of lifetime use were consistently associated with more permissive drug attitudes and other substance use but not sexual risk-taking, depression symptoms, or acculturation. Acculturation was negatively associated with frequency of club drug use, yet positively associated with use of other illicit substances. Avenues for future studies are suggested. PMID:20653638

  2. Caveats of an English Conversation Club.

    ERIC Educational Resources Information Center

    Simpson, JoEllen; Ossa, Carlos E.; Rutter, Frank P.

    1999-01-01

    Describes an English conversation club that was initiated at the Universidad del Valle in Cali, Colombia. Suggests ways in which other university communities can better serve their English-speaking populations by creating a similar English conversation club. (Author/VWL)

  3. What A Booster Club Can Do.

    ERIC Educational Resources Information Center

    Hidinger, George

    This speech was presented at the 1976 American Alliance for Health, Physical Education, and Recreation national convention by the principal of an Iowa high school. It discusses the development and effectiveness of the Jefferson High School Booster Club which was developed by an interested parent and has been quite successful. The club has assisted…

  4. Multicultural Mosaic: A Family Book Club.

    ERIC Educational Resources Information Center

    Dias-Mitchell, Laurie; Harris, Elizabeth

    2001-01-01

    Authors, a library media specialist and a literature/language arts teacher, both recipients of Theodore R. Sizer Fellowships, describe their joint project, "Multicultural Mosaic: A Family Book Club." Their proposal was to strengthen the home-school connection by establishing a book club accessible to all middle and high school students and their…

  5. Healthy Living Initiative: Running/Walking Club

    ERIC Educational Resources Information Center

    Stylianou, Michalis; Kulinna, Pamela Hodges; Kloeppel, Tiffany

    2014-01-01

    This study was grounded in the public health literature and the call for schools to serve as physical activity intervention sites. Its purpose was twofold: (a) to examine the daily distance covered by students in a before-school running/walking club throughout 1 school year and (b) to gain insights on the teachers perspectives of the club.…

  6. Situated Learning in an Australian Surf Club

    ERIC Educational Resources Information Center

    Light, Richard

    2006-01-01

    The article examines learning and identity formation for young people in an Australian surf club. Drawing on Lave and Wenger's notion of situated learning, it identifies how membership in the surf club from an early age involves highly significant and meaningful learning and identity formation, where learning is co-constructed with other members…

  7. Health promotion profile of youth sports clubs in Finland: club officials' and coaches' perceptions

    PubMed Central

    Kokko, Sami; Kannas, Lasse; Villberg, Jari

    2009-01-01

    SUMMARY The purpose of this article is to examine the current health promotion orientation of youth sports clubs in Finland in view of the standards created previously for the health promoting sports club (HPSC). Ninety-seven youth sports clubs participated, and 273 sports club officials and 240 coaches answered the questionnaires. To describe clubs health promotion orientations, an HPSC index was created. The HPSC index was formulated on sub-indices by factor analysis. The sub-indices were: policy, ideology, practice and environment indexes. The results indicate that youth sports clubs are fairly health promoting in general. On average, the clubs fulfilled 12 standards for HPSC out of 22. Every fourth club was categorized as higher health promoting (≥ 15 fulfilled standards), and every third as lower health promoting (<11 fulfilled standards). The variation between clubs was wide. The clubs that had been recognized as exemplary and hence certified by the Young Finland Association were more likely to recognize health promotion than non-certified clubs (OR = 2.36, p = 0.016). The sports club officials were twice as likely to evaluate their clubs as higher health promoting than the coaches (OR = 2.04, p = 0.041). Under the sub-indices, ideologies were recognized best, others less. These findings indicate that minority of the youth sports clubs have realized health promotion comprehensively as a part of their activities. There is a lot of need for development, especially in the area of health promotion policies and practices. The instruments used proved valid and reliable and can therefore be recommended for international use. PMID:19136676

  8. Does the neighborhood context alter the link between youth's after-school time activities and developmental outcomes? A multilevel analysis.

    PubMed

    Fauth, Rebecca C; Roth, Jodie L; Brooks-Gunn, Jeanne

    2007-05-01

    This article examines links between different measures of after-school time activity participation (5 specific activities and breadth) on youth's developmental outcomes (anxiety/depression, delinquency, and substance use) over 6 years and whether these links are moderated by neighborhood-level variables. The sample (N=1,315) of 9- and 12-year-old youth was drawn from the Project on Human Development in Chicago Neighborhoods (PHDCN), a multilevel, longitudinal study of youth from 80 Chicago neighborhoods. Findings revealed that different types of activities and patterns of participation over time were associated with outcomes for youth and that, to some extent, these outcomes varied with neighborhood characteristics. In brief, sports participation was associated with fewer anxious/depressed symptoms, higher average delinquency scores, and increased substance use-both average scores and growth over time. Participation in the arts and student government were negatively associated with average substance use and attenuated increases in usage over time. Participation in community-based clubs was positively associated with youth's anxiety/depression in violent neighborhoods only, whereas church groups were protective against substance use in nonviolent neighborhoods. The direction of the influence of breadth of participation was nonlinear for delinquency such that delinquency scores were highest among youth who engaged in an average number of activities.

  9. Globalization of Continuing Professional Development by Journal Clubs via Microblogging: A Systematic Review

    PubMed Central

    Perera, Marlon; Lawrentschuk, Nathan; Romanic, Diana; Papa, Nathan; Bolton, Damien

    2015-01-01

    Background Journal clubs are an essential tool in promoting clinical evidence-based medical education to all medical and allied health professionals. Twitter represents a public, microblogging forum that can facilitate traditional journal club requirements, while also reaching a global audience, and participation for discussion with study authors and colleagues. Objective The aim of the current study was to evaluate the current state of social media–facilitated journal clubs, specifically Twitter, as an example of continuing professional development. Methods A systematic review of literature databases (Medline, Embase, CINAHL, Web of Science, ERIC via ProQuest) was performed according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. A systematic search of Twitter, the followers of identified journal clubs, and Symplur was also performed. Demographic and monthly tweet data were extracted from Twitter and Symplur. All manuscripts related to Twitter-based journal clubs were included. Statistical analyses were performed in MS Excel and STATA. Results From a total of 469 citations, 11 manuscripts were included and referred to five Twitter-based journal clubs (#ALiEMJC, #BlueJC, #ebnjc, #urojc, #meded). A Twitter-based journal club search yielded 34 potential hashtags/accounts, of which 24 were included in the final analysis. The median duration of activity was 11.75 (interquartile range [IQR] 19.9, SD 10.9) months, with 7 now inactive. The median number of followers and participants was 374 (IQR 574) and 157 (IQR 272), respectively. An overall increasing establishment of active Twitter-based journal clubs was observed, resulting in an exponential increase in total cumulative tweets (R 2=.98), and tweets per month (R 2=.72). Cumulative tweets for specific journal clubs increased linearly, with @ADC_JC, @EBNursingBMJ, @igsjc, @iurojc, and @NephJC, and showing greatest rate of change, as well as total impressions per month since

  10. Engagement in after-school programs as a predictor of social competence and academic performance.

    PubMed

    Shernoff, David J

    2010-06-01

    Using the experience sampling method, this study examined two questions related to outcomes associated with after-school programming. First, does the quality of experience in after-school programs mediate the effect of program participation on social competence and academic performance? Second, among program participants, is the difference in quality of experience when in programs versus other settings after school related to higher social competence and academic performance? Middle school students (N = 196) attending eight programs in three Midwestern states reported a total of 4,970 randomly sampled experiences in and out of after-school programs during 1 week in the fall and spring of the 2001-2002 academic year. Engagement during after-school hours partially mediated the relationship between participation in after-school programs and social competence. In addition, relative perceptions of engagement, challenge, and importance when in after-school programs compared to elsewhere after school predicted higher English and math grades. Results suggest that the quality of experiences in after-school programs may be a more important factor than quantity of experiences (i.e., dosage) in predicting positive academic outcomes.

  11. The Washington Biologists' Field Club : Its members and its history (1900-2006)

    USGS Publications Warehouse

    Perry, M.C.

    2007-01-01

    This book is based on the interesting one-hundred-plus-year history of the Club and its members. Plummers Island and the historic cabin on the Island have served as a common meeting area where the Club members have conducted research and held many social activities for over a century. The history has been written and revised over the years by members, and the biographical sketches also have been collected and written by the members. The Club was formed in 1900 and incorporated as a society in 1901 for scientists in the Washington, D.C., area. In recent years the Club has sponsored research by many non-member local scientists with grants totaling over $305,000. The cumulative total of 267 members represents all branches of natural science, with a strong emphasis on biology as the Club name indicates. In addition to the biologists there have been famous naturalists (e.g., John Burroughs), high-level administrators (e.g., Ira Gabrielson), and well-known artists (e.g., Roger Tory Peterson). Most members have been biological scientists, working for agencies in the Washington, D.C., area, who have published many articles and books dealing with biology and related subjects. The book is publIshed mainly for the benefit of the living Club members and for relatives of the deceased members. The members hope that the book will find its way into libraries across the country and that in the future, persons interested in some of the pioneer scientists, in the various professional areas of science, can obtain biographical information from a well-documented source. Most of the 542 illustrations of the members, cabin, and the Island have not been published previously. It is hopeful that the biographical sketches, pictures, and other information presented in this book can generate new information for future publications and for the website of the Washington Biologists' Field Club, which is updated frequently.

  12. DEVELOPMENT OF A HOMEMAKER'S CLUB, LARIMER COUNTY, FORT COLLINS, COLORADO.

    ERIC Educational Resources Information Center

    EDGINGTON, ROYAL H.

    THE ORGANIZATION OF A HOMEMAKER'S CLUB FOR MOTHERS UNDER AID TO DEPENDENT CHILDREN WAS PRESENTED. THE CLUB WAS SPONSORED BY THE LARIMER COUNTY DEPARTMENT OF PUBLIC WELFARE. PERSONNEL FROM THE DEPARTMENT ASSISTED IN EVALUATING A PAST FAILURE OF A HOMEMAKER'S CLUB AND IN FORMULATING PLANS FOR A SECOND CLUB. A DISCUSSION OF THE FAILURE OF THE FIRST…

  13. The Sierra Club--A History. Part 2: Conservation

    ERIC Educational Resources Information Center

    Strong, Douglas H.

    1977-01-01

    This second article on Sierra Club history brings the Club into the 1960s. It relates early conservation activities of the club, such as the efforts to save the Hetch Hetchy Valley. The campaign against construction of a dam in Dinosaur National Monument helped establish the club as a national organization. (MA)

  14. Fidelity of After-School Program Implementation Targeting Adolescent Youth: Identifying Successful Curricular and Programmatic Characteristics

    ERIC Educational Resources Information Center

    Rajan, Sonali; Basch, Charles E.

    2012-01-01

    Background: This study consisted of a formative evaluation of an after-school health education program designed for adolescent females, entitled Girls on Track. Evidence-based after-school programs have potential to supplement the traditional school day, encourage social and emotional skill development, improve the quality of student health, and…

  15. Vision, Leadership, and Determination: Cities and Their Partners Are Creating After-School System

    ERIC Educational Resources Information Center

    Young, Billie

    2004-01-01

    In the spring of 2004, a household survey on after-school care in America confirmed what civic leaders already suspected: nearly 11 percent of elementary school children and 34 percent of middle schoolers report that they are in unsupervised "self-care" after school. African American and Hispanic youth spend more time unsupervised than other…

  16. After-School Programs: A Potential Partner to Support Urban Youth

    ERIC Educational Resources Information Center

    Evans, Ashley; Leung, Brian P.

    2012-01-01

    After-school programs (ASPs) are learning centers that provide enrichment opportunities after regular school hours. This article examines the value these programs can add to a child's educational day, especially for urban youth who are vulnerable during after-school hours. Quality ASPs can be part of the solution to help mitigate the effects of…

  17. Teaching Children Self-Esteem: A Creative Behavior Handbook for After-School Child Care.

    ERIC Educational Resources Information Center

    Smith, Anne Read

    This document is a handbook for helping children develop self-esteem through encouraging creative behavior in after school day care. The handbook is meant to be a resource for after school day care providers. Each chapter is structured to describe a creative behavior concept or strategy, explain how and why it works, and when it can best be…

  18. Investigating Kindergarten Parents' Selection of After-School Art Education Settings in Taiwan

    ERIC Educational Resources Information Center

    Hsiao, Ching-Yuan; Kuo, Ting-Yin

    2013-01-01

    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…

  19. After-School Supervision, Psychosocial Impact, and Adolescent Smoking and Alcohol Use in China

    ERIC Educational Resources Information Center

    Weiss, Jie Wu; Liu, Ipei; Sussman, Steve; Palmer, Paula; Unger, Jennifer B.; Cen, Steven; Chou, Chih-Ping; Johnson, Anderson

    2006-01-01

    We examined effects of self-care after school hours and psychosocial factors on cigarette smoking and alcohol use among adolescents in China. Survey data were obtained from 4734 7th and 11th grade students from seven cities across China. Students were queried about the frequency and quantity of unsupervised self-care after school in an average…

  20. Palm Beach County's Prime Time Initiative: Improving the Quality of After-School Programs

    ERIC Educational Resources Information Center

    Spielberger, Julie; Lockaby, Tracey

    2008-01-01

    This report covers the third year of Chapin Hall's process evaluation of the Prime Time Initiative of Palm Beach County, Florida, a system-building effort to strengthen the quality of after-school programs in the county. During the past two decades, the after-school field has expanded enormously, partly in response to increasing concern about…

  1. Qualities that Attract Urban Youth to After-School Settings and Promote Continued Participation

    ERIC Educational Resources Information Center

    Strobel, Karen; Kirshner, Ben; O'Donoghue, Jennifer; McLaughlin, Milbrey Wallin

    2008-01-01

    Background/Context: Studies carried out over the last two decades have established structured after-school programs as significant contexts for adolescent development. Recent large-scale evaluations of after-school initiatives have yielded mixed results, finding some impact on adolescents' attitudes toward school but limited impact on their…

  2. Hanging Out: Community-Based After-School Programs for Children.

    ERIC Educational Resources Information Center

    Garner, Ruth, Ed.

    Noting the major changes in mothers' work lives and the significance that out-of-home care arrangements take on in children's lives, this book is a collection of accounts of what children do after school, both outside and inside after-school centers. The centers described are in differing communities, with differing values and differing ways of…

  3. Physical Activity and Healthy Eating in the After-School Environment

    ERIC Educational Resources Information Center

    Coleman, Karen J.; Geller, Karly S.; Rosenkranz, Richard R.; Dzewaltowski, David A.

    2008-01-01

    Background: No research to date has extensively described moderate and vigorous physical activity (MVPA) and healthful eating (HE) opportunities in the after-school environment. The current study described the quality of the after-school environment for its impact on children's MVPA and HE. Methods: An alliance of 7 elementary schools and Boys and…

  4. Quality Time after School: What Instructors Can Do To Enhance Learning

    ERIC Educational Resources Information Center

    Grossman, Jean; Campbell, Margo; Raley, Becca

    2007-01-01

    Improving the quality of out-of-school time activities and creating effective learning environments is of keen interest to practitioners, funders and policymakers. Funded by The William Penn Foundation, "Quality Time After School" identifies characteristics of after-school activities that are linked to youth engagement and learning across a rich…

  5. Efectos academicos de programas extracurriculares (Academic Effects of After-School Programs). ERIC Digest.

    ERIC Educational Resources Information Center

    Shumow, Lee

    The current emphasis on performance standards and testing has led schools to look to the after-school hours as time that can be spent developing children's academic skills. This Spanish-language digest describes types of after-school programs and discusses recent research on who participates and the effects of participation on children's school…

  6. STEM Related After-School Program Activities and Associated Outcomes on Student Learning

    ERIC Educational Resources Information Center

    Sahin, Alpaslan; Ayar, Mehmet C.; Adiguzel, Tufan

    2014-01-01

    This study explores the characteristics of after-school program activities at a charter school in the Southeast US highlighting students' experiences with and gains from these after-school program activities. A qualitative case study design was employed to understand students' views and opinions regarding the activities and their…

  7. An Objective Assessment of Children's Physical Activity during the Keep It Moving! After-School Program

    ERIC Educational Resources Information Center

    Schuna, John M., Jr.; Lauersdorf, Rebekah L.; Behrens, Timothy K.; Liguori, Gary; Liebert, Mina L.

    2013-01-01

    Background: After-school programs may provide valuable opportunities for children to accumulate healthful physical activity (PA). This study assessed the PA of third-, fourth-, and ?fth-grade children in the Keep It Moving! (KIM) after-school PA program, which was implemented in an ethnically diverse and low socioeconomic status school district in…

  8. After-School Programs: A Resource for Young Black Males and Other Urban Youth

    ERIC Educational Resources Information Center

    Woodland, Malcolm H.

    2016-01-01

    While after-school programs are plentiful, they are often developed arbitrarily with little attention given to theoretical underpinnings that may inform program interventions. In this article, after-school programs are situated in resilience theory as protective factors, which encourage resilience among young Black males and other urban youth. The…

  9. Beyond the Bell. Linkages: Ideas for After-School Programs. [Videotape].

    ERIC Educational Resources Information Center

    North Central Regional Educational Lab., Oak Brook, IL.

    This videotape explores the ways four diverse after-school programs bring about successful linkages between after-school programs at the elementary or middle school level and the regular school day. The 40-minute videotape, designed to be viewed in its entirety or in 15-minute segments, focuses on individual schools and their innovations. The…

  10. Challenges and Opportunities in After-School Programs: Lessons for Policymakers and Funders.

    ERIC Educational Resources Information Center

    Grossman, Jean Baldwin; Walker, Karen; Raley, Rebecca

    This report describes program realities that policymakers must consider when shaping after-school initiatives in impoverished neighborhoods. Information comes from the multi-year evaluation of the Extended-Service Schools Adaptation Initiative, which is examining 60 after-school programs in 17 cities nationwide. Each initiative is adapting one of…

  11. Academics After-School Style: Informal, Experiential Approaches to Learning, with Flexibility Built in, Are Ideal

    ERIC Educational Resources Information Center

    Weisburd, Claudia

    2005-01-01

    Many adults today consider the hours after school to be an opportunity for students to squeeze in a little more help with schoolwork. For most children, though, that final bell rings freedom. The last thing they want is more school, and faced with an after-school program that looks like an extension of their school day, they'll opt out.…

  12. Evaluation of Children's After-School Programs in Taiwan: FAHP Approach

    ERIC Educational Resources Information Center

    Lee, Amy H. I.; Yang, Chih-Neng; Lin, Chun-Yu

    2012-01-01

    The need of after-school programs has become urgent for school-age children in many industrialized countries due to social structure changes. This research develops a hierarchical framework to evaluate after-school programs from two distinct aspects--service quality from parents' perspectives and marketing strategy from operators'…

  13. America's After-School Choice: The Prime Time for Juvenile Crime, or Youth Enrichment and Achievement.

    ERIC Educational Resources Information Center

    Newman, Sanford A.; Fox, James Alan; Flynn, Edward A.; Christeson, William

    Noting that after-school programs have the potential to reduce not only juvenile crime but also later adult crime, this report examines the needs for after-school programs, the impact of such programs on youth, and the importance of quality programming. Following an executive summary, the report is presented in six chapters. Chapter 1 details…

  14. Does Investing in After-School Classes Pay Off? PISA in Focus. No. 3

    ERIC Educational Resources Information Center

    OECD Publishing (NJ1), 2011

    2011-01-01

    With all the competition to get into the right universities to secure the best jobs, secondary school students are often encouraged to take after-school classes in subjects already taught in school to help them improve their performance--even if that means forsaking other fun and interesting ways of spending after-school hours, such as playing…

  15. The Impact of an After-School Intervention Program on Academic Achievement among Middle School Students

    ERIC Educational Resources Information Center

    Sebastian, JoAnn

    2013-01-01

    The United States Department of Education (2005) cited that during 2005-2006 academic school year an estimated 2 million students across the nation were eligible to receive after-school services. The after-school tutoring program is one of the most effective instructional strategies to assist low-performing students to meet criteria mandated by…

  16. Redesigning journal club in residency.

    PubMed

    Al Achkar, Morhaf

    2016-01-01

    The gap between production and implementation of knowledge is the main reason for the suboptimal quality of health care. To eliminate this gap and improve the quality of patient care, journal club (JC) in graduate medical education provides an opportunity for learning the skills of evidence-based medicine. JC, however, continues to face many challenges mainly due to poorly defined goals, inadequate preparation, and lack of interest. This article presents an innovative model to prepare and present JC based on three pillars: dialogical learning through group discussion, mentored residents as peer teachers, and including JC as part of a structured curriculum to learn evidence-based medicine. This engaging model has the potential to transform JC from a moribund session that is daunting for residents into a lively discussion to redefine clinical practice using the most current evidence. PMID:27313486

  17. SciTech Clubs for Girls. [Final report], September 1, 1991--April 30, 1994

    SciTech Connect

    Malamud, E.; Diaz, O.; Cox, J.

    1994-12-31

    The program of SciTech Clubs for Girls and its progress are described. This is a program that promotes the learning of science and mathematics by girls in the age range of 9 to 13 years through the process of building exhibits and learning from local professionals. A list of exhibits and a critique of the program are given.

  18. Florida, National Space Club Embrace Commercial Endeavors

    NASA Video Gallery

    NASA's Commercial Crew Program (CCP) Manager Ed Mango and Florida's Lt. Gov. Jennifer Carroll were guest speakers at the National Space Club Florida Committee's luncheon at the Radisson Resort at t...

  19. Solar Heating System at a Racquetball Club

    NASA Technical Reports Server (NTRS)

    1982-01-01

    Detailed 93-page report describes Arlington, Virginia racquetball club which obtains heat and hot water for its support area from solar collectors. Report explains modes of operation of system and details of acceptance-test plan.

  20. Primary digital clubbing associated with palmoplantar keratoderma.

    PubMed

    Barraud-Klenovsek, M M; Lübbe, J; Burg, G

    1997-01-01

    The association of hereditary palmoplantar keratoderma and idiopathic clubbing of the digits in the same patient is uncommon. The differential diagnosis includes the Bureau-Barrière-Thomas syndrome, primary pachydermoperiostosis, Fischer's and Volavsek's syndromes, and palmoplantar keratoderma Vörner. A 30-year-old woman with palmoplantar keratoderma and clubbing of the fingers since the age of 13 years is presented. PMID:9187857

  1. Hong Kong: women's club movement expanding.

    PubMed

    1980-01-01

    2 more women's clubs have been opened by the Family Planning Association of Hong Kong following the success of the 1st such club at Yue Taipo organized in September 1970. The 2nd club is located at the Hing Shing Temporary Housing Area in Kwai Chung and caters to new residents. The 3rd, established January 4, 1980, is located at the Fortune Street Temporary Housing Area in Cheung Sha Wan. The overall aim of these clubs is to give a boost to the quality of family life through organized educational and recreational facilities. Activities at both clubs were initiated by formal opening ceremonies presided over by representatives of the Housing Estates and Family Planning Association. Welcoming wellwishers at each ceremony, Mrs. Peggy Lam, Acting Director of the Family Planning Association of Hong Kong; drew attention to the important contribution made by family planning to the well being of families. It was through the wise planning of their families that parents were provided with ample time and energy for the upbringing of chilren, said Mrs. Lam. The activities of the women's clubs include instruction on traditional women's activities, and talks on sanitation, childrearing, interpersonal relations, nutrition, and permanent contraception. Mrs. Lam felt that the fact that 79% of married women of childbearing age in Hing Shing were practicing family planning was most encouraging.

  2. School Astronomy Club: from Project to Knowledge

    NASA Astrophysics Data System (ADS)

    Folhas, Alvaro

    2016-04-01

    Prepare a generation of young people for the challenges of the future is a task which forces us to rethink the school, not just for being difficult, but also because students feel that the school has very little to offer, especially something that interests them. Thus, the school is dysfunctional, is ill, and needs prompt treatment. School have to adjust to the new times, and this does not mean changing the old blackboards by advanced interactive whiteboards. The school has to find the way to the students with something that seduce them: the Challenge. The Astronomy Club that I lead in my school is essentially a Project space. Students who voluntarily joined the club, organize themselves according to their interests around projects whose outcome is not defined from the beginning, which requires them to do, undo and redo. Which obliges them to feel the need to ask for help to mathematics or physics to achieve answers, to feel the passion to study with a genuine purpose of learning. Some examples of the work: The younger students are challenged to reproduce the historical astronomical experiments that have opened the doors of knowledge such as the Eratosthenes experiment to determine the perimeter of the Earth (on equinox), or by using congruent triangles, determine the diameter the sun. These students are driven to establish distance scales in the solar system, which, to their astonishment, allows them to clear misconceptions that arise from some pictures of books and allows them to have a scientifically correct idea of the planetary orbit and distance separating the planets of the Solar System. For students from 15 to 18 years, I have to raise the level of the challenges and use the natural tendency of this age bracket to assert making new and exciting things. To this purpose, I am fortunate to have the support of large organizations like NUCLIO, ESA, CERN, and Go-Lab Project, Inspiring Science Education, Open Discovery Space and Global Hands on Universe. Through

  3. Piecing the puzzle together: case studies of international research in health-promoting sports clubs.

    PubMed

    Kokko, Sami; Donaldson, Alex; Geidne, Susanna; Seghers, Jan; Scheerder, Jeroen; Meganck, Jeroen; Lane, Aoife; Kelly, Bridget; Casey, Meghan; Eime, Rochelle; Villberg, Jari; Kannas, Lasse

    2016-03-01

    This paper seeks to review the current international health-promoting sports club (HPSC) research, drawing together findings based on case studies from various countries to illustrate the status of HPSCs. In addition, future challenges for HPSC research and implementation are considered. The review includes six case studies from five countries. In summary, there are two major research themes in this area, namely 'research into HPSC activity' and 'research into HPSC networks'. The first theme investigates the extent to which sports clubs and/or national sports organisations invest in health promotion (HP) - both in policy and practice. The latter theme is driven by an intention to widen the scope of HPSCs to reach novel internal actors, like parents, siblings, etc., and/or external non-sporting bodies, like communities, schools, etc. The future challenges for HPSC research require a better understanding of the motives, barriers and capacities of sports clubs and coaches. Sports organisations, clubs and coaches generally support the intent of the HPSC concept, but even with the best evidence- or theory-based HP programmes/guidelines/standards, nothing will happen in practice if the nature and capacities of sports clubs are not better acknowledged. Therefore, a call for embracing implementation science is finally made to enhance implementation. PMID:27199020

  4. Piecing the puzzle together: case studies of international research in health-promoting sports clubs.

    PubMed

    Kokko, Sami; Donaldson, Alex; Geidne, Susanna; Seghers, Jan; Scheerder, Jeroen; Meganck, Jeroen; Lane, Aoife; Kelly, Bridget; Casey, Meghan; Eime, Rochelle; Villberg, Jari; Kannas, Lasse

    2016-03-01

    This paper seeks to review the current international health-promoting sports club (HPSC) research, drawing together findings based on case studies from various countries to illustrate the status of HPSCs. In addition, future challenges for HPSC research and implementation are considered. The review includes six case studies from five countries. In summary, there are two major research themes in this area, namely 'research into HPSC activity' and 'research into HPSC networks'. The first theme investigates the extent to which sports clubs and/or national sports organisations invest in health promotion (HP) - both in policy and practice. The latter theme is driven by an intention to widen the scope of HPSCs to reach novel internal actors, like parents, siblings, etc., and/or external non-sporting bodies, like communities, schools, etc. The future challenges for HPSC research require a better understanding of the motives, barriers and capacities of sports clubs and coaches. Sports organisations, clubs and coaches generally support the intent of the HPSC concept, but even with the best evidence- or theory-based HP programmes/guidelines/standards, nothing will happen in practice if the nature and capacities of sports clubs are not better acknowledged. Therefore, a call for embracing implementation science is finally made to enhance implementation.

  5. The Pedometer as a Tool to Enrich Science Learning in a Public Health Context

    NASA Astrophysics Data System (ADS)

    Rye, James A.; Zizzi, Samuel J.; Vitullo, Elizabeth A.; Tompkins, Nancy O'hara

    2005-12-01

    The United States is experiencing an obesity epidemic: A science-technology-society public health issue tied to our built environment, which is characterized by heavy dependence on automobiles and reduced opportunities to walk and bicycle for transportation. This presents an informal science education opportunity within "science in personal and social perspectives'' to use pedometer technology for enhancing students' understandings about human energy balance. An exploratory study was conducted with 29 teachers to investigate how pedometers could be used for providing academic enrichment to secondary students participating in after-school Health Sciences and Technology Academy clubs. Frequency analysis revealed that the pedometer activities often investigated kilocalorie expenditure and/or incorporated hypothesis testing/experimenting. Teachers' perspectives on learning outcomes most frequently conveyed that students increased their awareness of the importance of health habits relative to kilocalorie intake and expenditure. Pedometers have considerable merit for the regular science curriculum as they allow for numerous mathematics applications and inquiry learning and target concepts such as energy and equilibrium that cut across the National Science Education Standards. Pedometers and associated resources on human energy balance are important tools that science teachers can employ in helping schools respond to the national call to prevent childhood obesity.

  6. 76 FR 27253 - Safety Zone; Catawba Island Club Fireworks, Catawba Island Club, Port Clinton, OH

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-05-11

    ... SECURITY Coast Guard 33 CFR Part 165 RIN 1625-AA00 Safety Zone; Catawba Island Club Fireworks, Catawba Island Club, Port Clinton, OH AGENCY: Coast Guard, DHS. ACTION: Temporary final rule. SUMMARY: The Coast... Clinton, Ohio. This zone is intended to restrict vessels from portions of Lake Erie for the Catawba...

  7. 78 FR 58880 - Safety Zone; Catawba Island Club Wedding Event, Catawba Island Club, Catawba Island, OH

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-09-25

    ... DHS Department of Homeland Security FR Federal Register NPRM Notice of Proposed Rulemaking TFR... SECURITY Coast Guard 33 CFR Part 165 RIN 1625-AA00 Safety Zone; Catawba Island Club Wedding Event, Catawba Island Club, Catawba Island, OH ACTION: Temporary final rule. SUMMARY: The Coast Guard is...

  8. Participation in a Video Club: Influences on Teachers and Teaching

    NASA Astrophysics Data System (ADS)

    Barnhart, Tara

    This dissertation examines the development of critical colleagueship among five secondary science teachers in a semester-long video club. The design of the video club was intended to promote a focus on student thinking and experimentation with elements of ambitious science teaching. Over time, participants sustained a focus on interpreting students' disciplinary thinking using evidence and began to problematize aspects of instruction related to making student thinking visible. Some participants attempted to change instruction to gain greater access to students' disciplinary thinking while others did not. Efforts to experiment with instructional practice appeared related to alignment between participants' learning goals and curricular contexts and the goals of the professional development design. Features such as framing activities, types of artifacts used, and facilitation, interacted differently over time to influence participant learning. Analysis revealed various tensions among the elements of the learning ecology that influenced participation. Findings from this study contribute to what is known about the importance of skilled facilitation as part of a learning ecology (Cobb, Confrey, diSessa, Lehrer, & Schauble, 2003) and has implications for the design of site-based professional development with secondary teachers.

  9. The Club of Rome and its computer.

    PubMed

    Chase, S

    1973-03-01

    When the Club of Rome, an assemblage of 75 scientists and businessmen gathered to study the ''predicament of mankind in the face of technology growing at an exponential rate,'' issued its computer study it launched a battle between proponents of gross national product and those favoring quality of life. The computer simulation studied the interaction of population growth, food supply, inductrial production, resource use, and pollution under varying conditions. It concluded that our industrial system is headed for too many people in relation to food and living space, too much production in relation to natural resources, and for too much pollution. This will affect all countries. The traditional economists say the continued growth of the gross national product is the only way to ensure better living conditions while the ecologists point out that quality of life is being destroyed. The author cites arguments both for and against the quality-of-life view. The problem is that continued industrial growth creates wants as well as satisfying them and leads to waste as well as needful consumption. John Stuart Mill stated 100 years ago that the world could not support continued technological expansion and society must reach an equilibrium. 8 steps must be taken if the planet is to reach such an equilibrium, which is essential to the survival of all: 1) a zero rate of population growth, although there may be variations between countries with some over and some under; 2) a zero rate of industrial output with overall new investment equal to overall rate of industrial depreciation; 3) a policy of recycling and conserving material resources; 4) an adequate budget of food, shelter, clothing, health services, and education for every human being (a budget which does not allow for autos and air conditioning); 5) a sharp decline in consumption of material goods in affluent societies with a corresponding shift to more services and an increase in material goods for low energy societies

  10. The Club of Rome and its computer.

    PubMed

    Chase, S

    1973-03-01

    When the Club of Rome, an assemblage of 75 scientists and businessmen gathered to study the ''predicament of mankind in the face of technology growing at an exponential rate,'' issued its computer study it launched a battle between proponents of gross national product and those favoring quality of life. The computer simulation studied the interaction of population growth, food supply, inductrial production, resource use, and pollution under varying conditions. It concluded that our industrial system is headed for too many people in relation to food and living space, too much production in relation to natural resources, and for too much pollution. This will affect all countries. The traditional economists say the continued growth of the gross national product is the only way to ensure better living conditions while the ecologists point out that quality of life is being destroyed. The author cites arguments both for and against the quality-of-life view. The problem is that continued industrial growth creates wants as well as satisfying them and leads to waste as well as needful consumption. John Stuart Mill stated 100 years ago that the world could not support continued technological expansion and society must reach an equilibrium. 8 steps must be taken if the planet is to reach such an equilibrium, which is essential to the survival of all: 1) a zero rate of population growth, although there may be variations between countries with some over and some under; 2) a zero rate of industrial output with overall new investment equal to overall rate of industrial depreciation; 3) a policy of recycling and conserving material resources; 4) an adequate budget of food, shelter, clothing, health services, and education for every human being (a budget which does not allow for autos and air conditioning); 5) a sharp decline in consumption of material goods in affluent societies with a corresponding shift to more services and an increase in material goods for low energy societies

  11. Prevalence and Psychosocial Correlates of After-School Activities among Chinese Adolescents in Hong Kong

    PubMed Central

    Ma, Cecilia M. S.; Shek, Daniel Tan Lei

    2014-01-01

    Using a cross-sectional design, this study (a) explores the prevalence of after-school activities among Chinese early adolescents and (b) assesses the relationships between participation in after-school activities, personal well-being, and family functioning. A total of 3,328 Grade 7 students (mean age = 12.59 years, SD = 0.74) completed a self-administered questionnaire. Results showed that the majority of adolescents returned home under adult supervision. Further analyses showed the associations between after-school activities, positive youth development qualities, academic and school competence, family functioning, and risky behavior. Implications regarding efforts aimed at designing high quality and structured after-school youth programs are discussed. PMID:25309895

  12. Linking mental health and after school systems for children in urban poverty: preventing problems, promoting possibilities.

    PubMed

    Frazier, Stacy L; Cappella, Elise; Atkins, Marc S

    2007-07-01

    The current mental health system is failing to meet the extensive needs of children living in urban poverty. After school programs, whose mission includes children's socialization, peer relations, and adaptive functioning, are uniquely positioned to support and promote children's healthy development. We propose that public sector mental health resources can be reallocated to support after school settings, and we offer specific examples and recommendations from an ongoing federally funded program of research to illustrate how mental health consultation can support publicly funded after school programs. In light of the increasing needs and depleting [corrected] resources of urban, poor communities, consultation to publicly funded after school programs can contribute to the mental health goals of keeping children safe and supervised, promoting their healthy development through academically and socially enriching activities, and identifying children in need of more intensive mental health services.

  13. Charting the Benefits of High-Quality After-School Program Experiences: Evidence from New Research on Improving After-School Opportunities for Disadvantaged Youth

    ERIC Educational Resources Information Center

    Reisner, Elizabeth R.; Vandell, Deborah Lowe; Pechman, Ellen M.; Pierce, Kim M.; Brown, B. Bradford; Bolt, Daniel

    2007-01-01

    This document examines the policy implications of recent findings of the Promising Programs study, conducted by researchers at the University of California at Irvine, the University of Wisconsin at Madison, and Policy Studies Associates, Inc. Most efforts to improve after-school opportunities focus on strengthening the effectiveness of individual…

  14. Quality Child Care and After-School Programs: Powerful Weapons against Crime. A Report from "Fight Crime: Invest in Kids."

    ERIC Educational Resources Information Center

    Fight Crime: Invest in Kids, Washington, DC.

    This report examines the crime prevention potential of child care and after-school programs for at-risk children and youth. Part 1 of the report, "Assessing the Crime Prevention Impact of Child Care and After-School Programs," presents research information on the effectiveness of early childhood/parenting skills training and after-school programs…

  15. Independent Statewide Evaluation of After School Programs: ASES and 21st CCLC Year 2 Annual Report. CRESST Report 789

    ERIC Educational Resources Information Center

    Huang, Denise; Silver, David; Cheung, Mandy; Duong, Nikki; Gualpa, Alice; Hodson, Cheri; La Torre Matrundola, Deborah; Obregon, Nora; Rickles, Jordan; Rivera, Gwendelyn; Sun, Yulin; Thomas, Larry; Vazquez, Vanessa

    2011-01-01

    After school programs offer an important avenue for supplementing educational opportunities. In California, the After School Education and Safety (ASES) program creates incentives for locally driven after school programs to partner with schools and communities in providing academic support and safe, constructive alternatives for elementary and…

  16. School-community partnerships: A cluster-randomized trial of an after-school soccer program

    PubMed Central

    Madsen, Kristine; Thompson, Hannah; Adkins, Amy; Crawford, Yashica

    2013-01-01

    Objective Identifying community-based programs that increase physical activity among diverse youth could yield sustainable tools to reduce obesity and obesity disparities. We sought to evaluate the impact of a community-based after-school soccer and youth development program, America SCORES, on students’ physical activity, weight status, and fitness. Design Cluster-randomized trial. Setting After-school programs in 6 schools within a large urban school district. Participants All 4th and 5th grade students in after-school programs at the study schools were eligible. Intervention 3 schools were randomized to receive the SCORES after-school program, delivered via the train-the-trainer model. Main Outcome Measures Change in minutes of after-school moderate-to-vigorous physical activity (MVPA), fitness (VO2max), and body mass index (BMI) over one school year. Results Participants (n=156) were diverse (42% Latino, 32% Asian, 12% African American) and 76 (49%) had a BMI above the 85th percentile. There were no significant group differences in change in physical activity, fitness or weight status among all students. However, among students with a BMI ≥ 85th percentile, SCORES significantly increased MVPA after school (3.4 mins/day, 95% CI[0.3, 6.5]) and on Saturdays (18.5 mins, 95% CI [3.4, 33.6

  17. Objectively measured physical activity in Danish after-school cares: Does sport certification matter?

    PubMed

    Domazet, S L; Møller, N C; Støckel, J T; Ried-Larsen, M

    2015-12-01

    Inactivity and more sedentary time predominate the daily activity level of many of today's children. In Denmark, certified sport after-school cares have been established in order to increase children's daily physical activity (PA) level. This cross-sectional study aimed to investigate the activity level among participants in certified sport after-school cares vs regular after-school cares. The study was carried out in 2011 in 10 after-school cares (5 sport/5 regular) throughout Denmark, whereof 475 children aged 5-11 years participated. PA level was assessed using Actigraph GT3X and GT3X+ activity monitors worn by the children for at least 8 consecutive days. Anthropometry and cardiorespiratory fitness were measured as well. A multivariate regression analysis was carried out to check for the differences in the PA level across the two care systems. However, there did not appear to be any differences in overall PA or in time-specific day parts (e.g., during after-school care). The activity levels were quite similar across after-school cares and were mutually high during time spent in the care facility.

  18. Of the Helmholtz Club, South-Californian seedbed for visual and cognitive neuroscience, and its patron Francis Crick.

    PubMed

    Aicardi, Christine

    2014-03-01

    Taking up the view that semi-institutional gatherings such as clubs, societies, research schools, have been instrumental in creating sheltered spaces from which many a 20th-century project-driven interdisciplinary research programme could develop and become established within the institutions of science, the paper explores the history of one such gathering from its inception in the early 1980s into the 2000s, the Helmholtz Club, which brought together scientists from such various research fields as neuroanatomy, neurophysiology, psychophysics, computer science and engineering, who all had an interest in the study of the visual system and of higher cognitive functions relying on visual perception such as visual consciousness. It argues that British molecular biologist turned South Californian neuroscientist Francis Crick had an early and lasting influence over the Helmholtz Club of which he was a founding pillar, and that from its inception, the club served as a constitutive element in his long-term plans for a neuroscience of vision and of cognition. Further, it argues that in this role, the Helmholtz Club served many purposes, the primary of which was to be a social forum for interdisciplinary discussion, where 'discussion' was not mere talk but was imbued with an epistemic value and as such, carefully cultivated. Finally, it questions what counts as 'doing science' and in turn, definitions of success and failure-and provides some material evidence towards re-appraising the successfulness of Crick's contribution to the neurosciences.

  19. Of the Helmholtz Club, South-Californian seedbed for visual and cognitive neuroscience, and its patron Francis Crick.

    PubMed

    Aicardi, Christine

    2014-03-01

    Taking up the view that semi-institutional gatherings such as clubs, societies, research schools, have been instrumental in creating sheltered spaces from which many a 20th-century project-driven interdisciplinary research programme could develop and become established within the institutions of science, the paper explores the history of one such gathering from its inception in the early 1980s into the 2000s, the Helmholtz Club, which brought together scientists from such various research fields as neuroanatomy, neurophysiology, psychophysics, computer science and engineering, who all had an interest in the study of the visual system and of higher cognitive functions relying on visual perception such as visual consciousness. It argues that British molecular biologist turned South Californian neuroscientist Francis Crick had an early and lasting influence over the Helmholtz Club of which he was a founding pillar, and that from its inception, the club served as a constitutive element in his long-term plans for a neuroscience of vision and of cognition. Further, it argues that in this role, the Helmholtz Club served many purposes, the primary of which was to be a social forum for interdisciplinary discussion, where 'discussion' was not mere talk but was imbued with an epistemic value and as such, carefully cultivated. Finally, it questions what counts as 'doing science' and in turn, definitions of success and failure-and provides some material evidence towards re-appraising the successfulness of Crick's contribution to the neurosciences. PMID:24384229

  20. FACADE OF THE CLUB MODERNE, SHOWING THE ORIGINAL CURVED CORNER ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    FACADE OF THE CLUB MODERNE, SHOWING THE ORIGINAL CURVED CORNER PROFILE AND TRI-COLOR CARRERE GLASS FACADE. - Anaconda Historic District, Club Moderne, 801 East Park Avenue, Anaconda, Deer Lodge County, MT

  1. KIND Clubs: A Humane Education Innovation That's Working.

    ERIC Educational Resources Information Center

    Finch, Patty

    1990-01-01

    The Kids in Nature's Defense (KIND) Club and the "adopt" a teacher program are described. The importance of animals and the environment is emphasized. Information on how to start a KIND Club is provided. (KR)

  2. Contextual view to north of Burton Park Club House and ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view to north of Burton Park Club House and Amphitheater, taken from adjacent circular drive (135mm lens) - Burton Park, Club House & Amphitheater, Adjacent ot south end of Chestnut Avenue, San Carlos, San Mateo County, CA

  3. Contextual view to northnorthwest of Burton Park Club House and ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view to north-northwest of Burton Park Club House and Amphitheater (90 mm lens). - Burton Park, Club House & Amphitheater, Adjacent ot south end of Chestnut Avenue, San Carlos, San Mateo County, CA

  4. Contextual view to southwest of Burton Park Club House and ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view to southwest of Burton Park Club House and Amphitheater (90mm lens). Pedestals within Amphitheater are supports for bench seating - Burton Park, Club House & Amphitheater, Adjacent ot south end of Chestnut Avenue, San Carlos, San Mateo County, CA

  5. High School Political Clubs--A First Amendment Right

    ERIC Educational Resources Information Center

    Levy, Martin R.

    1977-01-01

    The First and Fourteenth Amendments guarantee that high school students may form political clubs. Such clubs should be recognized by the school unless they prevent others from learning, interrupt class, or violate valid school rules. (Author/IRT)

  6. The Fun and Fancy Book Club (In the Classroom).

    ERIC Educational Resources Information Center

    Rosler, Florence

    1989-01-01

    Outlines the procedures for organizing a book club for elementary level students. Describes how a book club motivates children to read and gives them the opportunity to share, enjoy, and exercise their oral communication skills. (MM)

  7. General view, Belair Bath and Tennis Club, Belair at Bowie, ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    General view, Belair Bath and Tennis Club, Belair at Bowie, Maryland, looking west. - Belair Bath and Tennis Club, Southwest corner of Belair Drive and Tulip Grove Drive, Bowie, Prince George's County, MD

  8. Golf players exhibit changes to grip speed parameters during club release in response to changes in club stiffness.

    PubMed

    Osis, Sean T; Stefanyshyn, Darren J

    2012-02-01

    The influence of golf club stiffness on driving performance is currently unclear, and it is possible that this ambiguity is due in part to golfer adaptation to equipment. The purpose of the current study was to elucidate mechanisms of adaptation to club stiffness, during the golf swing, by employing tendon vibration to distort proprioceptive feedback. Vibration (∼50 Hz, ∼1 mm amplitude) was applied to the upper extremities of 24 golfers using DC motors with eccentric weights. Golfers hit golf balls in a laboratory setting using three clubs of varying shaft stiffness, and club kinematics were recorded using high speed (180 Hz) digital cameras. The results demonstrated significant slowing of the club grip during club release for a high-stiffness shaft with vibration. This suggests that, when proprioceptive feedback is available, players adapt to changes in club stiffness by modifying the release dynamics of the club late in the downswing. PMID:21820748

  9. An Exploration of Recent Club Drug Use among Rave Attendees

    ERIC Educational Resources Information Center

    Yacoubian, George S.; Peters, Ronald J.

    2007-01-01

    Raves are characterized by large numbers of youth dancing for long periods of time and by the use of "club drugs," such as 3, 4-methylenedioxymethamphetamine (MDMA or "ecstasy"). While a small body of research has explored the use of ecstasy and other club drugs (EOCD) among club rave attendees in the United States, we are aware of no studies that…

  10. Evaluation of a Smoking Cessation Club for Young People

    ERIC Educational Resources Information Center

    Jinks, Annette; Linnell, Susan

    2006-01-01

    Purpose: The purpose of the study is to undertake a formative evaluation of a young person's Smokebuster club and to examine how young people's experience of being a club member can be used to inform the club's future development. Design/methodology/approach: After seeking and being granted Local Research Ethics Committee approval to undertake the…

  11. Health Promotion Guidance Activity of Youth Sports Clubs

    ERIC Educational Resources Information Center

    Kokko, Sami; Kannas, Lasse; Villberg, Jari; Ormshaw, Michael

    2011-01-01

    Purpose: This paper aims to clarify the extent to which youth sports clubs guide their coaches to recognise health promotion as a part of the coaching practice. The guidance activity of clubs is seen parallel to internal organisational communication. Design/methodology/approach: A survey of 93 (from 120, 78 per cent) youth sports clubs in Finland…

  12. The 4-H Club Meeting: An Essential Youth Development Strategy

    ERIC Educational Resources Information Center

    Cassels, Alicia; Post, Liz; Nestor, Patrick I.

    2015-01-01

    The club meeting has served as a key delivery method for 4-H programming across the United States throughout its history. A survey of WV 4-H community club members reinforces the body of evidence that the 4-H club meeting is an effective vehicle for delivering positive youth learning opportunities within the umbrella of the Essential Elements of…

  13. Contextual view to northwest of Burton Park Club House and ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view to northwest of Burton Park Club House and Amphitheater. Steps lead up from wings of stage area to club house grade level (135mm lens). - Burton Park, Club House & Amphitheater, Adjacent ot south end of Chestnut Avenue, San Carlos, San Mateo County, CA

  14. The Prevalence and Practices of Academic Library Journal Clubs

    ERIC Educational Resources Information Center

    Young, Philip; Vilelle, Luke

    2011-01-01

    Increased mention of journal clubs in the library literature and the recent creation of clubs at the authors' institutions sparked curiosity about how widespread they are in academic libraries. An online survey announced on library listservs assessed their prevalence and practices. Library journal clubs promote current awareness, analysis skills,…

  15. Redesigning a Club Structure for the 90's.

    ERIC Educational Resources Information Center

    Merrill, Kurt

    The Penn State Outing Club at Pennsylvania State University redesigned operational procedures to better address fiscal, managerial, and leadership development concerns. The student-run club dissolved its old divisional structure, centralized operations, and split into two branches: club officers and the apprentice-style Wilderness Instructional…

  16. Power and control in gay strip clubs.

    PubMed

    DeMarco, Joseph R G

    2007-01-01

    The gay strip club is a place in which more than displays of male beauty take place. The mix of customers, performers, liquor, and nudity results in fascinating dynamics. Of interest in this article are the power relationships and issues of control played out both among and between strippers and customers. Based on extensive participant observation conducted in eight cities and numerous bars/clubs and including more than 150 in-depth interviews, this article concerns just one aspect of the world of male strippers who perform for men. PMID:18019071

  17. Hands-on optics: an informal science education initiative

    NASA Astrophysics Data System (ADS)

    Johnson, Anthony M.; Pompea, Stephen M.; Arthurs, Eugene G.; Walker, Constance E.; Sparks, Robert T.

    2007-09-01

    The project is collaboration between two scientific societies, the Optical Society of America (OSA) and SPIE - The International Society for Optical Engineering and the National Optical Astronomy Observatory (NOAO). The program is designed to bring science education enrichment to thousands of underrepresented middle school students in more than ten states, including female and minority students, who typically have not been the beneficiaries of science and engineering resources and investments. HOO provides each teacher with up to six activity modules, each containing enough materials for up to 30 students to participate in 6-8 hours of hands-on optics-related activities. Sample activities, developed by education specialists at NOAO, include building kaleidoscopes and telescopes, communicating with a beam of light, and a hit-the-target laser beam challenge. Teachers engage in two days of training and, where possible, are partnered with a local optics professional (drawn from the local rosters of SPIE and OSA members) who volunteers to spend time with the teacher and students as they explore the module activities. Through these activities, students gain experience and understanding of optics principles, as well as learning the basics of inquiry, critical thinking, and problem solving skills involving optics, and how optics interfaces with other disciplines. While the modules were designed for use in informal after- school or weekend sessions, the number of venues has expanded to large and small science centers, Boys and Girls Clubs, Girl Scouts, summer camps, family workshops, and use in the classroom.

  18. Constitutional Law--State Action--Golden v. Biscayne Bay Yacht Club: Preventing Discrimination by Private Clubs

    ERIC Educational Resources Information Center

    Patrick, Michael W.

    1976-01-01

    Although the Supreme Court has refrained from answering whether the membership policies of private clubs can be attacked on state action grounds, the Fifth Circuit Court of Appeals held in the affirmative in Golden v. Biscayne Bay Yacht Club. It ruled that leasing publicly owned bay bottom land to a yacht club constituted sufficient state…

  19. GUIDE FOR SELF-EXAMINATION AND PLANNING, THE CLUB ANALYSIS PROGRAM OF INDUSTRIAL MANAGEMENT CLUBS OF THE YMCA.

    ERIC Educational Resources Information Center

    MEYER, WILLIAM F.

    THIS GUIDE PROVIDES A QUESTION AND ANSWER METHOD IN WHICH LEADERS OF INDUSTRIAL MANAGEMENT CLUBS (IMC) MAY EVALUATE CLUB PROGRESS AND ACCOMPLISHMENTS. A REPORT OF A NATIONAL STUDY MADE BY GEORGE WILLIAMS COLLEGE ON I.M.C. MEMBERS AND THEIR ATTITUDES TOWARD CLUB PROGRESS IS PROVIDED AS A GUIDE FOR GATHERING INFORMATION. A SMALL CORE STEERING…

  20. After-school supervision and adolescent cigarette smoking: contributions of the setting and intensity of after-school self-care.

    PubMed

    Mott, J A; Crowe, P A; Richardson, J; Flay, B

    1999-02-01

    This paper looks at the independent contributions of the setting and the intensity of after-school self-care to the cigarette smoking behaviors of 2352 ninth graders. We controlled for a variety of correlates of adolescent cigarette smoking that have not been accounted for in existing research. Results indicated that the intensity of the self-care experience was significantly associated with adolescent smoking behavior irrespective of the typical setting of the adolescents' after-school activities. Our findings also indicated that a nonpermissive parenting style, family rule-setting about cigarettes, and especially, in absentia parental monitoring may reduce the likelihood of cigarette smoking among latchkey and nonlatchkey adolescents alike. However, latchkey youth were not any more sensitive to these aspects of parenting than other adolescents. This is consistent with the notion that targeting these aspects of the home lives of all adolescents has the potential to reduce smoking behaviors among latchkey as well as nonlatchkey children.

  1. Implementing a successful journal club in an anesthesiology residency program.

    PubMed

    Pitner, Nathaniel D; Fox, Chris A; Riess, Matthias L

    2013-01-01

    Journal clubs are an integral element of residency training. We report the successful implementation of a monthly structured journal club in our anesthesia residency program. Based on resident surveys before and one year after its start, the journal club led to a significantly higher confidence in how to critically appraise literature and present a manuscript. The journal club also improved the residents' ability to search the literature and their statistical knowledge, skills that are essential in the practice of evidence-based medicine. We describe key features that may aid other training programs in organizing a stimulating an educational and sustainable journal club. PMID:24358844

  2. Of the Helmholtz Club, South-Californian seedbed for visual and cognitive neuroscience, and its patron Francis Crick

    PubMed Central

    Aicardi, Christine

    2014-01-01

    Taking up the view that semi-institutional gatherings such as clubs, societies, research schools, have been instrumental in creating sheltered spaces from which many a 20th-century project-driven interdisciplinary research programme could develop and become established within the institutions of science, the paper explores the history of one such gathering from its inception in the early 1980s into the 2000s, the Helmholtz Club, which brought together scientists from such various research fields as neuroanatomy, neurophysiology, psychophysics, computer science and engineering, who all had an interest in the study of the visual system and of higher cognitive functions relying on visual perception such as visual consciousness. It argues that British molecular biologist turned South Californian neuroscientist Francis Crick had an early and lasting influence over the Helmholtz Club of which he was a founding pillar, and that from its inception, the club served as a constitutive element in his long-term plans for a neuroscience of vision and of cognition. Further, it argues that in this role, the Helmholtz Club served many purposes, the primary of which was to be a social forum for interdisciplinary discussion, where ‘discussion’ was not mere talk but was imbued with an epistemic value and as such, carefully cultivated. Finally, it questions what counts as ‘doing science’ and in turn, definitions of success and failure—and provides some material evidence towards re-appraising the successfulness of Crick’s contribution to the neurosciences. PMID:24384229

  3. Neuroscience Club in SKKK3 and SMSTMFP: The Brain Apprentice Project.

    PubMed

    Mohd Ibrahim, Seri Dewi; Muda, Mazinah

    2015-01-01

    Sekolah Menengah Sains Tengku Muhammad Faris Petra (SMSTMFP) and Sekolah Kebangsaan Kubang Kerian (3) (SKKK3) were selected by the Department of Neurosciences, Universiti Sains Malaysia (USM), in 2011 to be a 'school-based Neuroscience Club' via the 'Knowledge Transfer Programme (KTP) - Community' project. This community project was known as "The Brain Apprentice Project". The objectives of this project were to promote science and the neurosciences beyond conventional classroom teachings whilst guiding creativity and innovation as well as to assist in the delivery of neuroscience knowledge through graduate interns as part of the cultivation of neuroscience as a fruitful future career option. All of the planned club activities moulded the students to be knowledgeable individuals with admirable leadership skills, which will help the schools produce more scientists, technocrats and professionals who can fulfil the requirements of our religion, race and nation in the future. Some of the activities carried out over the years include the "My Brain Invention Competition", "Mini Brain Bee Contest", "Recycled Melody" and "Brain Dissection". These activities educated the students well and improved their confidence levels in their communication and soft skills. The participation of the students in international-level competition, such as the "International Brain Bee", was one of the ways future professionals were created for the nation. The implementation of Neuroscience Club as one of the organisations in the school's cocurriculum was an appropriate step in transferring science and neuroscience knowledge and skills from a higher education institution, namely USM, to both of the schools, SMSTMFP and SKKK3. The club members showed great interest in all of the club's activities and their performance on the Ujian Pencapaian Sekolah Rendah (UPSR) or Primary School Achievement Test and Sijil Pelajaran Malaysia (SPM) or Malaysian Certificate of Education examinations improved

  4. The Academic Clubs: Theory to Practice

    ERIC Educational Resources Information Center

    Bicknell, Noel

    2010-01-01

    The Lab School of Washington (LSW) uses a unique approach to teaching social studies and humanities content. As part of its arts-driven lower school program, each child spends 40 minutes a day in dedicated rooms that simulate a specific historical time and place. Called "academic clubs," teachers use these spaces to teach thematic, arts-based,…

  5. Dr. von Braun Visits Huntsville Boys Club

    NASA Technical Reports Server (NTRS)

    1961-01-01

    Dr. von Braun, Director of Marshall Space Flight Center (MSFC) and chairman of this year's United Givers Fund (UGF) drive at MSFC, takes time out from the problems of sending a man to the Moon to talk baseball with 11-year-old Randy Smith at the Huntsville Boys Club.

  6. Hunt Club Satellite Center Three Part Analysis.

    ERIC Educational Resources Information Center

    Seminole Community Coll., Sanford, FL.

    Consisting primarily of data tables and charts, this report on the Hunt Club Center (HCC) at Seminole Community College (SCC) in Sanford, Florida, presents information on course offerings and full-time equivalency (FTE) production for academic years 1987-88 through 1991-92; HCC area demographics; and student characteristics during fall terms 1990…

  7. New Methods for an Undergraduate Journal Club

    ERIC Educational Resources Information Center

    Clark, Jordan M.; Rollins, Adam W.; Smith, Philip

    2014-01-01

    Journal clubs have been used to advance students' scientific skills beyond basic knowledge and comprehension, but students often view the traditional format of analyzing reported data and experimental design as laborious and intimidating. As such, the traditional approach can diminish student engagement and enthusiasm for the value of…

  8. Topics for Mathematics Clubs. Second Edition.

    ERIC Educational Resources Information Center

    Dalton, LeRoy C., Ed.; Snyder, Henry D., Ed.

    One of the main purposes of a mathematics club is to provide the opportunity for students to study exciting topics in mathematics not ordinarily discussed in the classroom. Each of the 10 chapters in this booklet is a collection of related subtopics. Each idea is presented and discussed; bibliographies then suggest in-depth reading. The chapters…

  9. Clubs Reach Urban Middle Level Students.

    ERIC Educational Resources Information Center

    Hale, Rosalind P.

    1993-01-01

    When busing limits number of afternoon activities and students do not seem interested anyway, principals must look for opportunities during day to involve students. One inner-city middle-school principal helped teachers initiate program of morning clubs and assemblies to increase student self-esteem and encourage student and parent involvement…

  10. Making a Computer Club, Making a Community.

    ERIC Educational Resources Information Center

    Gillingham, M.; Youniss, E.

    2000-01-01

    Describes the development of a computer club at an inner city elementary school in Chicago. Discusses the sense of community that grew; parent involvement; scaffold learning; self-control; community service; difficulties in creating a sustainable innovation; and possible future directions. (Contains 11 references.) (LRW)

  11. Radio Clubs of Niger: September, 1972.

    ERIC Educational Resources Information Center

    McAnany, Emile G.

    The Radio Club Association of Niger (ARCN) is a private agency and has been in operation for ten years under the guidance of the radio section of the Ministry of Information. The primary objective of this project is not the assimilation of information but the growth in awareness of their situation by local people. Most of the program therefore…

  12. "PTL Club" Viewer Uses and Gratifications.

    ERIC Educational Resources Information Center

    Abelman, Robert

    1989-01-01

    Examines patterns of television viewing and viewing motivations for the "PTL Club" in light of the recent PTL scandal. Extracts the ritualized user and a modified version (curious consumer) of the instrumental user only. Discusses implications for the future of religious television. (SR)

  13. Operations Course Icebreaker: Campus Club Cupcakes Exercise

    ERIC Educational Resources Information Center

    Snider, Brent; Southin, Nancy

    2016-01-01

    Campus Club Cupcakes is an in-class "introduction to operations management" experiential learning exercise which can be used within minutes of starting the course. After reading the one-page mini case, students are encouraged to meet each other and collaborate to determine if making and selling cupcakes to fellow business students would…

  14. Adventures in Rocket Science. EG-2007-12-179-MSFC

    ERIC Educational Resources Information Center

    Huegele, Vince; Hill, Kristy; Terry, Brenda

    2008-01-01

    This guide was prepared as a tool useful for informal education venues (4-H, Boys and Girls Clubs, Boy Scouts, Girl Scouts, etc.), science clubs and related programs, and can be adopted for formal education settings. An exciting and productive study in rocket science can be implemented using the selected activities for the above-mentioned…

  15. Experiences in after-school programs and children's adjustment in first-grade classrooms.

    PubMed

    Pierce, K M; Hamm, J V; Vandell, D L

    1999-01-01

    The experiences of 150 children in after-school programs were examined in relation to performance in first grade. Three aspects of program experiences (emotional climate, quality of peer interactions, and program curriculum) were associated with the children's concurrent adjustment at school, controlling for family selection factors. Staff positivity in the after-school programs was associated with boys displaying fewer internalizing and externalizing problems, whereas staff negativity was related to boys obtaining poorer grades in reading and math. Program flexibility was associated with boys having better social skills. More frequent negative interactions with peers in the programs were related to more internalizing and externalizing problems, and poorer social skills at school. Boys who attended programs offering a larger number of different activities had more internalizing and externalizing problems, and poorer grades in reading and math. After-school experiences also were related to girls' behaviors, but associations were less apparent for girls than boys.

  16. Building Resilience After School for Early Adolescents in Urban Poverty: Open Trial of Leaders @ Play.

    PubMed

    Frazier, Stacy L; Dinizulu, Sonya Mathies; Rusch, Dana; Boustani, Maya M; Mehta, Tara G; Reitz, Kristin

    2015-11-01

    Leaders @ Play is a park after-school program for urban middle school youth designed to leverage recreational activities for social emotional learning. Mental health and park staff co-facilitated sports and games to teach and practice problem solving, emotion regulation, and effective communication. Additional practice occurred during multi-family groups and summer internships as junior camp counselors. We examined feasibility and promise via an open trial (n = 3 parks, 46 youth, 100 % African American, 100 % low-income, 59 % female, M = 13.09 years old). Improvements in social skills and reductions in problem behaviors lend support to after school programs as a space for mental health promotion. PMID:25425012

  17. A Journal Club Workshop that Teaches Undergraduates a Systematic Method for Reading, Interpreting, and Presenting Primary Literature

    ERIC Educational Resources Information Center

    Robertson, Katherine

    2012-01-01

    For success after graduation, science undergraduates must master a number of skills such as scientific literacy (interpretation and evaluation of primary research articles) and effective communication. Many researchers have recognized the benefits of journal clubs in developing such skills, and a large body of literature describes how they may be…

  18. Four Cases of a Sociocultural Approach to Mobile Learning in "La Clase Mágica," an Afterschool Technology Club

    ERIC Educational Resources Information Center

    Prieto, Linda; Arreguín-Anderson, María G.; Yuen, Timothy T.; Ek, Lucila D.; Sánchez, Patricia; Machado-Casas, Margarita; García, Adriana

    2016-01-01

    This paper presents four projects in which mobile devices are used to support authentic learning in an afterschool technology club, "La Clase Mágica" (LCM@UTSA), designed to motivate underrepresented elementary school children in science, technology, engineering, and mathematics. The implementation of mobile devices into our LCM@UTSA is…

  19. Beyond the Classroom: The Potential of After School Programs to Engage Diverse High School Students in the Geosciences

    NASA Astrophysics Data System (ADS)

    Pickering, J.; Briggs, D. E.; Alonzo, J.

    2011-12-01

    Over the last decade many influential reports on how to improve the state of STEM education in the United States have concluded that students need exciting science experiences that speak to their interests - beyond the classroom. High school students spend only about one third of their time in school. After school programs are an important opportunity to engage them in activities that enhance their understanding of complex scientific issues and allow them to explore their interests in more depth. For the last four years the Peabody Museum, in partnership with Yale faculty, other local universities and the New Haven Public Schools, has engaged a diverse group of New Haven teens in an after school program that provides them with multiple opportunities to explore the geosciences and related careers, together with access to the skills and support needed for college matriculation. The program exposes 100 students each year to the world of geoscience research; internships; the development of a Museum exhibition; field trips; opportunities for paid work interpreting geoscience exhibits; mentoring by successful college students; and an introduction to local higher education institutions. It is designed to address issues that particularly influence the college and career choices of students from communities traditionally underrepresented in STEM. Independent in-depth evaluation, using quantitative and qualitative methods, has shown that the program has enormous positive impact on the students. Results show that the program significantly improves students' knowledge and understanding of the geosciences and geoscience careers, together with college and college preparation. In the last two years 70% - 80% of respondents agreed that the program has changed the way they feel about science, and in 2010/11 over half of the students planned to pursue a science degree - a considerable increase from intentions voiced at the beginning of the program. The findings show that the

  20. Breakfast Clubs: Starting the Day in a Positive Way

    PubMed Central

    Graham, Pamela Louise; Russo, Riccardo; Defeyter, Margaret Anne

    2015-01-01

    Breakfast clubs are widely promoted as having a beneficial impact on children’s behavior at the start of the school day, which can be conducive to their learning within the classroom. However, the few available studies that have considered the impact of breakfast club attendance on children’s behavior have yielded mixed results and no studies to date have directly observed children’s behavior within the breakfast club setting. Using a combination of real-time observation and filmed breakfast club footage, the aims of the current study were to: (1) devise a set of observational criteria appropriate for use in the breakfast club setting; (2) investigate the occurrence of both positive and negative behaviors. A sample of 30 children aged between 3 and 11 years were recruited from 3, opportunistically sampled primary school breakfast clubs in the North East of England, UK. The behaviors they displayed within the breakfast club setting on two separate days were observed and coded for subsequent analysis. Results of the investigation showed that children’s behavior could be classified into three positive and three negative behavioral categories. Using these categories to code children’s behavior as they engaged in breakfast club showed that children displayed more positive than negative behaviors within the breakfast club setting and this was the case regardless of the type of activity (i.e., quiet or boisterous) children were involved in. Findings are discussed in relation to breakfast club policy, implementation, and evaluation. PMID:26217653

  1. Impact of After-School Nutrition Workshops in a Public Library Setting

    ERIC Educational Resources Information Center

    Freedman, Marjorie R.; Nickell, Audrey

    2010-01-01

    Objective: To determine if after-school nutrition workshops conducted in public libraries were related to lasting changes in food choice. Methods: "Snack Smart" workshops, based on Social Cognitive Theory, were conducted in 8 branch libraries (49 ethnically diverse children, ages 9 to 14) to assess changes in consumption of targeted food items by…

  2. Local Knowledge and Digital Movie Composing in an After-School Literacy Program

    ERIC Educational Resources Information Center

    Brass, Jory J.

    2008-01-01

    A Latino teenager participated in an after school digital movie composing program called the Technology and Literacy Project. As a student of color previously identified as at risk for school failure, Horatio's case speaks to a common discrepancy highlighted in sociocultural literacy scholarship. He was competent and engaged with numerous…

  3. After-School Care as Investment in Human Capital--From Policy to Practices

    ERIC Educational Resources Information Center

    Strandell, Harriet

    2013-01-01

    After-school reform in Finland is analysed as a case of state intervention in childhood and of inscribing political goals in an activity with children. The paper asks what understandings of children and childhood are communicated in and through the reform and its dispersed implementation. Theoretically, the paper is informed by new ways of…

  4. Youth and Lifelong Education: After-School Programmes as a Vital Component of Lifelong Education Infrastructure

    ERIC Educational Resources Information Center

    Lauzon, Allan C.

    2013-01-01

    This paper argues that after-school programmes need to be considered an essential part of lifelong learning infrastructure, particularly in light of the dominance of the economic discourse in both lifelong learning literature and the initial schooling literature. The paper, which is based upon existing literature, begins by providing an overview…

  5. Youth Development Practitioners and Their Relationships in Schools and After-School Programs

    ERIC Educational Resources Information Center

    Noam, Gil G.; Bernstein-Yamashiro, Beth

    2013-01-01

    This article examines the kinds of relationships that nonteacher educators, especially youth development practitioners working in after-school settings, have with students. It addresses the fact that these adults in schools have an explicit youth-oriented and relational approach, find out many productive and anxiety-provoking facts about their…

  6. Children and Media outside the Home: Playing and Learning in After-School Care

    ERIC Educational Resources Information Center

    Vered, Karen Orr

    2008-01-01

    Karen Orr Vered demonstrates how children's media play contributes to their acquisition of media literacy. Theorizing after-school care as intermediary space, a large-scale ethnographic study informs this theory-rich and practical discussion of children's media use beyond home and classroom.

  7. After-School Programs as a Prosocial Setting for Bonding between Peers

    ERIC Educational Resources Information Center

    Wright, Robin; John, Lindsay; Duku, Eric; Burgos, Giovani; Krygsman, Amanda; Esposto, Charlene

    2009-01-01

    This study reports on the longitudinal analysis of a structured after-school arts program for Canadian youth, ages 9 to 15 years, from low-income communities where the relationship of peer social support, family interactions, and psychosocial outcomes is evaluated. Multi-level growth curve analyses suggest an increase in prosocial development with…

  8. Rural After-School Child Care: A Demonstration Project in a Remote Mining Community.

    ERIC Educational Resources Information Center

    Neufeld, Jerry; And Others

    1995-01-01

    In rural northeast Nevada, the University of Nevada Cooperative Extension and Lander County School District collaborated to develop and administer an after-school program for at-risk elementary students that provided care, homework sessions, and life skills education. Results included increased community support for such programs and improvements…

  9. Critical Characteristics of Successful After-School Programs: An Evaluation of the 21st Century Initiative.

    ERIC Educational Resources Information Center

    Kraft, Nancy P.

    With the recent U.S. Department of Education's 21st Century Initiative there has been a proliferation of after-school programs emerging in rural, suburban, and urban school communities across the country. Although these programs are financially supported through the federal government, the grants are only funded for a 3-year period. Given the…

  10. Community Partnership to Address Snack Quality and Cost in After-School Programs

    ERIC Educational Resources Information Center

    Beets, Michael W.; Tilley, Falon; Turner-McGrievy, Gabrielle; Weaver, Robert G.; Jones, Sonya

    2014-01-01

    Background: Policies call on after-school programs (ASPs) to serve more nutritious snacks. A major barrier for improving snack quality is cost. This study describes the impact on snack quality and expenditures from a community partnership between ASPs and local grocery stores. Methods: Four large-scale ASPs (serving ~500 children, aged 6-12?years,…

  11. After-School Tutoring for Reading Achievement and Urban Middle School Students

    ERIC Educational Resources Information Center

    Nelson-Royes, Andrea M.; Reglin, Gary L.

    2011-01-01

    This research study's purpose or theme was to qualitatively investigate the reading component of a private after-school tutoring program that offered academic assistance to eighth-grade students. The problem with reading is many urban middle school students have poor reading skills and do not perform well on reading standardized tests. Relative to…

  12. Safe and Smart: Making the After-School Hours Work for Kids.

    ERIC Educational Resources Information Center

    Pederson, Julie; de Kanter, Adriana; Bobo, Lynson Moore; Weinig, Katrina; Noeth, Kristyn

    After-school programs provide wide-ranging benefits to children, their families, and the whole community. This report focuses on the benefits children receive: increased safety, reduced risk-taking, and improved learning. Quality afterschool programs keep kids out of trouble, prevent crime, juvenile delinquency, school vandalism, and violent…

  13. After-School Program Engagement: Links to Child Competence and Program Quality and Content

    ERIC Educational Resources Information Center

    Mahoney, Joseph L; Parente, Maria E.; Lord, Heather

    2007-01-01

    This 2-year study assessed program-level differences in after-school program (ASP) engagement in relation to child competencies (effectance motivation, social competence, school grades) and program quality and content. Participants were 141 children (M age = 8.4 years) who attended 9 ASPs in an urban, disadvantaged city in the United States.…

  14. The Development of After-School Program Educators through University-Community Partnerships

    ERIC Educational Resources Information Center

    Mahoney, Joseph L.; Levine, Mark D.; Hinga, Briana

    2010-01-01

    Participation in after-school programs (ASPs) "can" positively affect the development of young people. However, "whether" ASPs are beneficial depends on program quality. Although many factors influence the quality of a program, the competencies of adult staff who lead ASPs are a critical determinant. Unfortunately, ASP staff members often do not…

  15. Effects of Participation in after-School Programs for Middle School Students: A Randomized Trial

    ERIC Educational Resources Information Center

    Gottfredson, Denise; Cross, Amanda Brown; Wilson, Denise; Rorie, Melissa; Connell, Nadine

    2010-01-01

    This study assessed the effects of attending an after-school program (ASP) on a range of outcomes for middle school youths. The program operated for 9 hr per week for 30 weeks and included attendance monitoring and reinforcement, academic assistance, a prevention curriculum, and recreational programming. Participants were 447 students randomly…

  16. Fidelity in After-School Program Intervention Research: A Systematic Review

    ERIC Educational Resources Information Center

    Maynard, Brandy R.; Peters, Kristen E.; Vaughn, Michael G.; Sarteschi, Christine M.

    2014-01-01

    Over the past 2 decades, the number of after-school programs (ASP) and the number of students attending ASPs has markedly increased. Although several reviews and meta-analyses have examined the outcomes of ASPs, ASP intervention study reviews have not specifically examined intervention fidelity. Establishing intervention fidelity is critically…

  17. Principals and After-School Programs: A Survey of PreK-8 Principals.

    ERIC Educational Resources Information Center

    2001

    Changing dynamics of the American family is putting pressure on public schools to provide after-school programs (ASPs). These programs can help children learn positive social skills and receive help with academic subjects in safe, caring, and enjoyable environments. This report provides analysis of a survey of 800 public school principals that was…

  18. Suicide Ideation among Participants in an After-School Program: A Convenience Sample

    ERIC Educational Resources Information Center

    Yang, Raymond K.; Burrola, Kimberly S.; Bryan, Carey H.

    2009-01-01

    This exploratory study examined differences between elementary-age youth who have considered suicide and their peers using a data set that was collected from elementary school-age children (N = 51) who participated in an after-school program. Data were collected using a standardized survey assessing daily activities, social support, self-esteem,…

  19. Predisposing, Reinforcing and Enabling Predictors of Middle School Children's After-School Physical Activity Participation

    ERIC Educational Resources Information Center

    King, Kristi M.; Ogletree, Roberta J.; Fetro, Joyce V.; Brown, Stephen L.; Partridge, Julie A.

    2011-01-01

    Children's participation in after-school physical activity can attenuate the overweight and obesity rates among rural, low socioeconomic status (SES) children. Children's individual determination, as well as social and environmental factors, can influence their behaviors. Purpose: The purposes of this study were to determine if a difference…

  20. Youth Historians in Harlem: An After-School Blueprint for History Engagement through the Historical Process

    ERIC Educational Resources Information Center

    Goldenberg, Barry M.

    2016-01-01

    This manuscript, written with the educator in mind, describes the Youth Historians in Harlem (YHH) program, a twenty-week after-school history program that engaged urban students in history by immersing them in aspects of the historical process. Throughout the program, a group of Black male high school students were apprenticed as historical…

  1. Handbook of Policies and Procedures for Before-and-After-School Child Care Staff.

    ERIC Educational Resources Information Center

    1991

    This handbook, which is provided by the Adel-Desoto Community School District for new staff members, covers all aspects of the before-and-after-school child care program, including: (1) the school itself (facilities and equipment); (2) the staff (employment qualifications, requirements, and classifications; policies regarding conduct, appearance,…

  2. The Impact of After-School Programs on Educational Equality and Private Tutoring Expenses

    ERIC Educational Resources Information Center

    Bae, Sanghoon; Oh, Hunseok; Kim, Hyunchul; Lee, Cheolwon; Oh, Beomho

    2010-01-01

    The purpose of this study was to examine how the implementation of after-school programs in Korea's public schools is related to educational equality and private tutoring expenses. The analyzed data was from the Survey on the Status of Private Tutoring and the Study of the Policy Measures to Reduce Private Tutoring Expenses conducted by KEDI…

  3. Experiences in After-School Programs and Children's Adjustment in First-Grade Classrooms.

    ERIC Educational Resources Information Center

    Pierce, Kim M.; Hamm, Jill V.; Vandell, Deborah Lowe

    1999-01-01

    Related children's experience in after-school programs to first grade performance. Found that staff positivity was associated with fewer boys' behavior problems, whereas staff negativity was related to boys' poorer reading/math grades. Program flexibility was associated with better boys' social skills. More frequent negative peer interactions in…

  4. Making Games after School: Participatory Game Design in Non-Formal Learning Environments

    ERIC Educational Resources Information Center

    Clark, Kevin; Brandt, Jami; Hopkins, Rhonda; Wilhelm, Jason

    2009-01-01

    Participatory design principles were used with primarily African-American and Latino children in the Washington, DC area in the development of sports-themed digital game prototypes in an after-school program. The three stages in participatory design are the discovery stage, the evaluative stage, and prototyping. Within the participatory design…

  5. A Conceptual Model for Training After-School Program Staffers to Promote Physical Activity and Nutrition

    ERIC Educational Resources Information Center

    Weaver, Robert Glenn; Beets, Michael W.; Webster, Collin; Beighle, Aaron; Huberty, Jennifer

    2012-01-01

    Background: After-school programs (ASPs, 3 pm to 6 pm) have been called upon to increase the amount of daily physical activity children accumulate and improve the nutritional quality of the snacks served. To this end, state and national physical activity and nutrition (PAaN) policies have been proposed. Frontline staff who directly interact with…

  6. Inner-City Youths Helping Children: After-School Programs to Promote Bonding and Reduce Risk.

    ERIC Educational Resources Information Center

    O'Donnell, Julie; Michalak, Elizabeth A.; Ames, Ellen B.

    1997-01-01

    Describes an after-school program in which 54 youth mentors worked with 584 elementary and middle-school children in small groups over a two-year period. Focuses on bonding, prosocial norms, peer influence, participant characteristics, service features, and other factors. Outcomes suggest that the program benefitted both children and mentors. (RJM)

  7. Gaining Ground: Supporting English Learners through After-School Literacy Programming

    ERIC Educational Resources Information Center

    Goldsmith, Julie; Jucovy, Linda; Arbreton, Amy

    2008-01-01

    This brief presents findings that demonstrate a relationship between key approaches in Communities Organizing to Advance learning (CORAL), an eight-year, $58 million after-school initiative of The James Irvine Foundation, and the academic progress of English learners. Reported findings include: (1) Children who participated in CORAL fit the…

  8. After-School Toolkit: Tips, Techniques and Templates for Improving Program Quality

    ERIC Educational Resources Information Center

    Gutierrez, Nora; Bradshaw, Molly; Furano, Kathryn

    2008-01-01

    This toolkit offers program managers a hands-on guide for implementing quality programming in the after-school hours. The kit includes tools and techniques that increased the quality of literacy programming and helped improve student reading gains in the Communities Organizing Resources to Advance Learning (CORAL) initiative of The James Irvine…

  9. Advancing Achievement: Findings from an Independent Evaluation of a Major After-School Initiative

    ERIC Educational Resources Information Center

    Arbreton, Amy; Sheldon, Jessica; Bradshaw, Molly; Goldsmith, Julie

    2008-01-01

    This report presents outcomes from Public/Private Ventures research on CORAL, an eight-year, $58 million after-school initiative of The James Irvine Foundation. Findings described in the report demonstrate the relationship between high-quality literacy programming and academic gains and underscore the potential role that quality programs may play…

  10. To Teach: Discovering the Career Path from After-School to the Teaching Profession

    ERIC Educational Resources Information Center

    Klein Williams, Marcella

    2012-01-01

    The education system in California currently faces three major challenges--teacher shortage, lack of diversity in the teacher population in terms of gender and ethnicity, and a need for more effective teachers. After school programs have the potential of addressing all these challenges in a cost-effective manner. However, for these programs to…

  11. Parent Perceptions of Factors Influencing After-School Physical Activity of Children with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Obrusnikova, Iva; Miccinello, Dannielle L.

    2012-01-01

    The study assessed parental perceptions of the benefits of physical activity (PA) and the factors that influence participation of children with autism spectrum disorders in PA after school. Data were collected from 103 parents using an online open-ended questionnaire and focus-group interviews. Data were analyzed using a socioecological model.…

  12. Fidelity in After-School Program Intervention Research: A Systematic Review

    ERIC Educational Resources Information Center

    Maynard, Brandy R.; Peters, Kristen E.; Vaughn, Michael G.; Sarteschi, Christine M.

    2013-01-01

    Objective: This study examined whether and to what extent researchers addressed intervention fidelity in research of after-school programs serving at-risk students. Method: Systematic review procedures were used to search, retrieve, select, and analyze studies for this review. Fifty-five intervention studies were assessed on the following…

  13. A Community-Based Volunteer After-School Activity Program Created for Middle School Students.

    ERIC Educational Resources Information Center

    Greaser, Thomas C., Jr.

    This practicum was designed to provide an after-school activity program to middle school students not engaged in interscholastic sports. Utilizing community volunteers, an enrichment-prevention program that featured 19 different activities in 2 class sessions per week over a 10-week period was developed and implemented. Activities included…

  14. After-School Pursuits: An Examination of Outcomes in the San Francisco Beacon Initiative

    ERIC Educational Resources Information Center

    Walker, Karen E.; Arbreton, Amy J.A.

    2004-01-01

    The San Francisco Beacon Initiative (SFBI) has been in effect in the San Francisco Unified School District since 1996. A collaboration of public and private funders, SFBI operates comprehensive after-school programs in six middle schools, one elementary school and one high school. Public/Private Ventures' (P/PV's) evaluation found that SFBI…

  15. Whole Grains and Food Fun in an After-School Program

    ERIC Educational Resources Information Center

    Gilboy, Mary Beth

    2009-01-01

    Programs in community-based, after-school settings are ideal to teach children about healthy eating. Objectives: After completing this Whole Grains & Food Fun lesson, children will be able to: (1) list at least two benefits of eating more whole grains, (2) demonstrate skills involved in child-friendly, basic food preparation, and (3) choose a…

  16. Putting It All Together: Guiding Principles for Quality After-School Programs Serving Preteens

    ERIC Educational Resources Information Center

    Metz, Rachel A.; Goldsmith, Julie; Arbreton, Amy J. A.

    2008-01-01

    Successfully navigating early adolescence depends, in large part, on the availability of safe and engaging activities and supportive relationships with adults, yet many preteens have limited access to positive supports and opportunities such as high-quality after-school programs that could put them on a path to success. Funders, policymakers and…

  17. Informal Engineering Education after School: Employing the Studio Model for Motivation and Identification in STEM Domains

    ERIC Educational Resources Information Center

    Schnittka, Christine G.; Brandt, Carol B.; Jones, Brett D.; Evans, Michael A.

    2012-01-01

    Studio STEM adopts a design studio model to provide middle school youth with the opportunity to work with peers and college student facilitators after school in a relaxed, non-threatening, collaborative environment. Two informal learning educators guided overall instruction and pacing, but youth directed their own step-by-step activities by…

  18. Making the Match: Finding Funding for after School Education and Safety Programs

    ERIC Educational Resources Information Center

    Sandel, Kate; Hayes, Cheryl; Anuszkiewicz, Brittany; Cohen, Carol; Deich, Sharon

    2007-01-01

    This guide aims to help California leaders in schools, school districts, and community-based organizations meet the After School Education and Safety (ASES) Program matching requirement and secure funding. This guide is filled with practical information on how to attract and work with school and community partners; how to adopt a strategic…

  19. Developing Competent Youth and Strong Communities through After-School Programming.

    ERIC Educational Resources Information Center

    Danish, Steven J., Ed.; Gullotta, Thomas P., Ed.

    Noting the renewed attention given to community efforts supporting after-school activities to promote social competence in its youth, this book examines the concepts of play and rites of passage for youth. The book also discusses the contributions of various types of activities on youth social competency, presents a variety of perspectives for…

  20. Advantages of Gardening as a Form of Physical Activity in an After-School Program

    ERIC Educational Resources Information Center

    Phelps, Joshua; Hermann, Janice R.; Parker, Stephany P.; Denney, Barbara

    2010-01-01

    Children who normally abstain from physical activity may view gardening as a viable non-competitive alternative. The study reported here evaluated the effect of an Oklahoma Cooperative Extension Service after-school gardening program on self-reported physical activity level of children in 3rd through 5th grade using the ACTIVITY self-report…

  1. The Effects of After-School Program Participation on Mathematics Achievement: The Case of LA's BEST

    ERIC Educational Resources Information Center

    Chinen, Marjorie Harue

    2010-01-01

    This dissertation studies the short-term effects of attending an after-school program (i.e., LA's BEST) on student mathematic achievement. The effects of one, two and three years of participation are studied, as well as the extent to which the magnitude of these effects varies across grades in which participation occurs, and the extent to which…

  2. After-School Program Implementation in Urban Environments: Increasing Engagement among Adolescent Youth

    ERIC Educational Resources Information Center

    Pelcher, Allison; Rajan, Sonali

    2016-01-01

    Background: After-school programs (ASPs) play a crucial role in supplementing the present school day. However, implementing ASPs in the urban environment and among adolescents (grades 6-12) poses unique challenges. The purpose of this study was to conduct a systematic literature review to identify evidence-based barriers and facilitators to…

  3. Parents' and Children's Perceptions of the Keep It Moving! After-School Physical Activity Program

    ERIC Educational Resources Information Center

    Behrens, Timothy K.; Wegner, Rebekah L.; Miller, Daniel J.; Liebert, Mina L.; Smith, Jennifer Howard

    2015-01-01

    After-school PA programs have been used as an outlet to help children increase PA levels. To attract children and their parents, it is important to understand perceptions about programs. With child and parent input, researchers and practitioners will better be able to increase PA with activities the children enjoy and encourage increased PA. A…

  4. The Development of Children with ADHD in Day Treatment Centres after School Hours

    ERIC Educational Resources Information Center

    Scholte, E. M.; van Berckelaer-Onnes, I. A.; van der Ploeg, J. D.

    2007-01-01

    The behavioural and emotional development of children with ADHD visiting day treatment centres after school hours is described and the childrearing factors that govern positive development explored. Test scores on the "Child behaviour checklist" (CBCL) and "ADHD behavioural symptoms rating scale" were obtained over a period of nine months, in a…

  5. Designing After-School Learning Using the Massively Multiplayer Online Role-Playing Game

    ERIC Educational Resources Information Center

    King, Elizabeth M.

    2015-01-01

    Digital games have become popular for engaging students in a range of learning goals, both in the classroom and the after-school space. In this article, I discuss a specific genre of video game, the massively multiplayer online role-playing game (MMO), which has been identified as a dynamic environment for encountering 21st-century workplace…

  6. Incorporating Environmental Education into an Urban After-School Program in New York City

    ERIC Educational Resources Information Center

    Bruyere, Brett L.; Wesson, Mark; Teel, Tara

    2012-01-01

    This study examines the integration of environmental education (EE) into an after-school program in the Bronx borough of New York City. In this qualitative case study, focus group interviews were conducted to first determine parent and educator interest in and barriers to participation in nature programs and incorporation of EE into curriculum.…

  7. After-School Matters in Chicago: Apprenticeship as a Model for Youth Programming

    ERIC Educational Resources Information Center

    Halpern, Robert

    2006-01-01

    In this article, the author draws on a study of an after-school initiative serving inner-city high school students to describe and reflect on ways in which apprenticeship-like experiences support work on a variety of developmental tasks. The author describes key dimensions of the apprenticeship experience, discusses challenges faced by…

  8. Time Well Spent: Designing Dynamic and Profitable After-School Programs

    ERIC Educational Resources Information Center

    Neiva, Betsy MacIver; Pepe, Diane

    2012-01-01

    Dawn Walsh, who has worked with the after-school program at The Foote School (Connecticut) for over 20 years, has seen firsthand how dramatically childcare needs have changed. The Foote School is not the only independent school trying to determine how best to help meet families' complex childcare needs. According to a 2009 Bureau of Labor…

  9. Family Members as Partners in an After-School and Summer Literacy Program

    ERIC Educational Resources Information Center

    Jayroe, Teresa B.; Brenner, Devon

    2005-01-01

    If educators expect more children to be successful in literacy experiences at school, then they must strive to form lasting partnerships with parents (Fried, 2001). The educators working with the after-school and summer literacy program actively sought to form partnerships with family members at a small rural elementary school in a southern state.…

  10. Blue Sky Below My Feet: Daycamp & After School Programs--9 to 11 Year Olds. Leader's Manual.

    ERIC Educational Resources Information Center

    California Univ., Berkeley. Cooperative Extension Service.

    This manual presents a 10-day lesson plan for day camp and after-school program leaders. The activities and experiments described in the manual focus on nutrition and space exploration. Topics covered by the lesson plan and specific projects include: (1) gravity; (2) food spoilage; (3) model rocket building and launching; (4) the basic food…

  11. Comparative Effectiveness of After-School Programs to Increase Physical Activity

    PubMed Central

    Gesell, Sabina B.; Sommer, Evan C.; Lambert, E. Warren; Vides de Andrade, Ana Regina; Davis, Lauren; Beech, Bettina M.; Mitchell, Stephanie J.; Neloms, Stevon; Ryan, Colleen K.

    2013-01-01

    Background. We conducted a comparative effectiveness analysis to evaluate the difference in the amount of physical activity children engaged in when enrolled in a physical activity-enhanced after-school program based in a community recreation center versus a standard school-based after-school program. Methods. The study was a natural experiment with 54 elementary school children attending the community ASP and 37 attending the school-based ASP. Accelerometry was used to measure physical activity. Data were collected at baseline, 6 weeks, and 12 weeks, with 91% retention. Results. At baseline, 43% of the multiethnic sample was overweight/obese, and the mean age was 7.9 years (SD = 1.7). Linear latent growth models suggested that the average difference between the two groups of children at Week 12 was 14.7 percentage points in moderate-vigorous physical activity (P < .001). Cost analysis suggested that children attending traditional school-based ASPs—at an average cost of $17.67 per day—would need an additional daily investment of $1.59 per child for 12 weeks to increase their moderate-vigorous physical activity by a model-implied 14.7 percentage points. Conclusions. A low-cost, alternative after-school program featuring adult-led physical activities in a community recreation center was associated with increased physical activity compared to standard-of-care school-based after-school program. PMID:23984052

  12. The Effects of an After-School Tutoring Program on the Pennsylvania System of School Assessment

    ERIC Educational Resources Information Center

    Carbone, Peter M.

    2010-01-01

    Due to the challenges of the No Child Left Behind Act of 2001, many schools and school districts are implementing after-school tutoring programs to provide students additional instruction to score proficient or better in reading and mathematics. This doctoral study analyzed the effects of the ABC Middle School Educational Assistance Program…

  13. Quality After-School Programming and Its Relationship to Achievement-Related Behaviors and Academic Performance

    ERIC Educational Resources Information Center

    Grassi, Annemarie M.

    2012-01-01

    The purpose of this study is to understand the relationship between quality social support networks developed through high quality afterschool programming and achievement amongst middle school and high school aged youth. This study seeks to develop a deeper understanding of how quality after-school programs influence a youth's developmental…

  14. Finding a Space for Professional Development: Creating Thirdspace through After-School Writing Groups

    ERIC Educational Resources Information Center

    Brooke, Robert; Coyle, Deborah; Walden, Anne; Healey, Conniem; Larson, Kim; Laughridge, Virginia; Ridder, Kim; Williams, Molly; Williams, Shawn

    2005-01-01

    This article describes a teacher study group focusing on After School Writing Circles for elementary students as a site of Thirdspace professional development. Borrowing the concept of Thirdspace from postmodern geographer Edward Soja, the authors argue that professional development works best when teachers engage in the dual work of imagining and…

  15. Integrating the Digital Literacies into an After-School Program: A Structural Analysis of Teachers' Lessons

    ERIC Educational Resources Information Center

    Gormley, Kathleen; McDermott, Peter

    2013-01-01

    The structure of lessons where teachers integrated the digital literacies is examined here. Twelve graduate teachers participating in an after-school practica were observed over a six-week period. This manuscript identifies the structure of their lessons and describes the kinds of digital literacies children learned when completing them. Teachers…

  16. Project-Based and Experiential Learning in After-School Programming.

    ERIC Educational Resources Information Center

    Seidel, Steven; Aryeh, Laura; Steinberg, Adria

    As Boston and other cities across the nation enter a second decade of education reform, the attention of school and community leaders, as well as of parents, is turning to the learning potential provided by after-school hours. This paper explores the potential role of project-based and experiential learning in transforming the learning…

  17. The Expansion of the After School Study Centers for Disadvantaged Public and Nonpublic School Pupils.

    ERIC Educational Resources Information Center

    Lohman, Maurice A.

    Evaluated is an extended school day program initiated with Elementary and Secondary Education Act, Title I, funds. To alleviate learning difficulties faced by disadvantaged children in the classroom, this after school program provided additional teacher time, attention, and instruction. The program offered tutorial services in reading and…

  18. After-School Study Centers, New York City. Elementary Program in Compensatory Education 2.

    ERIC Educational Resources Information Center

    American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.

    The curriculum in this after school program for low income Negro and Puerto Rican elementary school (grades 2-6) consisted primarily of remedial reading and arithmetic, library training, homework assistance, and a "Special Potential Development Service" providing music, art, and health education. The volunteer students were accepted because they…

  19. Community-Based Education and Social Capital in an Urban After-School Program

    ERIC Educational Resources Information Center

    Miller, Peter M.

    2012-01-01

    This qualitative case study examined how social capital development was facilitated in an urban after-school program. Specific attention was devoted to identifying structures and strategies that helped student participants develop social capital, the types of social networks that were developed through program participation, and the outcomes that…

  20. Civic Spaces: Retooling Public Libraries to Attract and Engage Teens after School

    ERIC Educational Resources Information Center

    Moellman, Lisa Wahl; Tillinger, Jodi Rosenbaum

    2004-01-01

    According to the National Child Care Survey, approximately seven million children are spending some amount of time each day in self-care (U.S. Census Bureau, 2000). When adolescents are included in these figures, some evidence suggests the number of youth without care after school approaches 15 million (White House, 1998). The large number of…

  1. Associations Between Home Environment and After-School Physical Activity and Sedentary Time Among 6th Grade Children.

    PubMed

    Lau, Erica Y; Barr-Anderson, Daheia J; Dowda, Marsha; Forthofer, Melinda; Saunders, Ruth P; Pate, Russell R

    2015-05-01

    This study examined associations of various elements of the home environment with after-school physical activity and sedentary time in 671 6th-grade children (Mage = 11.49 ± 0.5 years). Children's after-school total physical activity, moderate-to-vigorous physical activity, and sedentary time were measured by accelerometry. Parents completed surveys assessing elements of the home social and physical environment. Mixed-model regression analyses were used to examine the associations between each element of the home environment and children's after-school physical activity and sedentary time. Availability of home physical activity resources was associated positively with after-school total physical activity and negatively with after-school sedentary time in boys. Parental support was associated positively with after-school total physical activity and MVPA and negatively with after-school sedentary time in girls. The home physical environment was associated with boys' after-school physical activity and sedentary time, whereas the home social environment was associated with girls' after-school physical activity and sedentary time.

  2. The rich club phenomenon in the classroom

    PubMed Central

    Vaquero, Luis M.; Cebrian, Manuel

    2013-01-01

    We analyse the evolution of the online interactions held by college students and report on novel relationships between social structure and performance. Our results indicate that more frequent and intense social interactions generally imply better score for students engaging in them. We find that these interactions are hosted within a “rich-club”, mediated by persistent interactions among high performing students, which is created during the first weeks of the course. Low performing students try to engage in the club after it has been initially formed, and fail to produce reciprocity in their interactions, displaying more transient interactions and higher social diversity. Furthermore, high performance students exchange information by means of complex information cascades, from which low performing students are selectively excluded. Failure to engage in the rich club eventually decreases these students' communication activity towards the end of the course. PMID:23378908

  3. Research Experiences for Science Teachers: The Impact On Their Students

    NASA Astrophysics Data System (ADS)

    Dubner, J.

    2005-12-01

    Deficiencies in science preparedness of United States high school students were recognized more than two decades ago, as were some of their underlying causes. Among the primary causes are the remoteness of the language, tools, and concepts of science from the daily experiences of teachers and students, and the long-standing national shortage of appropriately prepared science teachers. Secondary school science teachers are challenged each school year by constantly changing content, new technologies, and increasing demands for standards-based instruction. A major deficiency in the education of science teachers was their lack of experience with the practice of science, and with practicing scientists. Providing teachers with opportunities to gain hands-on experience with the tools and materials of science under the guidance and mentorship of leading scientists in an environment attuned to professional development, would have many beneficial effects. They would improve teachers' understanding of science and their ability to develop and lead inquiry- and standards-based science classes and laboratories. They would enable them to communicate the vitality and dynamism of science to their students and to other teachers. They would enhance their ability to motivate and guide students. From its inception, Columbia University's Summer Research Program for Science Teacher's goal has been to enhance interest and improve performance in science of students in New York City area schools. The program seeks to achieve this goal by increasing the professional competence of teachers. Our ongoing program evaluation shows that following completion of the program, the teachers implement more inquiry-based classroom and laboratory exercises, increase utilization of Internet resources, motivate students to participate in after school science clubs and Intel-type science projects; and create opportunities for students to investigate an area of science in greater depth and for longer periods

  4. Contributions of After School Programs to the Development of Fundamental Movement Skills in Children

    PubMed Central

    BURROWS, E. JEAN; KEATS, MELANIE R.; KOLEN, ANGELA M.

    2014-01-01

    Fundamental movement skill (FMS) proficiency or the ability to perform basic skills (e.g., throwing, catching and jumping) has been linked to participation in lifelong physical activity. FMS proficiency amongst children has declined in the previous 15 years, with more children performing FMS at a low-mastery level. These declines may help explain the insufficient levels of participation in health promoting physical activity seen in today’s youth. The after school time period (e.g., 3 to 6 p.m.), is increasingly considered an opportune time for physical activity interventions. To date, little research has examined the potential for after school programming to improve FMS proficiency. Participants (n=40, 6–10 years) of two existent physical activity based after school programs, a low-organized games and a sports-based program, were pre- and post-tested for FMS proficiency using the Test of Gross Motor Development-2 (TGMD-2) over an 11-week period. The sports-based program participants showed no improvement in FMS over the 11-week study (p=0.91, eta2=0.00) and the games-based program participants significantly improved their proficiency (p=0.00, eta2=0.30). No significant (p=0.13, eta2 = 0.06), differences were found in change in FMS scores between the low-organized games program participants and the sport-based program participants. These results suggest that after school programs with a low-organized games-based focus may support a moderate improvement in FMS proficiency in young children. Better training of after school program leaders on how to teach FMS may be necessary to assist children in acquiring sufficient proficiency in FMS. PMID:27293501

  5. The Sierra Club and immigration policy: a critique.

    PubMed

    Clarke, Alice L

    2001-03-01

    In 1998, the Sierra Club membership voted in a contentious referendum to refrain from including restriction of U.S. immigration as part of its official club population policy. Club proponents of immigration reduction had declared the problem was simply the environmental impact of greater numbers of people; however, they failed to distinguish themselves from groups with much broader immigration-reduction agendas, leaving themselves open to charges of racism. The club faction calling for the exclusion of immigration issues from the policy, on the other hand, failed to acknowledge the demographic reality of the contribution of immigration (30%) to the growth of the U.S. population. As a result, current club policy is not credible, as it calls for a reduction in the U.S. population but ignores immigration. The Sierra Club's complex organi- zational structure and open, democratic political process make it particularly vulnerable to internal conflict during periods of changing perspectives within the organization.

  6. The Fuel Cell Powered Club Car Carryall

    NASA Technical Reports Server (NTRS)

    Eichenberg, Dennis J.

    2005-01-01

    The NASA Glenn Research Center initiated development of the Fuel Cell Powered Club Car Carryall as a way to reduce pollution in industrial settings, reduce fossil fuel consumption and reduce operating costs for transportation systems. The Club Car Carryall provides an inexpensive approach to advance the state of the art in electric vehicle technology in a practical application. The project transfers space technology to terrestrial use via non-traditional partners, and provides power system data valuable for future aeronautics and space applications. The work was done under the Hybrid Power Management (HPM) Program. The Carryall is a state of the art, dedicated, electric utility vehicle. Hydrogen powered proton exchange membrane (PEM) fuel cells are the primary power source. Ultracapacitors were used for energy storage as long life, maintenance free operation, and excellent low temperature performance is essential. Metal hydride hydrogen storage was used to store hydrogen in a safe and efficient low-pressure solid form. The report concludes that the Fuel Cell Powered Club Car Carryall can provide excellent performance, and that the implementation of fuel cells in conjunction with ultracapacitors in the power system can provide significant reliability and performance improvements.

  7. Ocean Science in a K-12 setting: Promoting Inquiry Based Science though Graduate Student and Teacher Collaboration

    NASA Astrophysics Data System (ADS)

    Lodico, J. M.; Greely, T.; Lodge, A.; Pyrtle, A.; Ivey, S.; Madeiros, A.; Saleem, S.

    2005-12-01

    The University of South Florida, College of Marine Science Oceans: GK-12 Teaching Fellowship Program is successfully enriching science learning via the oceans. Funded by the National Science Foundation, the program provides a unique opportunity among scientists and K-12 teachers to interact with the intention of bringing ocean science concepts and research to the classroom environment enhance the experience of learning and doing science, and to promote `citizen scientists' for the 21st century. The success of the program relies heavily on the extensive summer training program where graduate students develop teaching skills, create inquiry based science activities for a summer Oceanography Camp for Girls program and build a relationship with their mentor teacher. For the last year and a half, two graduate students from the College of Marine Science have worked in cooperation with teachers from the Pinellas county School District, Southside Fundamental Middle School. Successful lesson plans brought into a 6th grade Earth Science classroom include Weather and climate: Global warming, The Geologic timescale: It's all about time, Density: Layering liquids, and Erosion processes: What moves water and sediment. The school and students have benefited greatly from the program experiencing hands-on inquiry based science and the establishment of an after school science club providing opportunities for students to work on their science fair projects and pursuit other science interests. Students are provided scoring rubrics and their progress is creatively assessed through KWL worksheets, concept maps, surveys, oral one on one and classroom discussions and writing samples. The year culminated with a series of hands on lessons at the nearby beach, where students demonstrated their mastery of skills through practical application. Benefits to the graduate student include improved communication of current science research to a diverse audience, a better understanding of the

  8. The X club and the secret ring: Lessons on how behavior analysis can take over psychology

    PubMed Central

    Thyer, Bruce A.

    1995-01-01

    In 1864 Thomas Huxley and eight fellow scientists formed a secret organization called the X Club, dedicated to the promotion of Darwinian theory and naturalistic science. Its members active for almost 40 years, the X Club acted as the “power behind the throne” with respect to the governance of the Royal Society and other British scientific groups. In 1914 Sigmund Freud formed the Secret Ring with six other psychoanalysts, dedicated to the covert promotion of their field and to the removal of impediments (persons and policies) to the acceptance of psychoanalysis. After over 20 years of existence, the Secret Ring disbanded, having succeeded in its mission. It is suggested that behavior analysis should adopt a similar arrangement, whereby a group of distinguished scholars quietly but systematically promotes the persons and practices of our field within psychology, with respect to awards, elected and appointed office, and governance. PMID:22478202

  9. Marketable Job Skills for High School Students: What We Learned from an Evaluation of after School Matters

    ERIC Educational Resources Information Center

    Alexander, Kendra P.; Hirsch, Barton J.

    2012-01-01

    This article summarizes findings from an experimental evaluation of After School Matters (ASM), a paid, apprenticeship-based, after-school program in Chicago for high school students. Analysis of quantitative data from a mock job interview revealed that ASM participants did not demonstrate more marketable job skills than youth in the control…

  10. Out-of-School Research Meets After-School Policy. Out-of-School Time Policy Commentary #1

    ERIC Educational Resources Information Center

    Pittman, Karen; Yohalem, Nicole; Wilson-Ahlstrom, Alicia

    2002-01-01

    The past five years have seen a ground swell in public attention and public policy aimed at increasing the availability of after-school programs for children and young teens during the "risk" hours when safety, supervision and homework are a top concern. Popularly called "after-school," these programs represent a new and growing variation on the…

  11. Perceptions of Program Quality and Fidelity of an Arts-Based after School Program: A Process Evaluation

    ERIC Educational Resources Information Center

    Gay, Jennifer L.; Corwin, Sara

    2008-01-01

    Participation in after school programs is associated with increases in academic achievement and improved behavior in students at risk. Process evaluation data from participants and key stakeholders was used to gauge implementation, satisfaction, and program attendance of an after school arts program. Lack of scheduling flexibility resulted in low…

  12. Association of After-School Physical Activity Levels and Organized Physical Activity Participation in Hong Kong Children

    ERIC Educational Resources Information Center

    Cheung, Peggy PY

    2012-01-01

    The aims of this study were to 1) describe the children's physical activity (PA) patterns during the after-school period and 2) to compare the type and intensity of activity during the after-school period of children with or without participation in organized PA programmes. The participants were 456 children from four primary schools in Hong Kong.…

  13. Voluntary After-School Alcohol and Drug Programs for Middle School Youth: If You Build It "Right", They Will Come

    ERIC Educational Resources Information Center

    D'Amico, Elizabeth J.; Green, Harold D., Jr.; Miles, Jeremy N. V.; Zhou, Annie J.; Tucker, Joan S.; Shih, Regina A.

    2012-01-01

    Few after-school programs target alcohol and other drug (AOD) use because it is difficult to encourage a diverse group of youth to voluntarily attend. The current study describes CHOICE, a voluntary after-school program which targeted AOD use among middle school students. Over 4,000 students across eight schools completed surveys and 15%…

  14. People, Places and Possibilities: Integrating Mentoring and After-School. Out-of-School Time Policy Commentary #11

    ERIC Educational Resources Information Center

    Yohalem, Nicole; Gross, Beth; Pittman, Karen

    2006-01-01

    This commentary explores the relationship between mentoring and after-school, two fields that have garnered significant policy attention and momentum over the past several years. The question is not which makes more sense--mentoring or after-school--but how can we utilize both strategies to increase the likelihood that young people have the…

  15. After-School Programs and Academics: Implications for Policy, Practice, and Research. Social Policy Report. Volume 22, Number 2

    ERIC Educational Resources Information Center

    Granger, Robert C.

    2008-01-01

    No Child Left Behind (NCLB), with its emphasis on standards-based accountability, has put educators under considerable pressure to improve student academic outcomes. Much of the funding for after-school programs comes from education budgets and is administered by state and local education agencies. Consequently, after-school programs are often…

  16. When the School Bell Rings... Juvenile Crime or Constructive Time? After-School Programs Are the Answer.

    ERIC Educational Resources Information Center

    Carpenter, Tim; Cornelius, Aisha; Francis, Ann Potter; Parsons, Lena

    Noting that the after-school hours are peak hours for Illinois juveniles to be either victims of crime or involved in criminal activity, this report provides evidence that making quality after-school programs available to all youth who need them will reduce crime and provide constructive activities for youth. The report details statistics on…

  17. Creating alternatives in science

    PubMed Central

    2009-01-01

    Traditional scientist training at the PhD level does not prepare students to be competitive in biotechnology or other non-academic science careers. Some universities have developed biotechnology-relevant doctoral programmes, but most have not. Forming a life science career club makes a statement to university administrators that it is time to rework the curriculum to include biotechnology-relevant training. A career club can supplement traditional PhD training by introducing students to available career choices, help them develop a personal network and teach the business skills that they will need to be competitive in science outside of academia. This paper is an instructional guide designed to help students create a science career club at their own university. These suggestions are based on the experience gained in establishing such a club for the Graduate School at the University of Colorado Denver. We describe the activities that can be offered, the job descriptions for the offices required and potential challenges. With determination, a creative spirit, and the guidance of this paper, students should be able to greatly increase awareness of science career options, and begin building the skills necessary to become competitive in non-academic science. PMID:20161069

  18. Power-Up: A Collaborative After-School Program to Prevent Obesity in African American Children

    PubMed Central

    Choudhry, Shahid; McClinton-Powell, Lori; Solomon, Marla; Davis, Dawnavan; Lipton, Rebecca; Darukhanavala, Amy; Steenes, Althera; Selvaraj, Kavitha; Gielissen, Katherine; Love, Lorne; Salahuddin, Renee; Embil, Frank K.; Huo, Dezheng; Chin, Marshall H.; Quinn, Michael T.; Burnet, Deborah L.

    2013-01-01

    Background Schools represent a key potential venue for addressing childhood obesity. Objective To assess the feasibility of Power-Up, an after-school program to decrease obesity risk among African American children, using community-based participatory research (CBPR) principles. Methods Teachers led 14 weekly nutrition and physical activity sessions during after-school care at the Woodlawn Community School on Chicago’s South Side. Forty African American children ages 5 to 12 participated; their 28 parents discussed similar topics weekly at pickup time, and families practiced relevant skills at home. Pre- and post-intervention anthropometrics, blood pressure, dietary measures, and health knowledge and beliefs for children and parents were compared in univariate analysis. Results At baseline, 26% of children were overweight; 28% were obese. Post-intervention, mean body mass index (BMI) z scores decreased from 1.05 to 0.81 (p < .0001). Changes were more pronounced for overweight (−0.206 z-score units) than for obese children (−0.062 z-score units; p = .01). Girls decreased their combined prevalence of overweight/obesity from 52% to 46%; prevalence across these categories did not change for boys. The prevalence of healthful attitudes rose, including plans to “eat more foods that are good for you” (77% to 90%; p = .027) and “planning to try some new sports” (80% to 88%; p = .007). Conclusion Children in the Power-Up program reduced mean BMI z scores significantly. The after-school venue proved feasible. The use of CBPR principles helped to integrate Power-Up into school activities and contributed to likelihood of sustainability. Engaging parents effectively in the after-school time frame proved challenging; additional strate gies to engage parents are under development. Plans are underway to evaluate this intervention through a randomized study. PMID:22616204

  19. An after-school snack of raisins lowers cumulative food intake in young children.

    PubMed

    Patel, Barkha P; Bellissimo, Nick; Luhovyy, Bohdan; Bennett, Lorianne J; Hurton, Evelyn; Painter, James E; Anderson, G Harvey

    2013-06-01

    Snacks are an important part of children's dietary intake, but the role of dried fruit on energy intake in children is unknown. Therefore, the effect of ad libitum consumption of an after-school snack of raisins, grapes, potato chips, and chocolate chip cookies on appetite and energy intake in twenty-six 8- to 11-y-old normal-weight (15th to 85th percentile) children was examined. On 4 separate weekdays, 1 wk apart, children (11 M, 15 F) were given a standardized breakfast, morning snack (apple), and a standardized lunch. After school, children randomly received 1 of 4 ad libitum snacks and were instructed to eat until "comfortably full." Appetite was measured before and 15, 30, and 45 min after snack consumption. Children consumed the least calories from raisins and grapes and the most from cookies (P < 0.001). However, weight of raisins consumed was similar to potato chips (about 75 g) and lower compared to grapes and cookies (P < 0.009). Raisins and grapes led to lower cumulative food intake (breakfast + morning snack + lunch + after-school snack) (P < 0.001), while the cookies increased cumulative food intake (P < 0.001) compared to the other snacks. Grapes lowered appetite compared to all other snacks (P < 0.001) when expressed as a change in appetite per kilocalorie of the snack. Ad libitum consumption of raisins has potential as an after-school snack to achieve low snack intake prior to dinner, similar to grapes, compared to potato chips, and cookies in children 8 to 11 y old. PMID:23789934

  20. An after-school snack of raisins lowers cumulative food intake in young children.

    PubMed

    Patel, Barkha P; Bellissimo, Nick; Luhovyy, Bohdan; Bennett, Lorianne J; Hurton, Evelyn; Painter, James E; Anderson, G Harvey

    2013-06-01

    Snacks are an important part of children's dietary intake, but the role of dried fruit on energy intake in children is unknown. Therefore, the effect of ad libitum consumption of an after-school snack of raisins, grapes, potato chips, and chocolate chip cookies on appetite and energy intake in twenty-six 8- to 11-y-old normal-weight (15th to 85th percentile) children was examined. On 4 separate weekdays, 1 wk apart, children (11 M, 15 F) were given a standardized breakfast, morning snack (apple), and a standardized lunch. After school, children randomly received 1 of 4 ad libitum snacks and were instructed to eat until "comfortably full." Appetite was measured before and 15, 30, and 45 min after snack consumption. Children consumed the least calories from raisins and grapes and the most from cookies (P < 0.001). However, weight of raisins consumed was similar to potato chips (about 75 g) and lower compared to grapes and cookies (P < 0.009). Raisins and grapes led to lower cumulative food intake (breakfast + morning snack + lunch + after-school snack) (P < 0.001), while the cookies increased cumulative food intake (P < 0.001) compared to the other snacks. Grapes lowered appetite compared to all other snacks (P < 0.001) when expressed as a change in appetite per kilocalorie of the snack. Ad libitum consumption of raisins has potential as an after-school snack to achieve low snack intake prior to dinner, similar to grapes, compared to potato chips, and cookies in children 8 to 11 y old.

  1. Lessons of Researcher-Teacher Co-design of an Environmental Health Afterschool Club Curriculum

    NASA Astrophysics Data System (ADS)

    Hundal, Savreen; Levin, Daniel M.; Keselman, Alla

    2014-06-01

    This paper addresses the impact of teachers' beliefs about argumentation and their community of practice framed views of teaching on co-designing an environmental health afterschool club curriculum with researchers. Our team collaborated with a group of four middle school teachers, asking them to co-design a club that would facilitate (1) students' understanding of environmental health, (2) use of electronic resources, and (3) argumentation skills. The process included researcher-led sessions emphasizing the importance of argumentation to science and teacher-led curriculum design sessions. The qualitative analysis of the meetings and teacher interview transcripts suggests that while teachers viewed argumentation as important, its practice was relegated to the background by the focus on student engagement and perceived logistical and systemic constraints. The paper concludes that in addition to stressing relevance of argumentation to science learning, researchers involved in co-design need to emphasize the potential of argumentation to engage students and to fit into science curriculum. The analysis also reveals teacher-participants' views of environmental health as an important area of middle school education, relevant to students' lives, linkable to the existing curriculum, essential for informed citizenship, and capable of inspiring interest in science. These findings underscore the importance of integrating environmental health into science education and advocating for its inclusion in informal and formal educational settings.

  2. Nuclear Science Teaching Aids and Activities.

    ERIC Educational Resources Information Center

    Woodburn, John H.

    This publication is a sourcebook for science teachers. It provides guides for basic laboratory work in nuclear energy, suggesting various teacher and student demonstrations. Ideas for science clubs, science fairs, and project research seminars are presented. Problem-solving activities for both science and mathematics classes are included, as well…

  3. After-School Based Obesity Prevention Interventions: A Comprehensive Review of the Literature

    PubMed Central

    Branscum, Paul; Sharma, Manoj

    2012-01-01

    The purpose of this article was to review primary prevention interventions targeting childhood obesity implemented in the after school environment from 2006 and 2011. A total of 20 interventions were found from 25 studies. Children in the interventions ranged from kindergarten to middle schoolers, however a majority was in the 4th and 5th grades. Most of the interventions targeted both physical activity and dietary behaviors. Among those that focused on only one dimension, physical activity was targeted more than diet. The duration of the interventions greatly varied, but many were short-term or brief. Many interventions were also based on some behavioral theory, with social cognitive theory as the most widely used. Most of the interventions focused on short-term changes, and rarely did any perform a follow-up evaluation. A major limitation among after school interventions was an inadequate use of process evaluations. Overall, interventions resulted in modest changes in behaviors and behavioral antecedents, and results were mixed and generally unfavorable with regards to indicators of obesity. Recommendations for enhancing the effectiveness of after school based childhood obesity interventions are presented. PMID:22690204

  4. Implementation of an after-school obesity prevention program: helping young children toward improved health.

    PubMed

    Nabors, Laura; Burbage, Michelle; Woodson, Kenneth D; Swoboda, Christopher

    2015-03-01

    Obesity prevention programs that are delivered in after-school programs are needed as a focus on curriculum can make it difficult to include this health programming during the school day. The current study examined the implementation of 2 pilot programs in different after-school programs for young children. There were 36 children in the intervention groups and 18 children in comparison groups. Children learned about healthy eating and increasing involvement in physical activity. Lessons were based on the Traffic Light Diet. Results indicated improvement in children's reports of their eating habits. Activity levels improved in 1 school, but not in the other. Parents and children were satisfied with the program and children demonstrated good knowledge of the interventions to promote healthy eating. Future studies should include larger sample sizes and evaluation of the effectiveness of different components of the intervention. Nurses can play a key role in disseminating information and designing and leading after-school programs to improve child knowledge about healthy eating and exercise. Nursing students may also benefit from assisting with conducting these types of programs to improve their experience in health prevention programming. PMID:25365576

  5. The relation between third graders' after-school care and social, academic, and emotional functioning.

    PubMed

    Vandell, D L; Corasaniti, M A

    1988-08-01

    Outcome differences associated with types of after-school care were explored among 150 white, predominantly middle-class third graders from a suburban school system. Children returned home to their mothers, attended day-care centers, stayed with sitters, or returned home alone or with siblings. No differences were found between latchkey and mother-care children in terms of their classroom sociometric nominations, academic grades, standardized test scores, conduct grades, self-reports of self-competence, or parent and teacher ratings of the children. Significant differences were found for children who attended day-care centers after school. These children received more negative peer nominations, made lower academic grades, and had lower standardized test scores than either mother-care or latchkey children. The children who stayed with sitters after school received more negative peer nominations than the latchkey and mother-care children but, in other areas, resembled these groups. These outcome differences were apparent in both divorced and intact families. Factors contributing to these differences are examined. PMID:3168625

  6. The relation between third graders' after-school care and social, academic, and emotional functioning.

    PubMed

    Vandell, D L; Corasaniti, M A

    1988-08-01

    Outcome differences associated with types of after-school care were explored among 150 white, predominantly middle-class third graders from a suburban school system. Children returned home to their mothers, attended day-care centers, stayed with sitters, or returned home alone or with siblings. No differences were found between latchkey and mother-care children in terms of their classroom sociometric nominations, academic grades, standardized test scores, conduct grades, self-reports of self-competence, or parent and teacher ratings of the children. Significant differences were found for children who attended day-care centers after school. These children received more negative peer nominations, made lower academic grades, and had lower standardized test scores than either mother-care or latchkey children. The children who stayed with sitters after school received more negative peer nominations than the latchkey and mother-care children but, in other areas, resembled these groups. These outcome differences were apparent in both divorced and intact families. Factors contributing to these differences are examined.

  7. Kids Club: A School-Age Program Guide for Directors.

    ERIC Educational Resources Information Center

    Sisson, Linda G.

    This handbook for administrators of school-age day care programs offers guidelines on implementing Kids Club programs. Kids Clubs coordinate family and public school resources to meet elementary children's needs for adult supervision and guidance when the children are not in school and their parents are at work. The handbook consists of seven…

  8. Tips for Organizing an Educational Agricultural Commodity Trading Club

    ERIC Educational Resources Information Center

    Yost, John

    2011-01-01

    Educational commodity marketing clubs have been an effective tool for producers to develop their grain and livestock marketing skills. These groups are further enhanced when the participants engage in "actual trading" versus "paper trading" techniques. When a club chooses to try actual trading, it becomes more complicated than pooling monies…

  9. Online Book Clubs: Bridges between Old and New Literacies Practices

    ERIC Educational Resources Information Center

    Scharber, Cassandra

    2009-01-01

    In this Digital Literacies column, online book clubs are offered as one example of how to effectively bridge old and new literacy practices. These Internet-based book clubs capitalize on children's interest in new literacy practices while complementing, and hopefully encouraging, traditional reading practices. Examples from online book clubs…

  10. Stalemate: Girls and a Mixed-Gender Chess Club.

    ERIC Educational Resources Information Center

    Galitis, Ingrid

    2002-01-01

    Observed and conducted discussions with female members of an elementary-level, mixed-gender, Australian chess club to investigate why girls left and boys came to dominate the club. Results indicated that both home values and schooling transmitted and reinforced inequalities between the sexes, though in more subtle and less overt forms than in the…

  11. School Nurse Book Clubs: An Innovative Strategy for Lifelong Learning

    ERIC Educational Resources Information Center

    Greenawald, Deborah A.; Adams, Theresa M.

    2008-01-01

    Recognizing the ongoing need for continuing education for school nurses, the authors discuss the use of school nurse book clubs as an innovative lifelong-learning strategy. Current research supports the use of literature in nursing education. This article discusses the benefits of book club participation for school nurses and includes suggested…

  12. Learning Masculinities in a Japanese High School Rugby Club

    ERIC Educational Resources Information Center

    Light, Richard

    2008-01-01

    This paper draws on research conducted on a Tokyo high school rugby club to explore diversity in the masculinities formed through membership in the club. Based on the premise that particular forms of masculinity are expressed and learnt through ways of playing (game style) and the attendant regimes of training, it examines the expression and…

  13. Teaching the Women's Club Movement in United States History.

    ERIC Educational Resources Information Center

    Woyshner, Christine

    2002-01-01

    Focuses on teaching a U.S. history course to secondary school students about the women's club movement which began in the last quarter of the nineteenth century. Explores five key topic areas involving theoretical frameworks, community activities of the women, and skill development due to club involvement. (CMK)

  14. Read Across Texas! 2002 Texas Reading Club Manual.

    ERIC Educational Resources Information Center

    Edgmon, Missy; Ferate-Soto, Paolo; Foley, Lelana; Hager, Tina; Heard, Adriana; Ingham, Donna; Lopez, Nohemi; McMahon, Dorothy; Meyer, Sally; Parrish, Leila; Rodriguez-Gibbs, Josefina; Moreyra-Torres, Maricela; Travis, Gayle; Welch, Willy

    The goal of the Texas Reading Club is to encourage the children of Texas to become library users and lifelong readers. This manual was created for the 2002 Texas Reading Club, a program of the Texas State Library and Archives Commission. The theme, "Read Across Texas!" invites children to explore the history, geography, and culture of Texas…

  15. Practice What You Teach: Writers' Lunch Club in First Grade

    ERIC Educational Resources Information Center

    McCarry, Beth; Greenwood, Scott

    2009-01-01

    McCarry, a first grade teacher, formed a voluntary writing group, Writers' Lunch Club, that met the developmental and individual needs of children and inspired enthusiasm and writing success. In the article, she explains the guidelines, compares the club's writing strategies with those in the classroom, and lists tips and benefits.

  16. Contextual view to northwest of Burton Park Club House and ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view to northwest of Burton Park Club House and Amphitheater. Gable-roofed building at right is barn housing maintenance equipment for the park. Adobe wall with pilasters forms backdrop for amphitheater stage (135mm lens). - Burton Park, Club House & Amphitheater, Adjacent ot south end of Chestnut Avenue, San Carlos, San Mateo County, CA

  17. Contextual view to northnorthwest of Burton Park Club House and ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view to north-northwest of Burton Park Club House and Amphitheater (90 mm lens). View taken from top of steps visible in previous photo. - Burton Park, Club House & Amphitheater, Adjacent ot south end of Chestnut Avenue, San Carlos, San Mateo County, CA

  18. Animal Antics. Program Guide for the Texas Reading Club, 1987.

    ERIC Educational Resources Information Center

    Larson, Jeanette

    Developed for the Texas Reading Club, a program sponsored cooperatively by local libraries and the Texas State Library and designed to encourage children and their parents to read and to use the library, this guide is intended to inspire program ideas, including activities, crafts, books, and audiovisuals, appropriate to the Reading Club's 1987…

  19. 1. EXTERIOR VIEW OF FRONT OF CLUB HOUSE. BOAT HOUSE ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    1. EXTERIOR VIEW OF FRONT OF CLUB HOUSE. BOAT HOUSE AND DOCK TO THE RIGHT. PICTURE TAKEN FROM FRONT YARD OF COTTAGE 231, CAMERA FACING SOUTHWEST. SMALL WOOD FRAME SHED IN FRONT OF CLUB HOUSE STORES FIRE HOSE BUILT AFTER 1980. - Swan Falls Village, Clubhouse 011, Snake River, Kuna, Ada County, ID

  20. Dengue fever outbreak in a recreation club, Dhaka, Bangladesh.

    PubMed

    Wagatsuma, Yukiko; Breiman, Robert F; Hossain, Anowar; Rahman, Mahbubur

    2004-04-01

    An outbreak of dengue fever occurred among employees of a recreation club in Bangladesh. Occupational transmission was characterized by a 12% attack rate, no dengue among family contacts, and Aedes vectors in club areas. Early recognition of the outbreak likely limited its impact.

  1. The Sierra Club--A History. Part 1: Origins & Outings

    ERIC Educational Resources Information Center

    Strong, Douglas H.

    1977-01-01

    This article discusses the early beginnings of the Sierra Club, nearly 100 years ago, and the leadership of John Muir and his contemporaries. Turn of the century photographs show campers and hikers on organized club outing designed to introduce people to mountain wilderness and its preservation. (MA)

  2. Finger clubbing in children with human immunodeficiency virus infection.

    PubMed

    Zar, H J; Hussey, G

    2001-03-01

    We investigated the frequency of finger clubbing in 150 HIV-infected children consecutively hospitalized for acute pneumonia in South Africa and described associated clinical, laboratory and radiological features. Clubbing occurred in 30 of 150 (20%) HIV-infected children compared with one of 99 (1%) HIV-negative control patients, p < 0.001. Clubbing was associated with lower presenting heart and respiratory rates and enlarged parotid glands. Total and CD4 + lymphocytes, CD4:CD8 ratio and LDH were lower in children with clubbing, but serum protein and gammaglobulin were higher. No differences in the prevalence or type of microbial pathogens were found between the two groups. Clubbing was associated with a radiological diagnosis of LIP. Children with clubbing had a lower in-hospital mortality rate than those without clubbing (6.7% vs 24.2%, p = 0.035). In geographical areas with high HIV seroprevalence rates, the presence of clubbing in a child hospitalized for respiratory disease should raise the suspicion of HIV infection. PMID:11284240

  3. Vancouver Island Compassion Club president receives absolute discharge.

    PubMed

    Carey, Ruth

    2002-12-01

    On 5 July 2002, the BC Provincial Court released written reasons for sentencing in R v Lucas. The president of the Vancouver Island Compassion Club had been arrested and charged with possession for the purpose of tracking after police searched the club and his home and seized less than three kilograms of marijuana. PMID:14743811

  4. Providing medical marijuana: the importance of cannabis clubs.

    PubMed

    Feldman, H W; Mandel, J

    1998-01-01

    In 1996, shortly after the San Francisco Cannabis Club was raided and (temporarily) closed by state authorities, the authors conducted an ethnographic study by interviewing selected former members to ascertain how they had benefited from the use of medical marijuana and how they had utilized the clubs. Interviews were augmented by participant observation techniques. Respondents reported highly positive health benefits from marijuana itself, and underscored even greater benefits from the social aspects of the clubs, which they described as providing important emotional supports. As such, cannabis clubs serve as crucial support mechanisms/groups for people with a wide variety of serious illnesses and conditions. The authors concluded that of the various methods so far proposed, the cannabis clubs afford the best therapeutic setting for providing medical cannabis and for offering a healing environment composed of like-minded, sympathetic friends.

  5. Arthropathy, ankylosing spondylitis, and clubbing of fingers in ulcerative colitis

    PubMed Central

    Jalan, K. N.; Prescott, R. J.; Walker, R. J.; Sircus, W.; McManus, J. P. A.; Card, W. I.

    1970-01-01

    In a retrospective study of 399 patients with ulcerative colitis, 27 patients had colitic arthritis, 17 had ankylosing spondylitis, and 20 had clubbing of the fingers. Colitic arthritis and ankylosing spondylitis were not related to severity, extent of involvement, or duration of colitis. A significant association between colitic arthropathy and other complications of ulcerative colitis, such as pseudopolyposis, perianal disease, eye lesions, skin eruptions, aphthous ulceration, and liver disease has been demonstrated. The outcome of the first referred attack of colitis in the presence of colitic arthritis and ankylosing spondylitis remained uninfluenced. Clubbing of fingers was related to severity, extent of involvement, and length of the history of colitis. A significant association between clubbing of the fingers and carcinoma of the colon, pseudopolyposis, toxic dilatation, and arthropathy has been shown. The frequency of surgical intervention in patients with clubbing was higher but the overall mortality was not significantly different from the patients without clubbing. PMID:5473606

  6. Methods and Strategies: Greenteam--A Community Collaboration Celebrates Environmental Science

    ERIC Educational Resources Information Center

    Walters, Debi Molina; Oliver, Jill

    2013-01-01

    When teachers, parents, and community members work together, children benefit (Henderson and Mapp 2002). This is especially true when the collaboration is coordinated and focused as it was for the Greenteam, a science ecology club and an event created by a network of educators, elementary students, and science professionals. The club and a…

  7. Exploring the development of fourth graders' environmental identity through participation in a semi-formal nature club

    NASA Astrophysics Data System (ADS)

    Brock, Ryan J.

    Nature deficit, where disconnections occur between children and nature have come to the forefront of environmental education in recent years. This study explored how fourth graders in an after-school Nature Club developed or strengthened their environmental identity, thus decreasing nature deficit. Through a program that utilized semi-formal instruction, both classroom learning and direct experiences with nature, took place over a nine week period of time. Six children were followed as qualitative data was collected and analyzed for themes that would reveal how adolescent children in the developmental stage of concrete operations developed environmental identity. The results indicate that all students strengthened their environmental identity when social aspects were embedded. Students who entered Nature Club with low environmental identity required more direct experiences with nature while those with higher environmental identity required a combination of reflective components along with nature experiences. Based upon this study, the nine-week program which combined formal and non-formal means of learning was able to strengthen environmental identity in each of the participants. A strong theme of social learning, not explicitly identified in the literature was found. Additionally, and most importantly, findings also indicate that educators, both formal and non-formal, who teach environmental education and seek to strengthen environmental identity for adolescents for early interventions need to understand the development of environmental identity in concrete operational learners at a theoretical level.

  8. 77 FR 32394 - Safety Zones: Catawba Island Club Fire Works, Catawba Island Club, Port Clinton, OH; Racing for...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-06-01

    ... SECURITY Coast Guard 33 CFR Part 165 RIN 1625-AA00 Safety Zones: Catawba Island Club Fire Works, Catawba Island Club, Port Clinton, OH; Racing for Recovery, Lake Erie, Sterling State Park, Monroe, MI; Put-in-Bay Fireworks, Fox's the Dock Pier, South Bass Island, Put-in-Bay, OH AGENCY: Coast Guard, DHS....

  9. Club Drug Use among Young Adults Frequenting Dance Clubs and Other Social Venues in New York City

    ERIC Educational Resources Information Center

    Parsons, Jeffrey T.; Halkitis, Perry N.; Bimbi, David S.

    2006-01-01

    A convenience sample of young adults (ages 18-25) in New York City was recruited to complete anonymous surveys in social venues (either dance clubs or other social settings, such as coffee shops and university "hangouts") regarding their use of "club drugs" (e.g., MDMA/Ecstasy, GHB, ketamine, crystal methamphetamine, cocaine, and LSD).…

  10. Why Children Join and Stay in Sports Clubs: Case Studies in Australian, French and German Swimming Clubs

    ERIC Educational Resources Information Center

    Light, Richard L.; Harvey, Stephen; Memmert, Daniel

    2013-01-01

    This article builds upon research on youth sport clubs conducted from a socio-cultural perspective by reporting on a study that inquired into the reasons why children aged 9-12 joined swimming clubs in France, Germany and Australia. Comprising three case studies it employed a mixed method approach with results considered within the framework of…

  11. The Use of Refundable Tax Credits to Increase Low-Income Children's After-School Physical Activity Level

    PubMed Central

    Dunton, Genevieve; Ebin, Vicki J.; Efrat, Merav W.; Efrat, Rafael; Lane, Christianne J.; Plunkett, Scott

    2014-01-01

    Objective The present study investigates the extent to which a refundable tax credit could be used to increase low income children's after-school physical activity levels. Methods An experimental study was conducted evaluating the effectiveness of an intervention offering a simulated refundable tax credit to parents of elementary school-age children (n=130) for enrollment in after-school physical activity programs. A randomized-controlled design was used, with data collected at baseline, immediately following the four month intervention (post-intervention), and six-weeks after the end of the intervention (follow-up). Evaluation measures included: (a) enrollment rate, time spent, weekly participation frequency, duration of enrollment and long term enrollment patterns in after-school physical activity programs; and (b) moderate-to-vigorous physical activity (MVPA). Results The simulated tax credits did not significantly influence low- income children's rates of enrollment in after-school physical activity programs, frequency of participation, time spent in after-school physical activity programs, and overall moderate-to-vigorous intensity physical activity at post-intervention or follow-up. Conclusion The use of refundable tax credits as incentives to increase participation in after-school physical activity programs in low-income families may have limited effectiveness. Lawmakers might consider other methods of fiscal policy to promote physical activity such as direct payment to after-school physical activity program providers for enrolling and serving a low- income child in a qualified program, or improvements to programming and infrastructure. PMID:25184738

  12. The academic effects of after-school paid and unpaid work among 14-year-old students in TIMSS countries

    PubMed Central

    Post, David; Pong, Suet-ling

    2014-01-01

    What it means to be a ‘student’ varies within and between countries. Apart from the wide variety of school types and school quality that is experienced by young people, there also is, accompanying increased rates of school participation, a growing population of students who work part-time. The theoretical and actual consequences of student work have long been in dispute. This article reformulates the dispute as an empirical question that can be addressed using cross-national testing data and student background information from the Trends in International Math and Science Study (TIMSS). Drawing information from 20 countries with distinctive proportions of students who reported paid and unpaid work, this study first compares their academic achievement in each country. Next, regression analysis is used to control for students’ home resources, and estimates are made of the effects of work and the differences in these effects cross-nationally. Finally, hierarchical linear models are estimated in each country so as to control for school effects, and to take into account the fact that working students may be clustered in lower-achieving schools. The results show that work after school, whether paid or unpaid, never positively affects academic achievement. However, after controlling for home resources and school effects, work negatively affects achievement only in certain countries. The article concludes with a discussion of the ways to interpret international differences in the effect of students’ work. PMID:25614711

  13. Water clubs in residential care: is it the water or the club that enhances health and well-being?

    PubMed

    Gleibs, Ilka H; Haslam, Catherine; Haslam, S Alexander; Jones, Janelle M

    2011-10-01

    Recent research suggests that establishing water clubs in care homes can counteract the dangers of dehydration and enhance residents' health and well-being. This study provided an experimental test of this idea, and also explored the possibility that it is the social interaction that clubs provide which delivers health-related benefits. Consistent with this hypothesis, the study found no evidence that, on its own, increased focus on water consumption enhanced residents' health or well-being. However, residents who took part in water clubs showed improved levels of perceived social support, and those who participated in water and control clubs showed beneficial outcomes in terms of the number of General Practitioner calls they required. Consistent with a social identity approach to health and well-being, a mediation analysis also indicated that clubs achieve these positive outcomes by providing social support that helps to build a shared sense of social identity among residents. PMID:21598183

  14. 76 FR 37007 - Safety Zone; Stockton Ports Baseball Club Fourth of July Fireworks Display, Stockton, CA

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-06-24

    ... SECURITY Coast Guard 33 CFR Part 165 RIN 1625-AA00 Safety Zone; Stockton Ports Baseball Club Fourth of July... Stockton Ports Baseball Club will sponsor the Stockton Ports Baseball Club Fourth of July Fireworks Display... read as follows: Sec. 165.T11-422 Safety Zone; Stockton Ports Baseball Club Fourth of July...

  15. Professional Development Through The University of Arizona Astronomy Club

    NASA Astrophysics Data System (ADS)

    McGraw, Allison M.; Nieberding, Megan N.; Austin, Carmen; Hardegree-Ullman, Kevin

    2015-01-01

    The University of Arizona Astronomy Club creates a unique environment for undergraduates to accomplish goals early in their academic career. The club provides research opportunities with advisors, graduate students, and projects organized by fellow undergraduates. Undergraduates that work side-by-side develop strong working relationships which keeps students interested in astronomy and enables them to thrive in their studies and research. Club members are encouraged to attend and present their research at professional conferences where they are exposed early to the scientific research community, learn about internship and REU opportunities, and get information about graduate programs. In addition to preparing undergraduates to thrive in their academic career, the club also offers outreach opportunities for members to actively educate the southern Arizona community. Members of the club design and create many of their outreach materials including 3D models of our local stellar neighborhood and astronomical objects. Astronomy Club has had a positive impact on its members, the Department of Astronomy, and the southern Arizona community for the past seven years. The club continues to strive to improve undergraduate retention and prepare students for their future careers.

  16. After-school fitness performance is not altered after physical education lessons in adolescent athletes.

    PubMed

    Faigenbaum, Avery D; McFarland, James E; Buchanan, Erin; Ratamess, Nicholas A; Kang, Jie; Hoffman, Jay R

    2010-03-01

    Physical education (PE) provides a unique opportunity for school-age youth to establish health habits, although some young athletes are exempt from PE and others do not participate because of a concern regarding the lingering effects of fatigue on after-school fitness performance. The purpose of this study was to examine the acute effects of different PE lessons on after-school fitness performance in young athletes. Twenty athletes (14-18 years) participated in 3 different PE lessons that consisted of aerobic exercise (AE), resistance training (RT), or basketball skill training (BS). Fitness performance was assessed after-school following each lesson and after a control day without PE. There were no significant differences in flexibility (34.1 +/- 6.5, 34.7 +/- 1.3, 33.5 +/- 7.2, and 33.6 +/- 7.3 cm), vertical jump (46.3 +/- 14.7, 46.2 +/- 13.6, 46.4 +/- 13.4, and 45.6 +/- 14.2 cm), long jump (175.0 +/- 36.4, 174.2 +/- 36.3, 172.7 +/- 35.8, and 171.9 +/- 34.7 cm), medicine ball toss (348.9 +/- 121.8, 342.0 +/- 120.6, 353.9 +/- 123.6, and 348.4 +/- 129.1 cm), proagility shuttle run (5.8 +/- 0.5, 5.7 +/-0.53, 5.8 +/- 0.52, and 5.8 +/- 0.5 seconds), 20-m sprint (3.7 +/- 0.4, 3.7 +/- 0.4, 3.7 +/- 0.3, and 3.7 +/- 0.3 seconds), and 200-m sprint (36.3 +/- 4.7, 35.1 +/- 4.0, 35.9 +/- 5.9, and 35.4 +/- 5.4 seconds) after AE, RT, BS, or the control day, respectively. These findings suggest that an exercise lesson or skill-based PE class will not have an adverse effect on after-school fitness performance in adolescent athletes.

  17. Women's Clubs as Educative Agencies: Wilmington, Delaware New Century Club, 1889-1920

    ERIC Educational Resources Information Center

    Taggart, Robert

    2006-01-01

    There is no doubt that women had a role in progressive reform a century ago, despite their lack of vote. However, it may not be so clear what the nature of this reform effort was. This article suggests that women were highly organized in women's clubs that served as a major organ of change in society, and that they had a great impact on education…

  18. Essayists, essays, and hosts: Daniel Hale Williams Medical Reading Club.

    PubMed Central

    Greene Reed, T.; Evans, C. C.

    1996-01-01

    The 66-year-old Daniel Hale Williams Medical Reading Club is an independent reading club comprised of 65 physicians in the metropolitan Washington, DC, area. Members representing all specialty fields meet six times a year for dinner and fellowship, to consider topics of common interest to the profession, and to hear a prepared lecture given by a featured essayist. Club members take turns as hosts for each meeting. This article gives a historical list of these meetings, naming the essayist and the topic, the hosts, and the site of the meetings. PMID:8918074

  19. Continuing medical education: merits of a surgical journal club.

    PubMed

    A-Latif, A

    1990-01-01

    Journal clubs have been used as part of a continuing medical education programme for over 100 years. The major role of a journal club is to introduce concepts of critical thinking and evaluation of research literature. This study describes how the understanding of papers presented in a surgical journal club improves by the use of a handout as an aid to revision, and reading skills of the participants are evaluated by a post-test. It shows how participation improves when a climate of mutual respect is created and when the subject under discussion answers questions related to real life needs and the new knowledge acquired has an immediate application.

  20. Factors Influencing the Implementation of Organized Physical Activity and Fruit and Vegetable Snacks in the HOP'N After-School Obesity Prevention Program

    ERIC Educational Resources Information Center

    Hastmann, Tanis J.; Bopp, Melissa; Fallon, Elizabeth A.; Rosenkranz, Richard R.; Dzewaltowski, David A.

    2013-01-01

    Objective: To identify barriers and facilitators for improving the after-school organized physical activity (PA) and snack quality. Methods: After-school staff (Year 1, n = 20; Year 2, n = 17) participated in qualitative, semistructured interviews about the implementation of an after-school obesity prevention intervention. Interviews were…

  1. Surrounded by Science: Learning Science in Informal Environments

    ERIC Educational Resources Information Center

    Fenichel, Marilyn; Schweingruber, Heidi A.

    2010-01-01

    Practitioners in informal science settings--museums, after-school programs, science and technology centers, media enterprises, libraries, aquariums, zoos, and botanical gardens--are interested in finding out what learning looks like, how to measure it, and what they can do to ensure that people of all ages, from different backgrounds and cultures,…

  2. Strong, smart and bold strategies for improving attendance and retention in an after-school intervention.

    PubMed

    Markoe Hayes, Suzanne; Chapple, Sabrina; Ramirez, Cristina

    2014-03-01

    The Volunteers of America Greater Los Angeles (VOALA) Girls Inc. program is implementing and rigorously evaluating its Preventing Adolescent Pregnancy curriculum as part of a demonstration grant to identify effective teen pregnancy prevention programs sponsored by the U.S. Department of Health and Human Services Office of Adolescent Health (OAH). A total of 517 participants from Title I urban middle and high schools were randomly assigned to either Preventing Adolescent Pregnancy (treatment) or Economic Literacy (control) in two cohorts. Programming occurred after school weekly at middle and high schools. Low attendance and loss of sample (attrition) are common challenges in after-school programming, negatively affecting both the ability of a program to be successful and the integrity of a randomized controlled trial. The current article discusses challenges encountered with recruitment, incentives, and school factors during a first cohort of youth and innovative implementation changes during a second cohort that resulted in increased attendance rates and decreased attrition rates. Commentary is provided by the OAH Project Officer as well as lessons learned after 2 years of implementing the program.

  3. After-school program to reduce obesity in minority children: a pilot study.

    PubMed

    Madsen, Kristine A; Thompson, Hannah R; Wlasiuk, Lidya; Queliza, Emily; Schmidt, Colin; Newman, Thomas B

    2009-12-01

    This study explored a community-based after-school program's effect on obesity in minority children. Study participants included 178 third through fifth graders (47% Latino, 25% Asian, and 18% African-American) enrolled in America SCORES Bay Area. Outcomes were attendance, change in fitness (20-meter shuttle test), and body mass index (BMI) z-score over eight months. At baseline, 52 percent of children were overweight or obese. Children attended SCORES > 4 days/week and fitness significantly improved (p < 0.01). BMI z-score decreased by 0.04 (p = 0.10) overall, and by 0.05 (p = 0.08) among obese children, but increased among African-American children. These results suggest that SCORES increases fitness and may improve BMI in some minority children. Effect modification by race may relate to differential growth patterns or engagement in SCORES. These findings suggest community-based programs could effectively address obesity. A randomized trial of the SCORES program is warranted to rigorously examine this type of after-school program's impact on child health.

  4. Pedometers and aerobic capacity: evaluating an elementary after-school running program.

    PubMed

    Wanless, Elizabeth; Judge, Lawrence W; Dieringer, Shannon T; Bellar, David; Johnson, James; Plummer, Sheli

    2014-01-01

    Childhood obesity affects 1 of every 6 youth in the United States. One contributing factor to this statistic is a lack of physical activity (PA). Demands related to accountability which are placed on educators to demonstrate academic achievement often result in resistance to allocating time during the school day for PA. One possible solution is to consider utilizing time after school to integrate PA programs. The purpose of this study was to assess the impact of a 12-week after-school pedometer-focused PA program on aerobic capacity and to examine the relationship between step count and aerobic capacity in elementary school aged children. A group of elementary students (n = 24; 9.5 ± 0.9 years) participated in a 12-week pedometer-focused PA program that included pretraining and posttraining fitness testing via the 20-meter version of the PACER test. Paired sample t-tests revealed significant differences between the pretest (M = 21.0 laps, SD = 9.9) and posttest (M = 25.2 laps, SD = 12.2) scores (t = 4.04, P ≤ 0.001). A Pearson correlation revealed no significant relationship between individual step count and the difference between PACER pre- and posttest (r = 0.318, P = 0.130). The program improved aerobic capacity, but an increase in pedometer-calculated step count was not a predictor.

  5. Describing weight status and fitness in a community sample of children attending after-school programming.

    PubMed

    Huberty, J L; Rosenkranz, R R; Balluff, M A; High, R

    2010-06-01

    Although the body of research on public-health aspects of after-school programs is growing, little is known with regard to physical fitness levels of attending children. The purpose of this study was to describe the health-related fitness in a community sample (N.=826) of under-served children attending after-school programming. Health-related fitness was assessed via Fitnessgram(R) and body mass index. In this population, numerous children failed to meet national standards for the push-up (54%), curl-up (24%) and pacer (47%) tests. Many of those failing to meet national standards were unable to perform a single push-up (32%), or curl-up (12%), and over half (51%) of the children were overweight or obese. Significant differences by race/ethnicity, gender, and weight status emerged for some fitness measures. Based on these data, fitness aspects beyond weight status should be considered when designing PA programs for children, especially those in communities of underserved youth.

  6. Beyond content: leadership development through a journal club.

    PubMed

    Kattan, Jessica A; Apostolou, Andria; Al-Samarrai, Teeb; El Bcheraoui, Charbel; Kay, Meagan K; Khaokham, Christina B; Pillai, Parvathy; Sapkota, Sanjeeb; Jani, Asim A; Koo, Denise; Taylor, William C

    2014-11-01

    CDC designed its Health Systems Integration Program to prepare leaders to function at the interface of public health and health care. Specific Health Systems Integration Program competencies in the areas of communication, analysis and assessment, and health systems were developed to nurture evidence-based decision-making and leadership skills crucial for future public health leaders. The program therefore designed an innovative journal club as part of its competency-based curriculum not only to meet the standard goals for a journal club-critical reading, interpretation, and acquiring content knowledge-but also to foster leadership development. This report describes the Health Systems Integration Program journal club format, its implementation, challenges, and key elements of success. Other programs using a journal club model as a learning format might consider using the Health Systems Integration Program's innovative approach that focuses on leadership development. PMID:25439249

  7. 4. INTERIOR VIEW OF CLUB HOUSE REFRIGERATION UNIT, SHOWING COOLING ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    4. INTERIOR VIEW OF CLUB HOUSE REFRIGERATION UNIT, SHOWING COOLING COILS AND CORK-LINED ROOM. CAMERA IS BETWEEN SEVEN AND EIGHT FEET ABOVE FLOOR LEVEL, FACING SOUTHEAST. - Swan Falls Village, Clubhouse 011, Snake River, Kuna, Ada County, ID

  8. 7. CLUBHOUSE. FIREPLACE IN CLUB ROOM. VIEW TO NORTHWEST. ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    7. CLUBHOUSE. FIREPLACE IN CLUB ROOM. VIEW TO NORTHWEST. - Rainbow Hydroelectric Facility, Clubhouse, On north bank of Missouri River 2 miles Northeast of Great Falls, & end of Rainbow Dam Road, Great Falls, Cascade County, MT

  9. 203. BUILDING 12 (OFFICER'S CLUB), 194041, ALBERT KAHN, INC., ARCHITECTS. ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    203. BUILDING 12 (OFFICER'S CLUB), 1940-41, ALBERT KAHN, INC., ARCHITECTS. VIEW OF REAR OF BUILDING FROM THE SOUTH, SHOWING POOL AREA, ROOF TERRACES, ETC. - Quonset Point Naval Air Station, Roger Williams Way, North Kingstown, Washington County, RI

  10. 10. FIRST FLOOR, NUTFIELD CLUB IN WEST ELL, LOOKING NORTHWEST, ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    10. FIRST FLOOR, NUTFIELD CLUB IN WEST ELL, LOOKING NORTHWEST, ENTRANCE VESTIBULE WITH LEADED GLASS TRANSOM, PRESSED METAL CEILING - Harrington-Smith Block, 18-52 Hanover Street, Manchester, Hillsborough County, NH

  11. 12. Historic American Buildings Survey Topographic Survey of Cosmos Club, ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    12. Historic American Buildings Survey Topographic Survey of Cosmos Club, 1950, by Bernard Locroft, Civil Engineer (Showing Grounds as They Were at End of Sumner Welles Era) SITE PLAN - Townsend House, 2121 Massachusetts Avenue Northwest, Washington, District of Columbia, DC

  12. Students using visual thinking to learn science in a Web-based environment

    NASA Astrophysics Data System (ADS)

    Plough, Jean Margaret

    United States students' science test scores are low, especially in problem solving, and traditional science instruction could be improved. Consequently, visual thinking, constructing science structures, and problem solving in a web-based environment may be valuable strategies for improving science learning. This ethnographic study examined the science learning of fifteen fourth grade students in an after school computer club involving diverse students at an inner city school. The investigation was done from the perspective of the students, and it described the processes of visual thinking, web page construction, and problem solving in a web-based environment. The study utilized informal group interviews, field notes, Visual Learning Logs, and student web pages, and incorporated a Standards-Based Rubric which evaluated students' performance on eight science and technology standards. The Visual Learning Logs were drawings done on the computer to represent science concepts related to the Food Chain. Students used the internet to search for information on a plant or animal of their choice. Next, students used this internet information, with the information from their Visual Learning Logs, to make web pages on their plant or animal. Later, students linked their web pages to form Science Structures. Finally, students linked their Science Structures with the structures of other students, and used these linked structures as models for solving problems. Further, during informal group interviews, students answered questions about visual thinking, problem solving, and science concepts. The results of this study showed clearly that (1) making visual representations helped students understand science knowledge, (2) making links between web pages helped students construct Science Knowledge Structures, and (3) students themselves said that visual thinking helped them learn science. In addition, this study found that when using Visual Learning Logs, the main overall ideas of the

  13. R&W Club Frederick Sews for Kids | Poster

    Cancer.gov

    By Carolynne Keenan, Contributing Writer Sewing enthusiasts of all skill levels are invited to attend a sewing party hosted by the R&W Club Frederick on Feb. 18. Stop by the Building 549 Café Room between 10 a.m. and 4 p.m. to sew for a cause: help the club make pillowcases for ConKerr Cancer, a nonprofit organization that supports children in hospitals across the country.

  14. HPGD mutations cause cranioosteoarthropathy but not autosomal dominant digital clubbing.

    PubMed

    Seifert, Wenke; Beninde, Julia; Hoffmann, Katrin; Lindner, Tom H; Bassir, Christian; Aksu, Fuat; Hübner, Christoph; Verbeek, Nienke E; Mundlos, Stefan; Horn, Denise

    2009-12-01

    Cranio-osteoarthropathy, clinically classified as a variant of primary hypertrophic osteoarthropathy, is a very rare autosomal-recessive condition characterized by delayed closure of the cranial sutures and fontanels, digital clubbing, arthropathy, and periostosis. Recently, mutations in the gene HPGD, which encodes the NAD(+)-dependent 15-hydroxyprostaglandin dehydrogenase, were reported in four families affected with primary hypertrophic osteoarthropathy and one family with autosomal-recessive isolated nail clubbing. We report the clinical and molecular findings in four patients from two families affected with cranio-osteoarthropathy and one family with isolated, autosomal dominant digital clubbing. Genome-wide homozygosity mapping identified a locus for cranio-osteoarthropathy harboring the HPGD gene in one affected family. We detected two novel homozygous mutations in HPGD in these families: a missense mutation affecting the NAD(+) binding motif and a frameshift mutation. The clinical presentation in our patients was variable. Digital clubbing and hyperhidrosis were present in all cases. Delayed closure of the cranial sutures and fontanels, periostosis, and arthropathy were not consistent clinical features. No HPGD mutation was detected in a familial case of autosomal dominant isolated digital clubbing. The failure to identify any mutation in a family with an autosomal dominant type of isolated digital clubbing suggests that HPGD is not the major gene for this condition. PMID:19568269

  15. Who will volunteer? Analysing individual and structural factors of volunteering in Swiss sports clubs.

    PubMed

    Schlesinger, Torsten; Nagel, Siegfried

    2013-01-01

    This article analyses the conditions influencing volunteering in sports clubs. It focuses not only on individual characteristics of volunteers but also on the corresponding structural conditions of sports clubs. It proposes a model of voluntary work in sports clubs based on economic behaviour theory. The influences of both the individual and context levels on the decision to engage in voluntary work are estimated in different multilevel models. Results of these multilevel analyses indicate that volunteering is not just an outcome of individual characteristics such as lower workloads, higher income, children belonging to the sports club, longer club memberships, or a strong commitment to the club. It is also influenced by club-specific structural conditions; volunteering is more probable in rural sports clubs whereas growth-oriented goals in clubs have a destabilising effect.

  16. Engineering Design Education and Its Supporting System to Encourage After School Activities

    NASA Astrophysics Data System (ADS)

    Hattori, Yoichi; Matsuishi, Masakatsu; Tani, Masashi

    Kanazawa Institute of Technology started education reform in 1995. In the education up to that time the emphasis was laid to cram knowledge to students rather than to let them apply such knowledge to make products. The main purpose of the education reform was to cultivate students' ability to acquire necessary knowledge and information to produce technical fruits. To attain this purpose first of all curricula were completely changed and new subject “Engineering Design” was developed. At the same time education supporting system to encourage students' after school activities was introduced. In the following authors describe the contents of “Engineering Design” together with the activities of “Factory for Dreams and Ideas” which was established to help students' creative activity at any time when they have spare time.

  17. Easier Said than Done: Intervention Sustainability in an Urban After-School Program

    PubMed Central

    Frazier, Stacy L.; Mehta, Tara; Atkins, Marc S.; Weisbach, Jessica

    2011-01-01

    Although sustainability is frequently described as a project goal in community-based programs, concentrated efforts to sustain interventions beyond the conclusion of research funding have only recently emerged as a focus of implementation research. The current paper describes a study of behavioral consultation to after-school program staff in low-SES, urban communities. Following consultation, staff use of four recommended tools and strategies was examined, emphasizing facilitators and barriers to sustainability. Results indicated high perceived utility and intention to use intervention components, but low sustainability at two follow-up time points within 1 year after the initial consultation concluded. Findings suggest that ongoing implementation support in community settings may be necessary to ensure the sustainability of interventions and meet the mental health needs of participating high-risk youth. PMID:21416160

  18. Visiting nursery, kindergarten and after-school day care as astronomy for development

    NASA Astrophysics Data System (ADS)

    Tomita, Akihiko

    2015-08-01

    One of the frontiers of astronomy for development is astronomy education for young children. Note that it is not too-much-going-ahead education nor education for so-called gifted children. It is for all children in various situations. As an example, I present "Uchu no O-hanashi," a visiting activity which includeds slide show, story telling, and enjoying pictures on large sheets for children. Not only just for young children, but this activity also aims at intercultural understanding. Sometimes guest educator from abroad join the activity. Video letter exchange was successful even though there is a language barrier. For assessment of the activity, I have recorded the voice of children. I will present various examples of written records and their analysis of activites, at nursery, kindergarten, preschool, after-school day care for primary school children, and other sites. I hope exchanging the record will make a worldwide connection among educators for very young children.

  19. Science.

    ERIC Educational Resources Information Center

    Roach, Linda E., Ed.

    This document contains the following papers on science instruction and technology: "A 3-D Journey in Space: A New Visual Cognitive Adventure" (Yoav Yair, Rachel Mintz, and Shai Litvak); "Using Collaborative Inquiry and Interactive Technologies in an Environmental Science Project for Middle School Teachers: A Description and Analysis" (Patricia…

  20. Picture This!

    ERIC Educational Resources Information Center

    McMahon, Maureen M.

    2002-01-01

    Outlines the development of an after school science club in which students find a science topic of interest and create a storyboard through photographs. Includes tips for shooting photographs and equipment suggestions. (DDR)

  1. Epidemiological comparison of injuries in school and senior club rugby.

    PubMed Central

    Lee, A J; Garraway, W M

    1996-01-01

    OBJECTIVE: To determine the frequency, nature, circumstances, and outcome of schoolboy rugby injuries and to compare these injuries with those occurring in senior rugby clubs. METHODS: The study was a prospective cohort study, conducted on 1705 (98%) of 1736 eligible players from nine Edinburgh schools and 1169 (96%) of 1216 eligible players from all 26 senior Scottish Rugby Union clubs (South District) who provided personal details before the 1993-1994 rugby season. Adult linkpersons were appointed to notify the circumstances of all injury episodes occurring in matches or in rugby related training. RESULTS: 154 school players (9%) experienced 210 separate injuries in 186 injury episodes, 80% of which arose in matches. The prevalence rate of schoolboy match injuries was 86.8 (95% confidence interval 73.4 to 100.2) per 1000 player-seasons. Senior club match injury prevalence was much higher at 367.0 (339.4 to 394.6) per 1000 player-seasons. Club players had a higher rate of match injury than school-boys for all injury types. One third of schoolboy match injury episodes occurred in September and the majority of match injury episodes were associated with tackling (40%) or with being tackled (24%). Nine per cent of schoolboy match injury episodes were classified as severe, compared to 13% for clubs. Sixteen per cent (n = 23) of all schoolboy match injury episodes resulted in missed school attendance compared with 27% (n = 117) of all senior club match injury episodes which involved loss of employment or education. CONCLUSIONS: Schoolboy rugby is much safer than senior club rugby and the outcome of injuries that do occur is less disruptive. The relatively high rate of match injury in September migh be reduced by a more intensive period of preseason training. PMID:8889113

  2. Estimating Impact Forces of Tail Club Strikes by Ankylosaurid Dinosaurs

    PubMed Central

    Arbour, Victoria Megan

    2009-01-01

    Background It has been assumed that the unusual tail club of ankylosaurid dinosaurs was used actively as a weapon, but the biological feasibility of this behaviour has not been examined in detail. Ankylosaurid tail clubs are composed of interlocking vertebrae, which form the handle, and large terminal osteoderms, which form the knob. Methodology/Principal Findings Computed tomographic (CT) scans of several ankylosaurid tail clubs referred to Dyoplosaurus and Euoplocephalus, combined with measurements of free caudal vertebrae, provide information used to estimate the impact force of tail clubs of various sizes. Ankylosaurid tails are modeled as a series of segments for which mass, muscle cross-sectional area, torque, and angular acceleration are calculated. Free caudal vertebrae segments had limited vertical flexibility, but the tail could have swung through approximately 100° laterally. Muscle scars on the pelvis record the presence of a large M. longissimus caudae, and ossified tendons alongside the handle represent M. spinalis. CT scans showed that knob osteoderms were predominantly cancellous, which would have lowered the rotational inertia of the tail club and made it easier to wield as a weapon. Conclusions/Significance Large knobs could generate sufficient force to break bone during impacts, but average and small knobs could not. Tail swinging behaviour is feasible in ankylosaurids, but it remains unknown whether the tail was used for interspecific defense, intraspecific combat, or both. PMID:19707581

  3. East façade, Burton Park Club House, with Amphitheater in foreground, ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    East façade, Burton Park Club House, with Amphitheater in foreground, view to north from Amphitheater stage (90 mm lens). - Burton Park, Club House & Amphitheater, Adjacent ot south end of Chestnut Avenue, San Carlos, San Mateo County, CA

  4. The Kosmo Club case: clandestine prostitution during the interwar period.

    PubMed

    Settle, Louise

    2014-01-01

    During November 1933 the trial of three men accused of 'living off the earnings of prostitution' captivated the news reading public of Edinburgh. This article uses the detailed trial transcription and newspaper coverage of the Kosmo Club trial to examine the role that dance clubs played within a larger network of clandestine prostitution and the implications this had for the women who worked in these clubs as 'dance partners'. The case study focuses on a key moment in the history of prostitution, one that has not yet received sufficient historical attention, a moment when new technologies, such as the telephone and the motorcar, first began to dramatically alter the landscape of prostitution. Furthermore, the trial offers a rare glimpse of dance partners' experiences, both the dangers they faced and the many ways in which they attempted to resist those who sought to control and exploit them. PMID:25608372

  5. School nurse book clubs: an innovative strategy for lifelong learning.

    PubMed

    Greenawald, Deborah A; Adams, Theresa M

    2008-04-01

    Recognizing the ongoing need for continuing education for school nurses, the authors discuss the use of school nurse book clubs as an innovative lifelong-learning strategy. Current research supports the use of literature in nursing education. This article discusses the benefits of book club participation for school nurses and includes suggested fiction and nonfiction books that can be used to enhance nursing knowledge and practice. Through reading and discussion, school nurses can increase their knowledge of nursing history and current health care issues, thus becoming better prepared to address challenging issues that arise in practice. In addition, the use of literature as a learning strategy allows school nurses to broaden their understanding of unique cultural factors that influence the health beliefs and practices of students and their families. Book club participation can also assist school nurses in honing leadership and communication skills and becoming energized to become better advocates for children and families. PMID:18363439

  6. Social media, medicine and the modern journal club.

    PubMed

    Topf, Joel M; Hiremath, Swapnil

    2015-04-01

    Medical media is changing along with the rest of the media landscape. One of the more interesting ways that medical media is evolving is the increased role of social media in medical media's creation, curation and distribution. Twitter, a microblogging site, has become a central hub for finding, vetting, and spreading this content among doctors. We have created a Twitter journal club for nephrology that primarily provides post-publication peer review of high impact nephrology articles, but additionally helps Twitter users build a network of engaged people with interests in academic nephrology. By following participants in the nephrology journal club, users are able to stock their personal learning network. In this essay we discuss the history of medical media, the role of Twitter in the current states of media and summarize our initial experience with a Twitter journal club.

  7. School nurse book clubs: an innovative strategy for lifelong learning.

    PubMed

    Greenawald, Deborah A; Adams, Theresa M

    2008-04-01

    Recognizing the ongoing need for continuing education for school nurses, the authors discuss the use of school nurse book clubs as an innovative lifelong-learning strategy. Current research supports the use of literature in nursing education. This article discusses the benefits of book club participation for school nurses and includes suggested fiction and nonfiction books that can be used to enhance nursing knowledge and practice. Through reading and discussion, school nurses can increase their knowledge of nursing history and current health care issues, thus becoming better prepared to address challenging issues that arise in practice. In addition, the use of literature as a learning strategy allows school nurses to broaden their understanding of unique cultural factors that influence the health beliefs and practices of students and their families. Book club participation can also assist school nurses in honing leadership and communication skills and becoming energized to become better advocates for children and families.

  8. The Kosmo Club case: clandestine prostitution during the interwar period.

    PubMed

    Settle, Louise

    2014-01-01

    During November 1933 the trial of three men accused of 'living off the earnings of prostitution' captivated the news reading public of Edinburgh. This article uses the detailed trial transcription and newspaper coverage of the Kosmo Club trial to examine the role that dance clubs played within a larger network of clandestine prostitution and the implications this had for the women who worked in these clubs as 'dance partners'. The case study focuses on a key moment in the history of prostitution, one that has not yet received sufficient historical attention, a moment when new technologies, such as the telephone and the motorcar, first began to dramatically alter the landscape of prostitution. Furthermore, the trial offers a rare glimpse of dance partners' experiences, both the dangers they faced and the many ways in which they attempted to resist those who sought to control and exploit them.

  9. Inventories of psychological skills for athletic clubs and school life.

    PubMed

    Ueno, Kohei

    2014-02-01

    Some students who participate in athletic activities transfer the skills acquired in a sports context into other areas of life, while others do not. To identify the specific skills that are transferred or not from sports to the school environment, two inventories were developed: the "Psychological Skills Inventory for Athletic Clubs" and the "Psychological Skills Inventory for School Life." These inventories enable a comparison of skills in a sport context with skills in a school context. In the first stage, 307 Japanese first-year university students who had participated in high school athletic clubs volunteered to take part in a survey to develop these inventories. Analyses indicated that both inventories comprised identical subscales of intrapersonal and interpersonal skills. In the second stage, the reliability and validity of these inventories was confirmed for 531 Japanese high school students who were members of athletic clubs for sports such as soccer and baseball.

  10. Social media, medicine and the modern journal club.

    PubMed

    Topf, Joel M; Hiremath, Swapnil

    2015-04-01

    Medical media is changing along with the rest of the media landscape. One of the more interesting ways that medical media is evolving is the increased role of social media in medical media's creation, curation and distribution. Twitter, a microblogging site, has become a central hub for finding, vetting, and spreading this content among doctors. We have created a Twitter journal club for nephrology that primarily provides post-publication peer review of high impact nephrology articles, but additionally helps Twitter users build a network of engaged people with interests in academic nephrology. By following participants in the nephrology journal club, users are able to stock their personal learning network. In this essay we discuss the history of medical media, the role of Twitter in the current states of media and summarize our initial experience with a Twitter journal club. PMID:25906989

  11. The New Stories/New Cultures after-school enrichment program: a direct cultural intervention.

    PubMed

    Frank, G; Fishman, M; Crowley, C; Blair, B; Murphy, S T; Montoya, J A; Hickey, M P; Brancaccio, M V; Bensimon, E M

    2001-01-01

    This article describes the organization, curriculum, and outcomes for New Stories/New Cultures, an activity-based program for after-school enrichment in five schools in the low-income neighborhood near a major American university. The program encourages students (70% Hispanic-American, 30% African-American) to experience themselves as producers of culture, not just as consumers. Its methods include (a) creative team use of video equipment and other expressive media and (b) lessons about media literacy (i.e., making critical choices about images and activities depicted in popular culture and commercials). Outcome measures with the cohort of fifth and sixth graders support the programs occupation-based philosophy. They show that students are more likely to experience themselves as building skills when engaged in activities that are both challenging and enjoyable. The students reported greatest engagement and enjoyment in activities that were creative, team-based, and involving media production. These same activities were correlated with increased self-esteem. The term direct cultural intervention is used to describe the application of occupational principles and critical perspectives to provide a population with conceptual tools and skills for interpreting and successfully navigating the social world. PMID:14601809

  12. Making Every Day Count: Boys & Girls Clubs' Role in Promoting Positive Outcomes for Teens

    ERIC Educational Resources Information Center

    Arbreton, Amy

    2009-01-01

    The third in a series of reports from P/PV's three-year study of the role Boys & Girls Clubs play in the lives of the youth they serve, "Making Every Day Count" examines how Club participation is related to youth's positive and healthy development in three outcome areas identified by Boys & Girls Clubs of America as central to its mission: good…

  13. 26 CFR 1.501(c)(7)-1 - Social clubs.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 26 Internal Revenue 7 2013-04-01 2013-04-01 false Social clubs. 1.501(c)(7)-1 Section 1.501(c)(7... (CONTINUED) INCOME TAXES (CONTINUED) Exempt Organizations § 1.501(c)(7)-1 Social clubs. (a) The exemption... general, this exemption extends to social and recreation clubs which are supported solely by...

  14. 26 CFR 1.501(c)(7)-1 - Social clubs.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 26 Internal Revenue 7 2012-04-01 2012-04-01 false Social clubs. 1.501(c)(7)-1 Section 1.501(c)(7... (CONTINUED) INCOME TAXES (CONTINUED) Exempt Organizations § 1.501(c)(7)-1 Social clubs. (a) The exemption... general, this exemption extends to social and recreation clubs which are supported solely by...

  15. 26 CFR 1.501(c)(7)-1 - Social clubs.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 26 Internal Revenue 7 2014-04-01 2013-04-01 true Social clubs. 1.501(c)(7)-1 Section 1.501(c)(7)-1...) INCOME TAXES (CONTINUED) Exempt Organizations § 1.501(c)(7)-1 Social clubs. (a) The exemption provided by... general, this exemption extends to social and recreation clubs which are supported solely by...

  16. Raising Money Through Gift Clubs: A Survey of Techniques at 42 Institutions.

    ERIC Educational Resources Information Center

    Sweeney, Robert D., Comp.

    The way that 42 private schools, colleges, and universities use gift clubs to motivate donors is examined. Based on a nationwide survey, information is presented on the clubs' origins, requirements for membership, methods of enlisting new members, and ways of encouraging current members to increase gifts. Attention is also directed to the clubs'…

  17. Coaches' Perceptions of French Sports Clubs: Health-Promotion Activities, Aims and Coach Motivation

    ERIC Educational Resources Information Center

    Van Hoye, Aurélie; Sarrazin, Philippe; Heuzé, Jean-Philippe; Kokko, Sami

    2015-01-01

    Background: Given the benefits of participating in sport, sports clubs have been recognised as health promoting organizations. To examine health-promotion activities in Finnish sports clubs, Kokko et al. developed a set of standards for health-promoting sports clubs (HPSC). Objective: The present study extends this line of research, by (1)…

  18. 26 CFR 1.501(c)(7)-1 - Social clubs.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 26 Internal Revenue 7 2010-04-01 2010-04-01 true Social clubs. 1.501(c)(7)-1 Section 1.501(c)(7)-1...) INCOME TAXES (CONTINUED) Exempt Organizations § 1.501(c)(7)-1 Social clubs. (a) The exemption provided by... general, this exemption extends to social and recreation clubs which are supported solely by...

  19. Toward an Ecstasy and Other Club Drug (EOCD) Prevention Intervention for Rave Attendees

    ERIC Educational Resources Information Center

    Yacoubian, George S., Jr.; Miller, Sarah; Pianim, Selwyn; Kunz, Michael; Orrick, Erin; Link, Tanja; Palacios, Wilson R.; Peters, Ronald J.

    2004-01-01

    A growing body of recent research has identified that "rave" attendees are at high risk for the use of "club drugs," such as 3,4-methylenedioxymeth-amphetamine (MDMA or "ecstasy"). Rave attendees, however, comprise only one of several club-going populations. In the current study, we explore the prevalence of ecstasy and other club drug (EOCD) use…

  20. An Academic Club Service Learning Project as a Demonstration of Experiential Teaching Tools

    ERIC Educational Resources Information Center

    Bonczek, James L.; Snyder, Lori Unruh; Ellis, Larry R.

    2007-01-01

    We describe our pedagogical approaches and experiences with an academic club service learning project (one semester, 20 club participants, including both graduate students and lower and upper-level undergraduates). Our service learning project responds to the recent demand for more community service-based club projects within the College of…

  1. Undergraduate Journal Club as an Intervention to Improve Student Development in Applying the Scientific Process

    ERIC Educational Resources Information Center

    Sandefur, Conner I.; Gordy, Claire

    2016-01-01

    We developed and implemented a series of workshops and seminars in an undergraduate journal club targeted at improving student development in applying the scientific process. Students were surveyed before and after participating in the club about their confidence in accessing, analyzing, and reporting scientific research. Post-club, the students…

  2. Charismatic Cops, Patriarchs and a Few Good Women: Leadership, Club Culture and Young Peoples' Drinking

    ERIC Educational Resources Information Center

    Kelly, Peter; Hickey, Chris; Cormack, Sue; Harrison, Lyn; Lindsay, Jo

    2011-01-01

    The paper reports on key findings of a research project that examined the roles that community-based sporting clubs in the Australian state of Victoria play in shaping young people's understandings and uses of alcohol. Our research imagined clubs as community hubs that are located in complex networks that impact on the ways that clubs understand…

  3. Teaching Note--Incorporating Journal Clubs into Social Work Education: An Exploratory Model

    ERIC Educational Resources Information Center

    Moore, Megan; Fawley-King, Kya; Stone, Susan I.; Accomazzo, Sarah M.

    2013-01-01

    This article outlines the implementation of a journal club for master's and doctoral social work students interested in mental health practice. It defines educational journal clubs and discusses the history of journal clubs in medical education and the applicability of the model to social work education. The feasibility of implementing…

  4. 7 CFR 795.10 - Club, society, fraternal or religious organization.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 7 2010-01-01 2010-01-01 false Club, society, fraternal or religious organization... General § 795.10 Club, society, fraternal or religious organization. Each individual club, society..., society, fraternal or religious organization is engaged in the production of crops as a separate...

  5. 7 CFR 795.10 - Club, society, fraternal or religious organization.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 7 2011-01-01 2011-01-01 false Club, society, fraternal or religious organization... General § 795.10 Club, society, fraternal or religious organization. Each individual club, society..., society, fraternal or religious organization is engaged in the production of crops as a separate...

  6. 7 CFR 795.10 - Club, society, fraternal or religious organization.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 7 2013-01-01 2013-01-01 false Club, society, fraternal or religious organization... General § 795.10 Club, society, fraternal or religious organization. Each individual club, society..., society, fraternal or religious organization is engaged in the production of crops as a separate...

  7. 7 CFR 795.10 - Club, society, fraternal or religious organization.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 7 2012-01-01 2012-01-01 false Club, society, fraternal or religious organization... General § 795.10 Club, society, fraternal or religious organization. Each individual club, society..., society, fraternal or religious organization is engaged in the production of crops as a separate...

  8. 7 CFR 795.10 - Club, society, fraternal or religious organization.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 7 2014-01-01 2014-01-01 false Club, society, fraternal or religious organization... General § 795.10 Club, society, fraternal or religious organization. Each individual club, society..., society, fraternal or religious organization is engaged in the production of crops as a separate...

  9. The Effect of New York's Elite Athletic Clubs on American Amateur Athletic Governance 1870-1915.

    ERIC Educational Resources Information Center

    Wettan, Richard; Willis, Joe

    During the early history of amateur athletics, the large and affluent athletic clubs--mostly in New York City--took the initiative in the formation of the first associations of amateur clubs, the National Association of Amateur Athletes of America (NAAAA), and its successor, the Amateur Athletic Union (AAU). Athletic clubs in New York City in the…

  10. 26 CFR 1.501(c)(7)-1 - Social clubs.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 26 Internal Revenue 7 2011-04-01 2009-04-01 true Social clubs. 1.501(c)(7)-1 Section 1.501(c)(7)-1...) INCOME TAXES (CONTINUED) Exempt Organizations § 1.501(c)(7)-1 Social clubs. (a) The exemption provided by... general, this exemption extends to social and recreation clubs which are supported solely by...

  11. Back to the Future: The Brownstone and FutureLink After-School Programs for Homeless Children.

    ERIC Educational Resources Information Center

    Homes for the Homeless, Inc., New York, NY.

    Homes for the Homeless initiated a family and community approach to learning at its American Family Inns (homeless shelters) via a customized, shelter-based, accelerated after-school program, Brownstone/FutureLink. The program helps improve students' grades, self-confidence, and academic potential. It requires parents, shelter staff, and public…

  12. A Pilot Study Exploring After-School Care Providers' Response to the Incredible Years Classroom Management Program

    ERIC Educational Resources Information Center

    Hicks-Hoste, Taylor B.; Carlson, John S.; Tiret, Holly B.

    2015-01-01

    The need for and importance of bringing evidence-based interventions into school settings has been firmly established. Adapting and adjusting intervention programs to meet the unique needs of a school district requires personnel to use a data-based approach to implementation. This pilot study is the first to report on after-school care providers'…

  13. A Qualitative Study of Urban Hispanic Youth in an After-School Program: Career, Cultural, and Educational Development

    ERIC Educational Resources Information Center

    Perry, Justin C.; Calhoun-Butts, Candice

    2012-01-01

    Based on a diverse sample of 11 urban Hispanic youth, the career, educational, and cultural domains of developmental adjustment were investigated through a triangulation of interview data and field notes within the context of delivering an after-school program. Consensual qualitative research (CQR) and content analysis were used to explore how…

  14. Bodily Play in the After-School Program: Fulfillment of Intentionality in Interaction between Body and Place

    ERIC Educational Resources Information Center

    Londal, Knut

    2011-01-01

    This article investigates the relationship between children in an after-school program (ASP) and the places where they play. It focuses on the kind of bodily play the children themselves choose and control. The author applies a life-world approach to this study, and his theoretical perspective is based on phenomenological philosophy. The…

  15. Children's Lived Experience and Their Sense of Coherence: Bodily Play in a Norwegian After-School Programme

    ERIC Educational Resources Information Center

    Londal, Knut

    2010-01-01

    This article is based on materials gathered from qualitative research interviews among eight-year-old and nine-year-old children participating in an after-school programme (ASP) in Oslo, and investigates how bodily play affects their sense of coherence (SOC). In line with Maurice Merleau-Ponty, children's lived experiences are regarded as layered…

  16. Supporting African Refugees in Greater Western Sydney: A Critical Ethnography of After-School Homework Tutoring Centres

    ERIC Educational Resources Information Center

    Naidoo, Loshini

    2008-01-01

    This paper discusses the Refugee Action Support Partnership Project between the University of Western Sydney, The Australian Literacy and Numeracy Foundation and the NSW-Department of Education and Training (DET). The critical ethnographic method is used to evaluate the after-school homework tutoring centres as a vehicle of literacy development…

  17. Diverging Experiences during Out-of-School Time: The Race Gap in Exposure to After-School Programs

    ERIC Educational Resources Information Center

    Hynes, Kathryn; Sanders, Felicia

    2011-01-01

    There is considerable interest in identifying ways to close the Black-White achievement gap. This study examines race differences in children's participation in after-school programs, an out-of-school time experience that may influence children's achievement. Using nationally representative data spanning 1995-2005, the authors find that African…

  18. The Evaluation of Enhanced Academic Instruction in After-School Programs: Final Report. NCEE 2009-4077

    ERIC Educational Resources Information Center

    Black, Alison Rebeck; Somers, Marie-Andree; Doolittle, Fred; Unterman, Rebecca; Grossman, Jean Baldwin

    2009-01-01

    The primary purpose of this study is to determine whether providing structured academic instruction in reading or math to students in grades two to five during their afterschool hours--instead of the less formal academic supports offered in regular after-school programs-- improves their academic performance in the subject. This is the second and…

  19. Achievement Goals and Their Relations to Children's Disruptive Behaviors in an After-School Physical Activity Program

    ERIC Educational Resources Information Center

    Agbuga, Bulent; Xiang, Ping; McBride, Ron

    2010-01-01

    This study used a trichotomous achievement goal model to explore and describe what actually happened in terms of students' achievement goals and disruptive behaviors in an after-school physical activity program. Participants included 158 students in grades 3-6. They completed questionnaires assessing their achievement goals and disruptive…

  20. A Randomized Controlled Trial Evaluation of an After-School Prosocial Behavior Program in an Area of Socioeconomic Disadvantage

    ERIC Educational Resources Information Center

    O'Hare, Liam; Biggart, Andy; Kerr, Karen; Connolly, Paul

    2015-01-01

    A randomized controlled trial was used to evaluate the effects of a prosocial behavior after-school program called Mate-Tricks for 9- and 10-year-old children and their parents living in an area of significant socioeconomic disadvantage. The children were randomly assigned to an intervention (n = 220) or a control group (n = 198). Children were…

  1. Developing Social Inclusion through After-School Homework Tutoring: A Study of African Refugee Students in Greater Western Sydney

    ERIC Educational Resources Information Center

    Naidoo, Loshini

    2009-01-01

    Schools represent the primary setting where refugee children learn about Australian life and culture. They serve as a broad context for acculturation not only for academic development and language acquisition but for cultural learning too. This paper focuses on the after-school homework tutoring programme that uses University of Western Sydney…

  2. The Digital Literacy Practices of Latina/o Immigrant Parents in an After-School Technology Partnership

    ERIC Educational Resources Information Center

    Machado-Casas, Margarita; Sánchez, Patricia; Ek, Lucila D.

    2014-01-01

    Drawing from a larger qualitative four-year study of an after-school technology partnership called "La Clase Mágica" at the University of Texas at San Antonio (LCM@UTSA), the authors focus on how digital literacies mediate the literacy learning of Latina/o bilingual immigrant parents. They also discuss how the elementary school and…

  3. Young Women's Leadership Alliance: Youth-Adult Partnerships in an All-Female After-School Program

    ERIC Educational Resources Information Center

    Denner, Jill; Meyer, Beth; Bean, Steve

    2005-01-01

    This article describes program strategies and adult practices that can build youth-adult partnerships. In particular, it focuses on strategies to empower girls in all-female after-school programs. The Young Women's Leadership Alliance has involved 164 girl leaders and five adult women leaders over three years. To build the partnerships, adults…

  4. "Mao Might Cheat": The Interactional Construction of the Imaginary Situation in a Fifth Dimension After-School Setting

    ERIC Educational Resources Information Center

    Poole, Deborah

    2011-01-01

    This article explores Vygtosky's (1978) notion of the imaginary situation through analysis of interaction and activity in a Fifth Dimension after-school setting, one of a network of programs designed with an aim to realize developmental concepts proposed by Vygotsky and others in the cultural-historical tradition (see, e.g., Cole & the Distributed…

  5. After-School Physical Activity and Eating Behaviors of Middle School Students in Relation to Adult Supervision

    ERIC Educational Resources Information Center

    Miller, Wayne C.; Hering, Michelle; Cothran, Carrie; Croteau, Kim; Dunlap, Rebecca

    2012-01-01

    Objective: Examine after-school activity patterns, eating behaviors, and social environment of overweight and normal weight middle school students. Design: Eating and physical activity behaviors of 141 students, ages 10-14, were monitored. Students completed a diary documenting type of activity, location, adult supervision, accompanying…

  6. A Snapshot of After-School Program Research Literature. Research Watch. D&A Report No. 13.10

    ERIC Educational Resources Information Center

    Rhea, Anisa

    2013-01-01

    After-school programs, also commonly referred to as out-of-school time and expanded learning opportunities, are typically described as safe, structured programs that offer an array of adult supervised activities to promote the learning and development of kindergarten through high school students outside of the school day (Beckett et al., 2009;…

  7. Running to Achieve: Engaging Students in Literacy and Physical Activity through an After-School Learning Community

    ERIC Educational Resources Information Center

    Vanzandt, Christina

    2011-01-01

    The purpose of this participant-observation study is to describe rural, southern, 3rd-5th grade children's engagement in running and writing in an after-school learning community called "Running to Achieve." This study provides insights into links between physical activity and writing by using one to engage students in the other. Three…

  8. Building Academic Vocabulary in After-School Settings: Games for Growth with Middle School English-Language Learners

    ERIC Educational Resources Information Center

    Townsend, Dianna

    2009-01-01

    Adolescent English-language learners (ELLs) encounter increasingly difficult academic language as they progress through school. This article describes the design of an after-school intervention, Language Workshop, created to help middle school ELLs build their knowledge of academic vocabulary words. Evidence-based principles of vocabulary…

  9. Explore Locally, Excel Digitally: A Participatory Learning After-School Program for Enriching Citizenship On- and Offline

    ERIC Educational Resources Information Center

    Felt, Laurel J.; Vartabedian, Vanessa; Literat, Ioana; Mehta, Ritesh

    2012-01-01

    This paper discusses the design and implementation of a participatory culture pedagogy in the context of a pilot after-school program at LAUSD's Robert F. Kennedy Community Schools. Ethnographic fieldnotes, instructor and student reflections, photographs, video recordings, and student work illustrate the program's culture of participatory…

  10. The Quality of School-Age Child Care in After-School Settings. Research-to-Policy Connections No. 7

    ERIC Educational Resources Information Center

    Little, Priscilla M.

    2007-01-01

    This brief identifies the features of high-quality after-school settings that have emerged from the research and are reflected in program quality tools. It also examines key research linking program quality to positive developmental outcomes; it reviews current practice in program quality assessment; and it offers considerations for policymakers…

  11. Does the Neighborhood Context Alter the Link between Youth's After-School Time Activities and Developmental Outcomes? A Multilevel Analysis

    ERIC Educational Resources Information Center

    Fauth, Rebecca C.; Roth, Jodie L.; Brooks-Gunn, Jeanne

    2007-01-01

    This article examines links between different measures of after-school time activity participation (5 specific activities and breadth) on youth's developmental outcomes (anxiety/depression, delinquency, and substance use) over 6 years and whether these links are moderated by neighborhood-level variables. The sample (N = 1,315) of 9- and…

  12. Green Youth of Russia, Kazakhstan and Ukraine: After-School Naturalist Programs in Post-Soviet Space

    ERIC Educational Resources Information Center

    Blinnikov, Mikhail S.; Lindsey, Jason Royce

    2010-01-01

    This paper compares the status of young naturalist after-school programs in three post-Soviet republics: Russia, Ukraine and Kazakhstan. In the past, the region's environmental teachers, leaders and activists have emerged from such youth programs. Thus, the health of these programs is a leading indicator for the long-term viability of broader…

  13. Improving Reading Comprehension through Holistic Intervening and Tutoring During After-School with High Risk Minority Elementary School Students

    ERIC Educational Resources Information Center

    Johnson, Kaprea F.; Gupta, Abha; Rosen, Hana; Rosen, Howard

    2013-01-01

    The current study took a quasi-experimental approach investigating the effect of a holistic after-school intervention, on reading comprehension measured by the Gray Oral Reading Test (GORT)-4 on at-risk students in Grade 2 through Grade 5. Analysis of Variance was used to investigate the relationship between pre- and post-intervention scores. The…

  14. Analysis of the Dynamics among Tutors in an After-School Tutoring Program in a Homeless Shelter for Families

    ERIC Educational Resources Information Center

    MacGillivray, Laurie; Goode, Gretchen S.

    2016-01-01

    Researchers of after-school tutoring primarily focus on educational outcomes with little attention to the social dynamics of such programs. In our qualitative case study, we examined the nature of interactions among tutors in a tutoring program at a homeless shelter for families. Employing Bourdieu's concepts of "social capital" and…

  15. Method of transportation and drinking among club patrons

    PubMed Central

    Bourdeau, Beth; Miller, Brenda A.; Johnson, Mark B.; Voas, Robert B.

    2015-01-01

    Objective The current study examines the variation in alcohol use among nightclub patrons under three transportation conditions: those who departed from a club using modes of transportation other than cars or motorcycles (e.g., pedestrians, bicyclists, subway riders); those who were passengers of drivers (auto/taxi passenger patrons); and those who drove from the club (driving patrons). We seek to determine whether patrons' choice for how to leave the club contributes to their risk, as assessed by blood alcohol concentrations (BAC), after controlling for other factors that may contribute to their BAC including demographic characteristics and social drinking group influences. Methods Data were collected from social drinking groups as they entered and exited clubs for 71 different evenings at ten clubs from 2010 through 2012. Using portal methodology, a research site was established proximal to club entrances. Each individual participant provided data on themselves and others in their group. The present analyses are based upon 1833 individuals who completed both entrance and exit data. Our outcome variable is blood alcohol content (BAC) based upon breath tests attained from patrons at entrance and exit from the club. Independent variables include method of transportation, social group characteristics, drug use, and personal characteristics. We use step-wise multiple regressions to predict entrance BAC, change in BAC from entrance to exit, and exit BAC: first entering individual demographic characteristics, then entering group characteristics, then drug use, and finally entering method of transportation (two dummy coded variables such that drivers are the referent category). Results In sum, in all three of our analyses, only three variables are consistently predictive of BAC: presence of a group member who is frequently drunk and non-driving modes of transportation, either being the passenger or taking alternate methods of transportation. In particular, taking an

  16. Book clubs--outreach opportunities for hospital libraries.

    PubMed

    Stephenson, Priscilla L; Clever, Shannon; Coady, Teresa R; Ender, Deniz; Heyd, Michael; Peth, Sara

    2014-01-01

    Book clubs and discussion groups provide opportunities for hospital librarians to reach out to staff from all areas of their facilities while introducing them to literature reflecting participants' personal and professional interests. Librarians presenting these case studies have coordinated local book clubs where topics ranged from titles about the nature of healing, to leadership development, and patient-centered care. Some also included contemporary novels of interest to participants. No matter the setting or scope of material discussed, each group has provided unique networking opportunities for staff to meet others working in various departments of their facilities.

  17. The professionalization of Carl G. Jung's analytical psychology clubs.

    PubMed

    Samuels, A

    1994-04-01

    This paper addresses (1) the history of a cluster of unusual institutions-analytical psychology clubs--which started in 1916 and by 1934 had become established in many of the countries in the world in which there was interest in the analytical psychology of Carl G. Jung; (2) the conflicts involved in trying to unite the relatively informal earlier "Jung Clubs" with the more formal societies being established by the increasing numbers of professionally trained analysts; and (3) the wider cultural and social issues included in the professionalization of analytical psychology.

  18. Out of School Programs in Science.

    ERIC Educational Resources Information Center

    Stern, Virginia W., Comp.; And Others

    Science programs which take place outside the traditional classroom and beyond the usual school hours are listed. The programs (designed for all ages and educational levels and scheduled after school, on Saturdays, evenings, and during summer months) are offered in multidisciplinary science centers located in larger cities, small town museums,…

  19. Four Tools for Science Fair Success

    ERIC Educational Resources Information Center

    Smith, Sherry Weaver; Messmer, Barbara; Storm, Bill; Weaver, Cheryl

    2007-01-01

    These teacher-tested ideas will guide students in creating true inquiry-based projects. Two of the ideas, the Topic Selection Wizard and Science Project Timeline, are appropriate for all science fair programs, even new ones. For existing programs, the Black Box of Project Improvement and After-School Project Clinic improve project quality and…

  20. Substance use among eighth-grade students who take care of themselves after school.

    PubMed

    Richardson, J L; Dwyer, K; McGuigan, K; Hansen, W B; Dent, C; Johnson, C A; Sussman, S Y; Brannon, B; Flay, B

    1989-09-01

    This investigation focused on substance use among children who regularly care for themselves after school (latchkey children). The data, collected from 4932 eighth-grade students, indicated that self-care is an important risk factor for alcohol, tobacco, and marijuana use. Data collected from 2185 parents validated these findings. Eighth-grade students, who took care of themselves for 11 or more hours a week, were at twice the risk of substance use as those who did not take care of themselves at all. This relationship held at all levels of sociodemographic status, extracurricular activities, sources of social influence, and stress. Of the 186 stratified tests of the relationship, 90% were significant; even those not found to be significant were in the direction expected. Path analyses suggest that risk-taking, having friends who smoke, and being offered cigarettes may partially explain the relationship between self-care and substance use. Those eighth-grade students who select friends who smoke and place themselves in situations in which they are offered cigarettes may be manifesting a desire to display their sense of maturity and independence. The fact that the increase in substance use occurred among almost all strata tested and the fact that mediation was not complete suggest that more than one mechanism may account for the associated increase in substance use. It is also possible that more time in self-care results in more unnoticed solitary trials of substances, as well as trials motivated by peer offers or peer pressure to use substances. PMID:2788869

  1. 75 FR 34374 - Safety Zone; Stockton Ports Baseball Club/City of Stockton, 4th of July Fireworks Display...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-06-17

    ... SECURITY Coast Guard 33 CFR Part 165 RIN 1625-AA00 Safety Zone; Stockton Ports Baseball Club/City of... Ports Baseball Club and the City of Stockton will sponsor the Stockton Ports Baseball Club/City of... Ports Baseball Club/City of Stockton 4th of July Fireworks Display, Stockton, CA. (a) Location....

  2. 20 CFR 404.1014 - Domestic service by a student for a local college club, fraternity or sorority.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... college club, fraternity or sorority. 404.1014 Section 404.1014 Employees' Benefits SOCIAL SECURITY... a local college club, fraternity or sorority. (a) General. If you are a student and do work of a household nature in or about the club rooms or house of a local college club or local chapter of a...

  3. 20 CFR 404.1014 - Domestic service by a student for a local college club, fraternity or sorority.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... college club, fraternity or sorority. 404.1014 Section 404.1014 Employees' Benefits SOCIAL SECURITY... a local college club, fraternity or sorority. (a) General. If you are a student and do work of a household nature in or about the club rooms or house of a local college club or local chapter of a...

  4. Comparison of Coaches' Perceptions and Officials Guidance towards Health Promotion in French Sport Clubs: A Mixed Method Study

    ERIC Educational Resources Information Center

    Van Hoye, A.; Heuzé, J.-P.; Larsen, T.; Sarrazin, P.

    2016-01-01

    Despite the call to improve health promotion (HP) in sport clubs in the existing literature, little is known about sport clubs' organizational capacity. Grounded within the setting-based framework, this study compares HP activities and guidance among 10 football clubs. At least three grassroots coaches from each club (n = 68) completed the Health…

  5. A Cross-Cultural Study on Meaning and the Nature of Children's Experiences in Australian and French Swimming Clubs

    ERIC Educational Resources Information Center

    Light, Richard

    2010-01-01

    This article reports on a study conducted in Australia and France that inquired into the meaning and the nature of children's experiences of being in swimming clubs with a focus on the positive aspects of membership that keep them in their clubs. Three-month long case studies were conducted in a club in Australia and in a club in France, employing…

  6. Extracurricular School Clubs: A Time for Fun and Learning

    ERIC Educational Resources Information Center

    Pence, Alicia R.; Dymond, Stacy K.

    2015-01-01

    Inclusion in school clubs affords students with severe disabilities learning opportunities as well as a natural context for addressing curricula. These learning opportunities expand the number of settings in which students can practice, master, and generalize skills associated with priority IEP objectives. Teaching skills within natural activities…

  7. Imaginary Indians: Representations of Native Americans in Scholastic Reading Club

    ERIC Educational Resources Information Center

    Chaudhri, Amina; Schau, Nicole

    2016-01-01

    Scholastic Reading Clubs are a popular and inexpensive way for teachers to build classroom libraries and for parents to purchase books for their children. The books made accessible to children through the order forms are assumed to be suitable for young readers in terms of their content, popularity, currency, and curricular relevance.…

  8. Marshall Amateur Radio Club experiment (MARCE) post flight data analysis

    NASA Technical Reports Server (NTRS)

    Rupp, Charles C.

    1987-01-01

    The Marshall Amateur Radio Club Experiment (MARCE) data system, the data recorded during the flight of STS-61C, the manner in which the data was reduced to engineering units, and the performance of the student experiments determined from the data are briefly described.

  9. Journal Club Format Emphasizing Techniques of Critical Reading.

    ERIC Educational Resources Information Center

    Woods, James R., Jr.; Winkel, Craig E.

    1982-01-01

    The journal club format offers the resident a unique opportunity to develop specific skills in reading, comprehending, and evaluating medical literature. A course designed for residents in obstetrics and gynecology at the Letterman Army Medical Center and at the University of Cincinnati is described. (MLW)

  10. To the Library and Beyond! 2001 Texas Reading Club Manual.

    ERIC Educational Resources Information Center

    Bonet, Elida Guardia; Coker, Lisa; Cowan, Julie; Green, Kathleen D.; Hager, Tina; Muller-McKinstry, Adelle; McMahon, Dorothy; Meyers, Sally; Parrish, Leila; Schill, Victor Lynn; Travis, Gayle; Vigil, Angel; Waits, Cara A.; Youngblood, Lisa

    The Texas Reading Club is designed to encourage youth to read for pleasure and to promote library usage.The theme for 2001 is "To the Library and Beyond!" and emphasizes ways in which a visit to the library leads young minds to explore world geography and cultures, nature and the environment, college and careers, computers, and great literature. A…

  11. Sports Club Development--The '70'S Community Involvement.

    ERIC Educational Resources Information Center

    Juncker, D. F.

    A large-scale movement toward sports clubs is evolving in colleges and universities in response to widespread professionalism in varsity sports, limited sports opportunities available to highly skilled student athletes, and most importantly, substantial increases in the desire for sports participation by students in general, as a supplement to…

  12. Kids Food CyberClub. Teacher's Guide. First Edition.

    ERIC Educational Resources Information Center

    Belyea, Monica

    This guide is designed to help teachers educate students to be healthier now and in the future. It presents fun, learner-centered activities about nutrition, food, hunger, and food sources. It offers an overview of each section of the Kids Food CyberClub web site, and classroom activities teachers can use to expand on information students will…

  13. Mission Possible: Spy a Book! 2003 Texas Reading Club Manual.

    ERIC Educational Resources Information Center

    Heard, Adriana Flores; Ingham, Donna; McDermott, Joe; Meyer, Sally; Parrish, Leila; Schill, Victor; Trevino, Rose

    The purpose of this manual for the 2003 Texas Reading Club, "Mission Possible: Spy a Book!" is to assist library staff who serve youth by suggesting ideas for programs that will attract children to the library. The following chapters are included: (1) Marketing, Cooperation and PR; (2) Serving Children with Disabilities; (3) Theme Songs; (4)…

  14. "Space Capers." Texas Reading Club 1982: A Librarian's Planning Handbook.

    ERIC Educational Resources Information Center

    Rudd, Peggy Jemelka

    Originally designed as a summer program to be offered through the network of bookmobiles and rural public libraries in the state, the Texas Reading Club is now also promoted year round by school and institutional libraries to encourage young readers and to acquaint them with libraries and their services. A theme, formats and ideas, and basic…

  15. Sexy ladies sexing ladies: women as consumers in strip clubs.

    PubMed

    Wosick-Correa, Kassia R; Joseph, Lauren J

    2008-01-01

    Recent shifts in the consumer base of the sex industry have involved greater female attendance in strip clubs. This article examines how strip clubs and dancers incorporate female patrons into a sexualized space traditionally designed for men by identifying three interactional processes: passing over, sidestaging, and tailoring. We suggest dancers pass over women because they perceive female patron behavior to include resistance to "buying the game" and spending patterns that diverge from male customers. Drawing on Goffman's dramaturgical analysis, we suggest the dynamic relationship between dancer and female patron involves what we term sidestaging, which refers to both dancers' disclosure and how the club's spatial organization inhibits the construction of women as customers through sharing gendered spaces, such as the bathroom. We argue that when a dancer tailors her lap dance for a female patron, she succeeds in acknowledging the female customer's sexual subjectivity and potential same-sex desires by providing an individualized avenue for exploring an erotic experience. Finally, we discuss data implications for understanding how same-sex desire and sexual identity operate in an environment that eroticizes the female form, and how the strip club becomes a potential space for engaging in same-sex eroticism that includes elements of play.

  16. Engaging Teens in Recreational Reading through Book Clubs

    ERIC Educational Resources Information Center

    Heard, Jil'Lana

    2015-01-01

    Being concerned about the decline in recreational reading among adolescent students, with several colleagues, the author began brainstorming ideas on how to better promote reading. One of the ideas that kept recurring was hosting a book club for students. Since the focus would be on reintroducing the idea of reading for pleasure and not just for…

  17. The Hip-Hop club scene: Gender, grinding and sex.

    PubMed

    Muñoz-Laboy, Miguel; Weinstein, Hannah; Parker, Richard

    2007-01-01

    Hip-Hop culture is a key social medium through which many young men and women from communities of colour in the USA construct their gender. In this study, we focused on the Hip-Hop club scene in New York City with the intention of unpacking narratives of gender dynamics from the perspective of young men and women, and how these relate to their sexual experiences. We conducted a three-year ethnographic study that included ethnographic observations of Hip-Hop clubs and their social scene, and in-depth interviews with young men and young women aged 15-21. This paper describes how young people negotiate gender relations on the dance floor of Hip-Hop clubs. The Hip-Hop club scene represents a context or setting where young men's masculinities are contested by the social environment, where women challenge hypermasculine privilege and where young people can set the stage for what happens next in their sexual and emotional interactions. Hip-Hop culture therefore provides a window into the gender and sexual scripts of many urban minority youth. A fuller understanding of these patterns can offer key insights into the social construction of sexual risk, as well as the possibilities for sexual health promotion, among young people in urban minority populations.

  18. Sexy ladies sexing ladies: women as consumers in strip clubs.

    PubMed

    Wosick-Correa, Kassia R; Joseph, Lauren J

    2008-01-01

    Recent shifts in the consumer base of the sex industry have involved greater female attendance in strip clubs. This article examines how strip clubs and dancers incorporate female patrons into a sexualized space traditionally designed for men by identifying three interactional processes: passing over, sidestaging, and tailoring. We suggest dancers pass over women because they perceive female patron behavior to include resistance to "buying the game" and spending patterns that diverge from male customers. Drawing on Goffman's dramaturgical analysis, we suggest the dynamic relationship between dancer and female patron involves what we term sidestaging, which refers to both dancers' disclosure and how the club's spatial organization inhibits the construction of women as customers through sharing gendered spaces, such as the bathroom. We argue that when a dancer tailors her lap dance for a female patron, she succeeds in acknowledging the female customer's sexual subjectivity and potential same-sex desires by providing an individualized avenue for exploring an erotic experience. Finally, we discuss data implications for understanding how same-sex desire and sexual identity operate in an environment that eroticizes the female form, and how the strip club becomes a potential space for engaging in same-sex eroticism that includes elements of play. PMID:18686149

  19. "Tipping" Teachers toward Change: Developing Leadership Characteristics through Book Club

    ERIC Educational Resources Information Center

    Klinker, JoAnn Franklin; Watson, Patricia A.; Furgerson, Paige; Halsey, Pamela; Janisch, Carole

    2010-01-01

    Teacher leadership is difficult because teachers often lack encouragement and opportunities to implement ideas that deliberately and strategically interact with and tap power structures in schools. In this study, a book club of university faculty and middle school teachers provided teacher leaders with a template for change around concepts…

  20. 17. Interior of upper level (Turf Club level) of south ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    17. Interior of upper level (Turf Club level) of south and west additions to the Clubhouse. Camera pointed W. Stairs in foreground lead to the 'Gallery' room. Stairs in background lead to the 'Callahan' room. 'Broderick' room (not shown) is entered from south side of 'Gallery' room. (July 1993) - Longacres, Clubhouse & Additions, 1621 Southwest Sixteenth Street, Renton, King County, WA

  1. Bullying 101: The Club Crew's Guide to Bullying Prevention

    ERIC Educational Resources Information Center

    PACER Center, 2013

    2013-01-01

    "Bullying 101" is the Club Crew's Guide to Bullying Prevention. A visually-friendly, age-appropriate, 16-page colorful guide for students to read or for parents to use when talking with children, this guide describes and explains what bullying is and is not, the roles of other students, and tips on what each student can do to prevent…

  2. Boys and Girls Clubs in Public Housing. Final Research Report.

    ERIC Educational Resources Information Center

    Pope, Carl E.; And Others

    This report presents findings and recommendations resulting from the evaluation of programs implemented in 15 cities by the Boys and Girls Clubs of America. These programs were implemented to distribute variations on the "Weed and Seed" program and its provision of crime and drug prevention programs. The overall goal of Weed and Seed was to form…

  3. Teens, Crime, and the Community in Boys & Girls Clubs.

    ERIC Educational Resources Information Center

    Carlson, Andrea

    Teens, Crime, and the Community (TCC) curriculum creates an awareness among teens of the crime problems facing our communities and how they affect our nation. It encourages youth to take responsibility for reducing crime and victimization, making schools and neighborhoods safer. Boys and Girls Clubs offer a variety of programs for youth, and TCC…

  4. Clinical Teaching by Video-Enhanced Study Club Discussion Sessions.

    ERIC Educational Resources Information Center

    Roberts, Douglass B.; And Others

    1988-01-01

    The Loma Linda University School of Dentistry's "study club" method of teaching operative dentistry involves a four-hour clinical operating session and an hour-long discussion immediately following. Videotape recordings of the operative procedures are used successfully in the discussion period to enhance observation and recall. (MSE)

  5. The journal club in postgraduate medical education: a systematic review.

    PubMed

    Ebbert, J O; Montori, V M; Schultz, H J

    2001-01-01

    An investigation was made as to whether studies have found journal clubs for physicians in training to be effective for improving patient. care, teaching critical appraisal skills, improving reading habits, increasing knowledge of clinical epidemiology and biostatistics, and increasing the use of medical literature in clinical practice. A literature search was undertaken using 10 databases and retrieval systems and hand searches of journals, conference proceedings and personal files. The rigor of studies meeting the inclusion criteria was analyzed using a protocol based on methods established by the Cochrane Collaboration. One randomized controlled trial found an improvement in knowledge of clinical epidemiology and biostaristics, reading habits, and the use of medical literature in practice, but no improvement in critical appraisal skills. Six less methodologically rigorous studies found possible improvement in critical appraisal skills. It is concluded that journal clubs may improve knowledge of clinical epidemiology and biostatistics, reading habits, and the use of medical literature in practice. A multi-center, randomized controlled trial of journal clubs is needed to assess whether journal clubs improve critical appraisal skills.

  6. Tracking Club Sport Participation from Childhood to Early Adulthood

    ERIC Educational Resources Information Center

    Richards, Rosalina; Williams, Sheila; Poulton, Richie; Reeder, Anthony I.

    2007-01-01

    This study examined the strength of tracking sport participation from childhood to early adulthood among the Dunedin Multidisciplinary Health and Development Study cohort. Participation in sport, dance, or gymnastics as part of a club or group (outside of school) was assessed at ages 7, 9, 15, 18, and 21 years. In addition to the traditionally…

  7. Biology Blogs: An Online Journal Club & Assessment Tool

    ERIC Educational Resources Information Center

    De Souza-Hart, Janet A.

    2010-01-01

    A "blog" can be used as an online journal club to supplement classroom learning. When crafted in a certain way, it can help students develop their scientific reading comprehension, critical thinking, and writing skills in a way that can easily be assessed by educators.

  8. 8. INTERIOR VIEW OF CLUB HOUSE BEDROOM ON SOUTHEAST CORNER ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    8. INTERIOR VIEW OF CLUB HOUSE BEDROOM ON SOUTHEAST CORNER OF HOTEL. BOAT HOUSE AND DOCK VISIBLE FROM WINDOW ON LEFT; SWAN FALLS POWER HOUSE AND CONSTRUCTION SITE VISIBLE FROM WINDOW ON RIGHT. CAMERA FACING WEST/NORTHWEST. - Swan Falls Village, Clubhouse 011, Snake River, Kuna, Ada County, ID

  9. The Environmental Message of Audubon and the Sierra Club Bulletin

    ERIC Educational Resources Information Center

    Hoesterey, John; Bowman, James S.

    1976-01-01

    This study attempted to determine the impact of environmental values on two periodicals: Audubon and the Sierra Club Bulletin. The two periodicals were analyzed for the period 1969-1974. Many conclusions are presented including that the Audubon Society may be undergoing an organizational change by becoming more politically oriented. (BT)

  10. Transnational Alliances: "La Clase Mágica--Nepohualtzitzin" Ethnomathematics Club

    ERIC Educational Resources Information Center

    Prieto, Linda; Claeys, Lorena; González, Everardo Lara

    2015-01-01

    This article exposes the ancient "Nepohualtzitzin" as an important contemporary mathematical tool. The design and development of "Nepohualtzitzin" Ethnomathematics Clubs (NECs) in predominantly Latina/o and low-income schools is also presented. NECs provide informal learning opportunities to develop and strengthen cultural…

  11. Interdisciplinary Journal Club: Advancing Knowledge Translation in a Rural State

    ERIC Educational Resources Information Center

    Dennis, Ruth E.; Potvin, Marie-Christine; MacLeod, Marie

    2010-01-01

    Professionals who provide health and related supports and services to children with disabilities in educational programs and community settings must practice in an evidence-based manner to ensure children and families receive the highest quality care. Vermont's Interdisciplinary Journal Club provides a successful approach to supporting…

  12. Criminal charges against marijuana compassion club members stayed.

    PubMed

    Mysko, Barbara

    2004-12-01

    As reported in a newspaper article, a British Columbia Provincial Court judge has stayed charges of possession of marijuana for the purpose of trafficking. Smith and Budda were charged after a January 2002 police raid on a business operating as a "compassion club." PMID:15812915

  13. Using Digital Classrooms to Conduct 4-H Club Meetings

    ERIC Educational Resources Information Center

    West, Patricia; Fuhrman, Nicholas E.; Morgan, A. Christian; Duncan, Dennis W.

    2012-01-01

    Using computer technology and digital classrooms to conduct 4-H Club meetings is an efficient way to continue delivering quality 4-H programming during times of limited resources and staff. Nineteen Junior and Senior 4-H'ers participated in seven digital classroom workshops using the Wimba Classroom application. These digital classroom…

  14. The Secret Club Project: Exploring Miscarriage through the Visual Arts.

    ERIC Educational Resources Information Center

    Seftel, Laura

    2001-01-01

    Examines art as a means to understand the physical and emotional loss of miscarriage. "The Secret Club Project," an innovative exhibit featuring 10 women artists' visual responses to miscarriage, is described. Rituals related to pregnancy loss are reviewed, as well as artists' and art therapists' use of the creative process to move through grief.…

  15. Interdisciplinary Teaching in a Water Educational Training Science Program: Its Impact on Science Concept Knowledge, Writing Performance, and Interest in Science and Writing of Elementary Students.

    ERIC Educational Resources Information Center

    Moore-Hart, Margaret A.; Liggit, Peggy; Daisey, Peggy

    This paper presents a study investigating the effects of the Water Education Training (WET) program on students' performance in science. The WET Program is an after school program using an interdisciplinary approach which has three main objectives: improving science concept knowledge, writing performance, and attitudes toward science and writing.…

  16. Enfoque en las horas despues del dia en escuela para la prevencion de violencia (Focus on After-School Time for Violence Prevention). ERIC Digest.

    ERIC Educational Resources Information Center

    Patten, Peggy; Robertson, Anne S.

    Perhaps 8 million children spend the after-school hours at home alone. In the absence of adult supervision, many of these youth are likely to engage in delinquent or other high-risk activities. This Spanish-language digest reveals research that suggests after-school programs can help to prevent youths from engaging in these activities in two ways:…

  17. National Household Education Surveys Program of 2005 After-School Programs and Activities: 2005. E.D. TAB. NCES 2006-076

    ERIC Educational Resources Information Center

    Carver, Priscilla R.; Iruka, Iheoma U.

    2006-01-01

    This report presents data on participation in after-school activities and programs in the United States. The data are from the After-School Programs and Activities Survey (ASPA), a nationally representative survey of the 2005 National Household Education Surveys Program (NHES:2005). The data presented in the report are based on a sample of 11,684…

  18. Recruiting and Retaining Older African American and Hispanic Boys in After-School Programs: What We Know and What We Still Need to Learn. GroundWork

    ERIC Educational Resources Information Center

    Kauh, Tina J.

    2010-01-01

    With funding from the Collaborative for Building After-School Systems (CBASS)--through support from The Atlantic Philanthropies--Public/Private Ventures (P/PV) conducted a small study to begin identifying promising strategies currently used by after-school programs to recruit and retain middle- and high-school-aged African American and Hispanic…

  19. Television in the After School Hours. A Study of Programming and Advertising for Children on Independent Stations Across the United States.

    ERIC Educational Resources Information Center

    Barcus, F. Earle

    A study analyzed the programing and advertising matter in the after-school hours on independent commercial television stations unaffiliated with the major networks. These stations, primarily UHF, relied almost entirely on syndicated programing that is often reruns of former network programs. These programs draw large after-school audiences. By…

  20. Chinese Obstetrics & Gynecology journal club: a randomised controlled trial

    PubMed Central

    Tsui, Ilene K; Dodson, William C; Kunselman, Allen R; Kuang, Hongying; Han, Feng-Juan; Legro, Richard S; Wu, Xiao-Ke

    2016-01-01

    Objectives To assess whether a journal club model could improve comprehension and written and spoken medical English in a population of Chinese medical professionals. Setting and participants The study population consisted of 52 medical professionals who were residents or postgraduate master or PhD students in the Department of Obstetrics and Gynecology, Heilongjiang University of Chinese Medicine, China. Intervention After a three-part baseline examination to assess medical English comprehension, participants were randomised to either (1) an intensive journal club treatment arm or (2) a self-study group. At the conclusion of the 8-week intervention participants (n=52) were re-tested with new questions. Outcome measures The primary outcome was the change in score on a multiple choice examination. Secondary outcomes included change in scores on written and oral examinations which were modelled on the Test of English as a Foreign Language (TOEFL). Results Both groups had improved scores on the multiple choice examination without a statistically significant difference between them (90% power). However, there was a statistically significant difference between the groups in mean improvement in scores for both written (95% CI 1.1 to 5.0; p=0.003) and spoken English (95% CI 0.06 to 3.7; p=0.04) favouring the journal club intervention. Conclusions Interacting with colleagues and an English-speaking facilitator in a journal club improved both written and spoken medical English in Chinese medical professionals. Journal clubs may be suitable for use as a self-sustainable teaching model to improve fluency in medical English in foreign medical professionals. Trial registration number NCT01844609. PMID:26823180