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Sample records for afterschool educator certificate

  1. Professional Development for Afterschool Practitioners: The First Year of the Palm Beach County Afterschool Educator Certificate Program

    ERIC Educational Resources Information Center

    Baker, Stephen; Lockaby, Tracey; Guterman, Kai; Klumpner, Susan

    2011-01-01

    This report describes the first year implementation of a new professional development program, Palm Beach County Afterschool Educator Certificate (PBC-AEC). Set within a larger systemic quality improvement effort in Palm Beach County, this training seeks to provide a concentrated course of learning, practice, and reflection. The training seeks to…

  2. Moving from Afterschool Training to the Workplace: The Second Year of the Palm Beach County Afterschool Educator Certificate Program

    ERIC Educational Resources Information Center

    Baker, Stephen; Johnson, Lauren; Turski, Konrad; Lockaby, Tracey; Daley, Kathleen; Klumpner, Susan

    2012-01-01

    Effective professional development is accepted as necessary for the improvement of afterschool program quality, which is itself a cornerstone for improving youth outcomes. But professional development is most effective when both individual participants are engaged and building relevant knowledge and skills, and the organizations to which they…

  3. Afterschool Education: Approaches to an Emerging Field.

    ERIC Educational Resources Information Center

    Noam, Gil G.; Biancarosa, Gina; Dechausay, Nadine

    Noting that there exists little systematic and conclusive research on after-school education to guide the development of practices in this emerging field, this book contributes to the definition of after-school education by focusing on three essential aspects of such programming: (1) bridging school to after-school (2) homework, or extended…

  4. An Afterschool Director's Educational Leadership Strategies: A Case Study

    ERIC Educational Resources Information Center

    Marino, Tammy

    2014-01-01

    Afterschool programs linked to schools provide opportunities to keep children safe and engage them in enrichment activities that can support their growth and development. Often, these programs are led by afterschool directors with a background in youth development and no experience or education in leading in educational environments. These…

  5. A Qualitative Study of Elementary Afterschool Teachers' Perceptions of the Impact of Afterschool Programs on Students Receiving Special Education Services

    ERIC Educational Resources Information Center

    Legaspi, Margareth

    2013-01-01

    The purpose of this study, "A Qualitative Study of Elementary Afterschool Teachers' Perceptions of the Impact of Afterschool Programs on Students Receiving Special Education Services," was to assess elementary afterschool teachers' perceptions of the impact of afterschool programs on students receiving special education…

  6. 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…

  7. 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.

  8. 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.…

  9. Seven Steps for Implementing Afterschool Programs: Strategies for Physical Educators

    ERIC Educational Resources Information Center

    Price-Shingles, June N.; Place, Greg

    2016-01-01

    After-school programs (ASP) are a long-standing activity historically facilitated by organizations such as the YMCA, Boys and Girls Club, social service/community centers and, in the past decade, an increasing number of municipal park districts. Staffing usually consist of recreation professionals, social and youth workers, and volunteers. In…

  10. 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…

  11. 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.

  12. Certification of Vocational-Technical Educators.

    ERIC Educational Resources Information Center

    Brantner, Seymour T., Ed.

    The monograph on the certification of vocational-technical educators, which consists of seven articles by authors with recognized expertise on the subject of certification, was prepared to disseminate helpful certification information to vocational educators in Pennsylvania. Two articles present background information on the history of vocational…

  13. Afterschool Quality

    ERIC Educational Resources Information Center

    Smith, Charles; Akiva, Tom; McGovern, Gina; Peck, Stephen C.

    2014-01-01

    This chapter discusses efforts to define and improve the quality of afterschool services, highlighting areas of agreement and identifying leading-edge issues. We conclude that the afterschool field is especially well positioned to deliver high-quality services and demonstrate effectiveness at scale because a strong foundation has been built for…

  14. 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…

  15. Restructuring Special Education Certification: What Should Be Done?

    ERIC Educational Resources Information Center

    Eichinger, Joanne; Downing, June

    2000-01-01

    This article recommends revamping special education certification to support quality education in inclusive settings by aligning special education certification with general education certification, allowing for collaborative teacher training for general and special education at the initial certification level, and providing advanced training for…

  16. Laws and Regulations Governing Teacher Education and Certification.

    ERIC Educational Resources Information Center

    Hailey, Paul W.

    This document covers 1) sections of Ohio law governing teacher education and certification, types of certificates, standards for certification, and renewal and revocation of certificates; 2) definitions and general information; 3) administrative and supervisory certificates; 4) elementary and kindergarten-primary teaching certificates; 5) high…

  17. Continuous Certification Within Residency: An Educational Model.

    PubMed

    Rachlin, Susan; Schonberger, Alison; Nocera, Nicole; Acharya, Jay; Shah, Nidhi; Henkel, Jacqueline

    2015-10-01

    Given that maintaining compliance with Maintenance of Certification is necessary for maintaining licensure to practice as a radiologist and provide quality patient care, it is important for radiology residents to practice fulfilling each part of the program during their training not only to prepare for success after graduation but also to adequately learn best practices from the beginning of their professional careers. This article discusses ways to implement continuous certification (called Continuous Residency Certification) as an educational model within the residency training program.

  18. R.E.A.C.H.: An After-School Approach to Physical Education

    ERIC Educational Resources Information Center

    Marttinen, Risto; Fredrick, Ray N., III.

    2017-01-01

    After-school physical activity programs are great opportunities to increase daily physical activity for adolescent youth in urban environments who often do not get the recommended amounts of physical activity needed for health benefits. Black and Hispanic youth in urban environments are particularly under-resourced in not just facilities but…

  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. 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…

  1. Physical Education, Liberal Education and the Leaving Certificate Examination

    ERIC Educational Resources Information Center

    Mulcahy, D. G.

    2012-01-01

    This article considers the conceptualization of physical education as a Leaving Certificate Examination subject and the place of physical education in a liberal education. Special attention is given to the conceptual evolution of physical education and its intrinsic educational values and to the developments in the idea of a liberal education over…

  2. 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…

  3. Afterschool Programs: Helping Kids Succeed in Rural America. Afterschool Alert. Issue Brief No. 4

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2007

    2007-01-01

    Investing in afterschool programs helps children of rural communities break out of the cycle of poverty and creates opportunities for at-risk youth. In areas where prospects and resources are limited, afterschool programs are often the only source of supplemental enrichment in literacy, nutrition education, technology, and preparation for college…

  4. Afterschool: Providing a Successful Route to Credit Attainment and Recovery. Afterschool Alert. Issue Brief No.39

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2009

    2009-01-01

    Afterschool provides older youth with critical academic supports including credit attainment and recovery opportunities. Many educators are turning to afterschool programs to reach students who fail one or more courses, become disengaged, or want alternatives to the traditional path to graduation. Credit recovery refers to recovering credits that…

  5. Computing and Engineering in Afterschool. Afterschool Alert. Issue Brief No. 62

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2013

    2013-01-01

    This Afterschool Alert Issue Brief explores how afterschool programs are offering innovative, hands-on computing and engineering education opportunities. Both these subjects have emerged as priority areas within the "STEM" fields. Computing is one of the fastest growing industries, and yet current rates of college graduation in computer…

  6. Educing Education Majors' Reflections about After-School Literacy Tutoring: A Poetic Exploration

    ERIC Educational Resources Information Center

    Richards, Janet C.

    2016-01-01

    Contemplating one's teaching has long been an essential part of teacher education. Accordingly, as an instructor of a literacy methods course with a tutoring component, I asked education majors in the class to send me weekly e-mail reflections about their teaching experiences. However, they had difficulty considering their lessons. I knew poetry…

  7. Building Effective Afterschool Programs.

    ERIC Educational Resources Information Center

    Fashola, Olatokunbo S.

    Through a comprehensive review of various afterschool programs across the United States, this resource provides a practical overview of the research and best practices that can be easily adapted and applied in the development of highly effective afterschool programs. chapters focus on: (1) "Why Afterschool Programs?" (benefits, challenges, and…

  8. Developing an Online Certification Program for Nutrition Education Assistants

    ERIC Educational Resources Information Center

    Christofferson, Debra; Christensen, Nedra; LeBlanc, Heidi; Bunch, Megan

    2012-01-01

    Objective: To develop an online certification program for nutrition education paraprofessionals to increase knowledge and confidence and to overcome training barriers of programming time and travel expenses. Design: An online interactive certification course based on Supplemental Nutrition Assistance Program-Education and Expanded Food and…

  9. After-School Programs and Academic Impact: A Study of Chicago's After School Matters

    ERIC Educational Resources Information Center

    Goerge, Robert; Cusick, Gretchen R.; Wasserman, Miriam; Gladden, Matthew

    2007-01-01

    After-school programs for adolescents may be a way to promote positive youth development, and thus, it is important to understand what impact after-school programs can have on the educational achievement of high school students. Chicago's After School Matters (ASM) program offers an exceptional opportunity to study whether an after-school program…

  10. Requirements for Teacher Education and Certification. Part One--Certification Regulations.

    ERIC Educational Resources Information Center

    South Carolina State Dept. of Education, Columbia.

    This document sets forth certification requirements for prospective teachers in South Carolina. Areas covered include: (1) persons required to hold a teaching credential; (2) requirements for certification; (3) acceptable credit; (4) required examinations; (5) student teaching; (6) accredited teacher education programs; (7) application procedures;…

  11. 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…

  12. STEM Learning in Afterschool: An Analysis of Impact and Outcomes

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2011

    2011-01-01

    This document summarizes evaluation reports from afterschool science, technology, engineering and math (STEM) programs across the United States and identifies common trends and strengths that afterschool learning brings to STEM education. Like many programs nationwide, several of the programs highlighted in this paper were designed specifically to…

  13. AASA's Study on After-School's Ups and Downs

    ERIC Educational Resources Information Center

    Miller, Nancy

    2005-01-01

    AASA began an inquiry in 2001 to understand how barriers to effective after-school programs could be overcome by school district leaders. The issue, well-known anecdotally, had not to date been researched. School leaders tend to agree that after-school programs are sound educationally but struggle to operate and sustain such programs.…

  14. How the Arts Can Enhance After-School Programs.

    ERIC Educational Resources Information Center

    Otterbourg, Susan D.

    To help communities meet the need for after-school programs, the U.S. Department of Education has instituted the 21st Century Community Learning Centers program, which supports after-school, summer, and weekend activities in neighborhood schools. This report provides an introduction to the role of the arts in those programs. Part 1 of the report…

  15. Requirements for Teacher Education and Certification.

    ERIC Educational Resources Information Center

    South Carolina State Dept. of Education, Columbia.

    Part 1 of this publication lists certification regulations for prospective public school teachers in South Carolina and includes policy statements on: (1) school personnel required to have credentials; (2) requirements for certification; (3) application procedures; (4) credential classification; (5) additional areas of certification; (6) renewal…

  16. The National Senior Certificate: Implications for Access to Higher Education

    ERIC Educational Resources Information Center

    Nel, C.; Kistner, L.

    2009-01-01

    In the light of the uncertainty surrounding the new National Senior Certificate that was written in South African schools for the first time in 2008, this article aims to examine the new Grade 12 National Senior Certificate results quantitatively in the context of the Grade 11 application score for entry into higher education and the Grade 12…

  17. Certification Standards Adopted by the Oklahoma State Board of Education.

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Education, Oklahoma City.

    This document presents the standards adopted by the Oklahoma State Board of Education for qualification and certification of persons for instructional, supervisory, and administrative positions and services in Oklahoma public schools. Included are rules and regulations governing the issuance and revocation of certificates for county…

  18. Going Global and Getting Graphic: Critical Multicultural Citizenship Education in an Afterschool Program for Immigrant and Refugee Girls

    ERIC Educational Resources Information Center

    Park, Jie Y.

    2016-01-01

    This qualitative case study reports on the experiences of six recent-arrival immigrant and refugee girls as they participated in an afterschool program designed to promote critical multicultural citizenship through graphic novels. Analysis of discourse data revealed how the girls explored the interdependence among nation-states and wrestled with…

  19. Digital Citizenship in the Afterschool Space: Implications for Education for Sustainable Development

    ERIC Educational Resources Information Center

    Howard, Patrick

    2015-01-01

    Education for sustainable development (ESD) challenges traditional curricula and formal schooling in important ways. ESD requires systemic thinking, interdisciplinarity and is strengthened through the contributions of all disciplines. As with any transformative societal and technological shift, new questions arise when educators are required to…

  20. Postgraduate education in laboratory medicine and certification/re-certification of clinical pathologists in Taiwan.

    PubMed

    Sun, Chien-Feng

    2004-04-01

    The Taiwan Society of Clinical Pathologists (TSCP) plays a central role in postgraduate education of laboratory medicine and the certification/re-certification of clinical pathologists in Taiwan. For the certification of clinical pathologists, TSCP establishes "Guidelines and Scope of Resident Training" and "Standards for Training Hospitals in Clinical Pathology(CP)", administers board examinations, and issues board certifications/re-certifications. There are two types of CP resident training programs, including a straight CP program with 3 years of CP training for a CP certificate and a combined program with 3 years of Anatomic Pathology training and 2 years of CP training for both the CP and AP certificates. The core curriculum for CP training includes: (1) Clinical Chemistry (at least 4 months), (2) Clinical Microscope with Parasitology (at least 3 months), (3) Clinical Hematology (at least 4 months), and (4) Clinical Microbiology with Clinical Virology (at least 4 months), (5) Immunohematology and Blood Banking (Transfusion Medicine) (at least 3 months), (6) Clinical Serology and Immunology(at least 4 months), and (7) Laboratory Management (at least 2 months). The curriculum for third-year training is not specified and may be in any field. In recent years, the board examination has emphasized the topics of Molecular Biology and Laboratory Informatics. The TSCP has also established an accreditation and inspection program for the CP resident raining hospitals. Each accredited CP training hospital is required to have a detailed teaching protocol of CP training. Quotas are assigned according to the available CPs of the accredited hospitals. The accreditation period is 3 years. Through sponsoring scientific and educational programs, the TSCP offers credit hours of education in laboratory medicine, which are required for re-certification of CPs in Taiwan. The members of the TSCP meet at least twice a year for scientific presentations and seminars. In addition, two to

  1. 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.

  2. Relationship between Motivation and Learning in Physical Education and After-School Physical Activity

    ERIC Educational Resources Information Center

    Chen, Senlin; Sun, Haichun; Zhu, Xihe; Chen, Ang

    2014-01-01

    Purpose: A primary goal of physical education is to develop physically literate individuals with the knowledge, skills, and confidence necessary for a physically active lifestyle. Guided by the expectancy-value and interest motivation theories, the purpose of this study was to identify the relationship between students' motivation and…

  3. State Certification Requirements for Early Childhood Special Educators

    ERIC Educational Resources Information Center

    Stayton, Vicki D.; Dietrich, Sylvia L.; Smith, Barbara J.; Bruder, Mary Beth; Mogro-Wilson, Cristina; Swigart, Ashley

    2009-01-01

    The Office of Special Education Programs funded Center to Inform Personnel Preparation Policy and Practice in Early Intervention and Preschool Education conducted a study to obtain current information about state certification requirements for early childhood special educators who work with preschool children with developmental delays and…

  4. The Challenge of ISO 9000 Certification in Higher Education.

    ERIC Educational Resources Information Center

    Crawford, Lachlan E. D.; Shutler, Paul M. E.

    1998-01-01

    Describes requirements for ISO 9000 certification in industry, using a factory example. Shows how requirements might be applied in higher education, with "product" being the actual learning outcome and "customer" anyone who purchases educational services. Addresses issues of continuous improvement in higher education. (SK)

  5. Increasing certification through unit-based education.

    PubMed

    Fischer-Cartlidge, Erica; Mahon, Suzanne

    2014-04-01

    Certification has been identified by multiple organizations as an important component and means of elevating the level of nursing care provided to patients and demonstrating to the public that the nursing staff has subspecialty knowledge. Certification may lead to improved patient satisfaction and outcomes as well as increased nurse satisfaction and retention. Despite the known potential benefits associated with certification, institutions struggle to improve certification rates. One possible method to overcome system barriers to certification is the implementation of a unit-based study course to prepare nurses for the Certified Breast Care Nurse (CBCN) examination. Data collected by an author-developed tool as one institution created and executed a unit-based study course suggest that such an approach increased certification rates and improved disease-specific knowledge and confidence among the staff, despite no official data existing on the tool's reliability and validity. Implementation of similar programs may be successful in improving certification at other institutions seeking to raise certification rates.

  6. An "Exceptional" NBPTS Certificate for Special Educators.

    ERIC Educational Resources Information Center

    Helms, Ronald G.

    2000-01-01

    This article describes the new National Board for Professional Teaching Standards (NBPTS) certificate for teachers of students with disabilities. The certification process, the required Exceptional Needs portfolio, the assessment center, and the application fee are discussed, along with answers to frequently asked questions about the NBPTS.…

  7. 78 FR 53012 - Agency Information Collection (Availability of Educational, Licensing, and Certifications Records...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-08-27

    ...: Availability of Educational, Licensing, and Certifications Records; 38 CFR 21.4209. OMB Control Number: 2900-0696. Type of Review: Revision of a currently approved collection. Abstract: Educational institutions... AFFAIRS Agency Information Collection (Availability of Educational, Licensing, and Certifications...

  8. New York Operation: Military Kids Afterschool Universe Cosmic Camps

    NASA Astrophysics Data System (ADS)

    Schaff, N.

    2010-08-01

    The Cornell Center for Radiophysics and Space Research education and public outreach program and the New York State Operation: Military Kids program partnered to plan four weekend "Cosmic Camps" for youth from military families using the NASA Afterschool Universe program.

  9. Putting Our Questions at the Center: Afterschool Matters Practitioner Fellowships

    ERIC Educational Resources Information Center

    Hill, Sara L.; Matloff-Nieves, Susan; Townsend, Lena O.

    2009-01-01

    Once a motley mix of afterschool, before-school, summer, and weekend programs, the out-of-school-time (OST) field is fast consolidating. As in other emerging fields, efforts to professionalize are gaining momentum; the field now boasts several professional certificates as well as degree programs. Strong emphasis has been placed on in-service…

  10. Science in Afterschool Literature Review

    ERIC Educational Resources Information Center

    Falkenberg, Karen; McClure, Patricia; McComb, Errin M.

    2006-01-01

    In considering science in afterschool, research was reviewed and is presented in this document on how students learn science; how science is assessed, particularly inquiry science; recommended practices for afterschool science; and current afterschool science programs. Databases such as ERIC, Wilson Web, and PsychINFO were searched using…

  11. Continuing Medical Education, Maintenance of Certification, and Physician Reentry

    PubMed Central

    Luchtefeld, Martin; Kerwel, Therese G.

    2012-01-01

    Continuing medical education serves a central role in the licensure and certification for practicing physicians. This chapter explores the different modalities that constitute CME along with their effectiveness, including simulation and best education practices. The evolution to maintenance of certification and the requirements for both the American Board of Surgery and the American Board of Colon and Rectal Surgery are delineated. Further progress in the education of practicing surgeons is evidenced through the introduction of laparoscopic colectomy and the improvements made from the introduction of laparoscopic cholecystectomy. Finally, reentry of physicians into practice following a voluntary leave of absence, a new and challenging issue for surgeons, is also discussed. PMID:23997673

  12. Motivation-Oriented Teaching Model for Certification Education

    ERIC Educational Resources Information Center

    Huang, Tien-Chi

    2013-01-01

    To evoke public emphasis on the professional skills training in vocational education, the Ministry of Education (MOE) in Taiwan has recently focused on the certificate of information skills. However, the lack of a systematic and institutionally certified instructor training model within Taiwan not only varies the quality of certified instructors,…

  13. Moving toward Standards-Based Alternative Certification in Special Education

    ERIC Educational Resources Information Center

    Sears, Sue; Burstein, Nancy; Ashton, Tamarah; Murawski, Wendy

    2009-01-01

    Alternative programs in special education are often developed in response to chronic personnel shortages. At issue, however, is the quality of alternative programs and their graduates. This paper describes the design, implementation and evaluation of a large special education alternative certification program that adheres to both professional…

  14. Tandem Pedagogy: Embedding Service-Learning into an After-School Program

    ERIC Educational Resources Information Center

    Tannenbaum, Sally Cahill; Brown-Welty, Sharon

    2006-01-01

    Educators continually seek effective strategies to address the educational needs of students. Two popular strategies are service-learning and after-school programs. The purpose of this study was to begin to explore the value of embedding service-learning into after-school programs. This study utilized a historical database and compared two groups…

  15. Minority Male Afterschool Program.

    ERIC Educational Resources Information Center

    Dalton, Herbert F., Jr.

    Through a program called the Minority Male Afterschool Program (MMAP), college students at Mississippi Valley State University in Itta Bena (Mississippi) are working one-on-one with high school students. The MMAP is an enrichment program that encourages at-risk African American students aged 12 to 19 to complete high school and pursue…

  16. Evaluating Afterschool Programs

    ERIC Educational Resources Information Center

    Little, Priscilla M.

    2014-01-01

    Well-implemented afterschool programs can promote a range of positive learning and developmental outcomes. However, not all research and evaluation studies have shown the benefits of participation, in part because programs and their evaluation were out of sync. This chapter provides practical guidance on how to foster that alignment between…

  17. Linking Schools and Afterschool through Social and Emotional Learning. Beyond the Bell: Research to Practice in the Afterschool and Expanded Learning Field

    ERIC Educational Resources Information Center

    Devaney, Elizabeth; Moroney, Deborah

    2015-01-01

    How can we better support young people as they develop the knowledge and skills they need to succeed in school, work, and life? That is the question facing in-school educators, afterschool providers, families, policymakers, and the general public. This third brief in our series, "Beyond the Bell: Research to Action in the Afterschool and…

  18. Literacy in Afterschool: An Essential Building Block for Learning and Development. MetLife Foundation Afterschool Alert. Issue Brief No. 53

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2011

    2011-01-01

    The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the fourth in a series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief focuses on literacy education. While literacy's definition continues to expand to…

  19. STEM in Afterschool: Changing Perspectives. Shaping Lives. The Impact of Afterschool rograms on Young People's Aspirations and Skills in Science, Technology, Engineering and Mathematics (STEM)

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2014

    2014-01-01

    After the school bell rings, young people are learning, exploring, making and questioning. Afterschool programs have long influenced students' personal development and supported their social and emotional growth. Today, the afterschool field has enthusiastically embraced STEM as an integral part of their educational offerings. This handout…

  20. A Gerontology Practitioner Continuing Education Certificate Program: Lessons Learned

    ERIC Educational Resources Information Center

    Englehardt, Jacqueline; Hash, Kristina M.; Mankowski, Mariann; Harper-Dorton, Karen V.; Pilarte, Ann E.

    2016-01-01

    This article discusses the results of a school of social work survey assessing the geriatric training needs of social workers and other professionals in aging and the need for a gerontology practitioner's continuing education (CE) certificate program. A total of 391 professionals, the majority of whom were social workers, participated in an online…

  1. Alternative Teaching Certification in Special Education: Rationale, Concerns, and Recommendations

    ERIC Educational Resources Information Center

    Quigney, Theresa A.

    2010-01-01

    Perhaps one of the most controversial topics in the field of teacher education today is what constitutes an effective preservice program for preparing individuals to instruct students in the twenty-first century. A discussion of the merits of the approaches to teacher certification has also been compounded by issues relating to legal mandates such…

  2. Job Queues, Certification Status, and the Education Labor Market

    ERIC Educational Resources Information Center

    Evans, Lorraine

    2011-01-01

    This research explores the interaction between training programs and certification status in one education labor market to examine the micro-level interactions that shape the recruitment process. Using job queue theory, it is found that the information available to novice teachers operates to stratify and shape their worksite choices in addition…

  3. Backgrounds, Teaching Responsibilities, and Motivations of Music Education Candidates Enrolled in Alternative Certification Music Education Programs

    ERIC Educational Resources Information Center

    Hellman, Daniel; McDowell, Carol

    2011-01-01

    The purpose of this study was to examine the factors associated with enrolling, continuing, and completing alternative certification programs in music education. Data were collected via surveys and semi-structured interviews of music teacher candidates from 43 program completers from seven alternative certification programs in three states. In…

  4. Afterschool Keeps Kids Safe. Afterschool Alert. Issue Brief No. 7

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2002

    2002-01-01

    Afterschool programs provide safe places for youth after school in addition to improving academic achievement and helping working families. Afterschool programs provide youth a safe, supervised environment that reduces their risk of committing or becoming a victim of violent crime. A recent report from Fight Crime: Invest in Kids has found that…

  5. Learning English and beyond: A Holistic Approach to Supporting English Learners in Afterschool

    ERIC Educational Resources Information Center

    Bhattacharya, Jhumpa; Quiroga, Jimena

    2011-01-01

    Throughout the nation, afterschool programs are seeing increasing numbers of English learners (ELs) among their participants. Many afterschool program practitioners, recognizing the growth in the EL population in their programs, are hungry for professional development and research to understand how better to educate this population. However,…

  6. 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…

  7. Beyond the Bell: A Toolkit for Creating Effective After-School Programs.

    ERIC Educational Resources Information Center

    Walter, Katie E.; Caplan, Judith G.; McElvain, Carol K.

    After-school programs provide an important educational setting for an increasing number of children and have been viewed as a way to help solve school problems, reduce drug use, and prevent violence and youth crime. This toolkit is designed to help school-based after-school program staff plan and make decisions in six critical areas: (1)…

  8. 34 CFR 601.11 - Private education loan disclosures and self-certification form.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false Private education loan disclosures and self...-Affiliated Organizations § 601.11 Private education loan disclosures and self-certification form. (a) A... private education loan self-certification form, an institution must provide to the applicant, in...

  9. Serving English Language Learners Afterschool

    ERIC Educational Resources Information Center

    Holstead, Jenell; Doll, Kathryn

    2015-01-01

    Over the last several decades, the number of afterschool programs has grown considerably due to the growing employment rates of mothers and concerns regarding at-risk students (James-Burdumy, Dynarski, & Deke, 2007). Afterschool programs impact the lives of nearly 10.2 million children in Kindergarten through 12th grade, an overall increase…

  10. The Benefits of Pursuing National Board Certification for Physical Education Teachers

    ERIC Educational Resources Information Center

    Gaudreault, Karen Lux; Woods, Amelia M.

    2012-01-01

    National Board Certification (NBC) is a voluntary advanced certification process designed to recognize effective and accomplished teachers who meet high standards related to what they are able to achieve with students in the classroom. Research has indicated that physical education teachers who have gained this certification are more reflective,…

  11. Students Create Art: Expanding an After-School Program

    ERIC Educational Resources Information Center

    Schwartz, Diane C.; Pace, Darra

    2008-01-01

    For the past 4 years the special education program at History University has partnered with a Long Island, New York school district in an after-school tutorial program for eighth grade students receiving special education services or considered "at risk." This partnership emerged as a result of a state improvement grant offered to…

  12. 75 FR 56663 - Agency Information Collection (Availability of Educational, Licensing, and Certifications Records...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-09-16

    ... approved collection. Abstract: Educational institutions offering approved courses and licensing and... AFFAIRS Agency Information Collection (Availability of Educational, Licensing, and Certifications Records.... 2900-0696.'' SUPPLEMENTARY INFORMATION: Title: Availability of Educational, Licensing,...

  13. The Learning that Begins after the Bell. After Words: A Newsletter of the SEDL National Center for Quality Afterschool

    ERIC Educational Resources Information Center

    Shankland, Laura, Ed.

    2009-01-01

    The Southwest Educational Development Laboratory (SEDL) National Center for Quality Afterschool helps state education agencies and local practitioners develop high-quality programs for academic enrichment as well as youth development activities. This newsletter contains the following: (1) Afterschool News; (2) Planning Lessons; and (3) Events…

  14. Request for Certification and Standards Revision for Missouri Adult Vocational Education Supervisor.

    ERIC Educational Resources Information Center

    Missouri Council of Vocational Administrators.

    This publication supports revision of the certification and standards for Missouri Adult Vocational Education Supervisors (AVESs). Section I discusses the need for revising the current State Board of Education approved certification requirements. Section II sets forth the relationship between proposed revisions and their application by…

  15. Graduating STEM Competent and Confident Teachers: The Creation of a STEM Certificate for Elementary Education Majors

    ERIC Educational Resources Information Center

    Murphy, Tony P.; Mancini-Samuelson, Gina J.

    2012-01-01

    A collaborative of STEM (science, technology, engineering, and mathematics) and education faculty developed a STEM certificate aimed at elementary education majors. A four-phase process model was used to create and evaluate courses. The certificate is comprised of three interdisciplinary, team-taught, lab-based courses: Environmental Biology,…

  16. Regulations Governing The Certification Of Educational Personnel. State of Vermont. Including Revisions, July 1979.

    ERIC Educational Resources Information Center

    Vermont State Dept. of Education, Montpelier.

    The revised (1979) regulations governing the certification of educational personnel in the state of Vermont are presented. Part I contains general information on statutory changes, April 1, 1971; transition from 1965 to 1979 regulations; and how to apply for a certificate. Included also is information on program approval for teacher education and…

  17. Pennsylvania's Approach to the Competency Certification of Educational Professional Staff. Working Paper.

    ERIC Educational Resources Information Center

    Pennsylvania State Dept. of Education, Harrisburg.

    This document describes the Pennsylvania Competency-Based Teacher Education (PaCBTE) program and the Pennsylvania Competency-Assessment Certification (PaCAC) program and their relationship to teacher certification. The PaCBTE program is described as the state department of education's effort to assist colleges and universities in the transition to…

  18. Afterschool Mathematics Practices: A Review of Supporting Literature

    ERIC Educational Resources Information Center

    Briggs-Hale, Chris; Judd, April; Martindill, Heather; Parsley, Danette

    2006-01-01

    Given the current emphasis on providing evidence of increased student achievement, many afterschool programs are expanding their focus to include support for students' academic growth. One of the tools the National Partnership, of which the Mid-continent Research for Education and Learning (McREL) is a part, has been charged by the Department of…

  19. After-School Math PLUS (ASM+) Final Evaluation Report

    ERIC Educational Resources Information Center

    Academy for Educational Development, 2007

    2007-01-01

    This report summarizes findings from the Academy for Educational Development's (AED's) evaluation of After-School Math PLUS (ASM+). This program was designed to help students find the math in everyday experiences and create awareness about the importance of math skills for future career options. The evaluation was conducted by AED's Center for…

  20. Strengthening Connections between Schools and Afterschool Programs. Revised Edition

    ERIC Educational Resources Information Center

    Caplan, Judith G.; Calfee, Carol S.

    2006-01-01

    Afterschool programs are rich with educational opportunities. Programs can make what is learned during the traditional day vibrant and relevant to the lives of children. Comprehensive programs that are integrated into the regular school program and draw on resources within the community can yield positive outcomes for children. Key to this…

  1. The Victoria (Australia) Certificate of Education (VCE) in Geology for Senior Secondary-School Students.

    ERIC Educational Resources Information Center

    Markovics, Gabor

    1990-01-01

    The state of precollege earth science education in Victoria is described. The unit structure and content for the Victoria Certificate of Education in geology is detailed. The relationship between society and technological development is stressed in this curriculum. (CW)

  2. Implementing Randomized Controlled Trial Studies in Afterschool Settings: The State of the Field. Afterschool Research Brief. Issue No. 1

    ERIC Educational Resources Information Center

    Vaden-Kiernan, Michael; Jones, Debra Hughes; Rudo, Zena

    2008-01-01

    SEDL is providing analytic and technical support to three large-scale randomized controlled trials assessing the efficacy of promising literacy curriculum in afterschool settings on student academic achievement. In the field of educational research, competition among research organizations and researchers can often impede collaborative efforts in…

  3. Certificate Regulations for School Personnel.

    ERIC Educational Resources Information Center

    Kansas State Dept. of Education, Topeka.

    This certification handbook provides regulations and systematic procedures for initial issuance of educational certificates as well as renewal requirements in the state of Kansas. The certification topics include--secondary certificates, special certificates, elementary certificates, administrator certificates, vocational education certificates,…

  4. Certification

    NASA Technical Reports Server (NTRS)

    Hayhurst, Kelly

    2010-01-01

    Objective 1: Provide regulators with a methodology for development of airworthiness requirements for certification of UAS. a) Rationale: a comprehensive methodology does not currently exist to support development of regulation for certification of UAS. Regulation is essential to enable routine access to the NAS. b) Approach: 1) assess existing approaches and classification schemes for deriving acceptable means of compliance to airworthiness requirements. 2) investigate a service-based approach to classification of UAS. 3) conduct comparative analysis of different methodologies. 4) work with FAA to determine best approach and conduct case study. 5) participate in regulatory/standards organizations developing safety and performance requirements for UAS. Objective 2: Provide regulators and industry with hazard and risk-related data to support criteria for UAS type design. a) Rationale: There is presently little UAS specific data (incident, accident, and reliability), especially in a civil context, to support risk assessment and development of standards and regulation. b) Approach: Identify gaps in existing data, provide measured data as needed, and formulate recommendations by: 1) evaluating UAS incident/accident data collection efforts and determining additional support necessary for regulation. 2) assessing UAS-specific hazards and risks. 3) evaluating need for reliability data for UAS-unique systems, components and subsystem, and determining additional measurement requirements. 4) developing guidance and best practices for UAS type design.

  5. Development of Technical Skills: Education, Simulation, and Maintenance of Certification.

    PubMed

    Sullivan, Sarah A; Anderson, Barbara M H; Pugh, Carla M

    2015-11-01

    The goal of this article is to provide a focused overview of technical skills education inside the operating room (OR), opportunities for learning outside of the OR (with a focus on simulation), and methods for measuring technical skills. In addition, the authors review the role of maintenance of certification in continuing education and quality improvement and consider the role that simulation plays in this process. The perspectives on teaching in the OR of both residents and faculty going into the case affect the learning environment, and preoperative interactions between attendings and residents to establish learning needs and goals are important. Furthermore, in regards to attending surgeons improving their skills, interaction with more experienced peers and feedback during and after a procedure can be beneficial. Simulation is increasingly being utilized as an education tool outside of the OR. Training in plastic surgery is poised to exploit simulation in multiple technical areas. There is potential to utilize these simulation environments to collect real-time data, such as motion, visual focus, and pressure. How to incorporate technical skill evaluation results in ways that are most beneficial for learning should be the focus of future research and curriculum development. Finally, simulation could be better utilized as a mechanism for both self and peer evaluation and assessment for continuing education and quality improvement. Professional development for faculty and surgery trainees on how to engage with simulation for teaching and learning and how to translate these experiences into improving patient care will be required.

  6. REbeL peer education: A model of a voluntary, after-school program for eating disorder prevention.

    PubMed

    Breithaupt, Lauren; Eickman, Laura; Byrne, Catherine E; Fischer, Sarah

    2016-10-27

    Dissonance-based eating disorder prevention leads to decreases in risk factors for these disorders. Although controlled trials have demonstrated that targeted, manualized programs reduce eating disorder risk, concerns regarding implementation and dissemination remain. A primary concern is the difficulty in adapting programs for a high school setting for populations at highest risk: adolescents. This paper describes the REbeL Peer Education model and assesses the initial pilot trials of the intervention. The program is novel in that it utilizes a voluntary, self-selection model that is sustainable in a high school setting, and focuses on empowerment and effective cognitive dissonance based prevention activities. High school peer-educators self-selected into the semi-manualized dissonance based intervention. Group activities were peer led, designed to critique the thin ideal, and designed to empower macro (school and larger community wide) changes in the pilot trial (N=47) assess the effectiveness and feasibility of the intervention. Results of the initial pilot study revealed preliminary support for the feasibility of the program, increases in feelings of empowerment, and decreases in eating disorder cognitions and behaviors with moderate to large effect sizes. Feedback from participants indicated that the intervention was enjoyable, educational, and empowering. This study is the first to adapt dissonance-based prevention models to a semi-manualized, peer-led, prevention program integrated into high school settings.

  7. Decisional involvement among staff nurses based on educational level and certification status.

    PubMed

    Ugur, Esra; Scherb, Cindy A; Specht, Janet K

    2015-05-01

    Mechanisms to enhance the work environment are nurse decisional involvement (DI), obtainment of a baccalaureate or higher degree, and specialty certification. The purpose of this descriptive comparative study was to determine the difference between actual and preferred DI of staff nurses on the overall Decisional Involvement Scale (DIS), the differences based on its subscales, and those based on education level and certification. The sample included 163 staff nurses from a Midwestern health care organization. A statistically significant difference was found between actual and preferred DI, but no difference was found based on educational level and certification. There is a need to focus on nurses with a BSN/master's degree or specialty certification and to conduct comprehensive studies to address the effects of education and certification on DI. An additional strategy that can be useful for organizations is to provide nurses with the empowerment structures, expectations, and mentoring/coaching to become involved in the process of decision making.

  8. Interweaving Teaching and Emotional Support for Novice Special Educators in Alternative Certification Programs

    ERIC Educational Resources Information Center

    Ricci, Leila Ansari; Zetlin, Andrea G.

    2013-01-01

    As the shortage of special education teachers has led to increasing numbers of teacher candidates enrolled in alternative certification programs, there is a need to provide systematic mentoring and coaching. The relationship between support providers and novice teachers enrolled in an alternative certification program in a diverse, urban…

  9. Using a State Teacher Certification Test to Assess an Inquiry-Based Science Education Program

    ERIC Educational Resources Information Center

    Otto, Charlotte A.; Everett, Susan A.; Moyer, Richard H.; Zitzewitz, Paul W.

    2012-01-01

    In this study, we looked at the impact of our specially designed inquiry-based science courses for pre-service elementary teachers on their science content knowledge as measured by a high-stakes state certification test for elementary education. We conducted a pre/post-analysis of the certification test scores of 1,003 pre-service teachers. Cohort…

  10. Afterschool and Healthy Youth. Afterschool Alert. Issue Brief No. 8

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2004

    2004-01-01

    Afterschool programs often play an important role in promoting healthy lifestyles for youth. Many programs offer youth opportunities to engage in an array of organized physical activities such as softball, martial arts or ballet. Most programs also serve healthy afternoon snacks while emphasizing the value of a nutritious diet. Physical fitness…

  11. Evaluating an educational intervention to improve the accuracy of death certification among trainees from various specialties

    PubMed Central

    Villar, Jesús; Pérez-Méndez, Lina

    2007-01-01

    Background The inaccuracy of death certification can lead to the misallocation of resources in health care programs and research. We evaluated the rate of errors in the completion of death certificates among medical residents from various specialties, before and after an educational intervention which was designed to improve the accuracy in the certification of the cause of death. Methods A 90-min seminar was delivered to seven mixed groups of medical trainees (n = 166) from several health care institutions in Spain. Physicians were asked to read and anonymously complete a same case-scenario of death certification before and after the seminar. We compared the rates of errors and the impact of the educational intervention before and after the seminar. Results A total of 332 death certificates (166 completed before and 166 completed after the intervention) were audited. Death certificates were completed with errors by 71.1% of the physicians before the educational intervention. Following the seminar, the proportion of death certificates with errors decreased to 9% (p < 0.0001). The most common error in the completion of death certificates was the listing of the mechanism of death instead of the cause of death. Before the seminar, 56.8% listed respiratory or cardiac arrest as the immediate cause of death. None of the participants listed any mechanism of death after the educational intervention (p < 0.0001). Conclusion Major errors in the completion of the correct cause of death on death certificates are common among medical residents. A simple educational intervention can dramatically improve the accuracy in the completion of death certificates by physicians. PMID:18005414

  12. 75 FR 39621 - Proposed Information Collection (Availability of Educational, Licensing, and Certifications...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-07-09

    ... AFFAIRS Proposed Information Collection (Availability of Educational, Licensing, and Certifications Records) Activity: Comment Request AGENCY: Veterans Benefits Administration, Department of Veterans Affairs. ACTION: Notice. SUMMARY: The Veterans Benefits Administration (VBA), Department of...

  13. 78 FR 29435 - Proposed Information Collection (Availability of Educational, Licensing, and Certifications...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-05-20

    ... AFFAIRS Proposed Information Collection (Availability of Educational, Licensing, and Certifications Records) Activity: Comment Request AGENCY: Veterans Benefits Administration, Department of Veterans Affairs. ACTION: Notice. SUMMARY: The Veterans Benefits Administration (VBA), Department of...

  14. 76 FR 6509 - Notice of Certification; Foreign Military Financing, and International Military Education and...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-02-04

    ... of Certification; Foreign Military Financing, and International Military Education and Training... prosecutions of current and retired military personnel who have been credibly alleged to have committed violations of such rights, including protecting and providing to the Attorney General's office all...

  15. Behavior Management in Afterschool Settings

    ERIC Educational Resources Information Center

    Mahoney, Joseph L.

    2014-01-01

    Although behavioral management is one of the most challenging aspects of working in an afterschool setting, staff do not typically receive formal training in evidence-based approaches to handling children's behavior problems. Common approaches to behavioral management such as punishment or time-out are temporary solutions because they do not…

  16. Cultural Competence in Afterschool Programs

    ERIC Educational Resources Information Center

    Simpkins, Sandra D.; Riggs, Nathaniel R.

    2014-01-01

    Increasing ethnic diversity among American youth, in combination with funding priorities often targeting underserved populations, has increased the number of diverse youth attending afterschool programs (ASPs). At present, there is little guidance on how to best design ASPs and prepare staff to support the development of these diverse youth. The…

  17. Connecting Scientists, College Students, Middle School Students & Elementary Students through Intergenerational Afterschool STEM Programming

    NASA Astrophysics Data System (ADS)

    Ali, N. A.; Paglierani, R.; Raftery, C. L.; Romero, V.; Harper, M. R.; Chilcott, C.; Peticolas, L. M.; Hauck, K.; Yan, D.; Ruderman, I.; Frappier, R.

    2015-12-01

    The Multiverse education group at UC Berkeley's Space Sciences Lab created the NASA-funded "Five Stars Pathway" model in which five "generations" of girls and women engage in science together in an afterschool setting, with each generation representing one stage in the pathway of pursuing a career in science, technology, engineering, or math (STEM). The five stages are: elementary-age students, middle-school-age students, undergraduate-level college students, graduate-level college students and professional scientists. This model was field-tested at two Girls Inc. afterschool locations in the San Francisco Bay Area and distributed to Girls Inc. affiliates and other afterschool program coordinators nationwide. This presentation will explore some of the challenges and success of implementing a multigenerational STEM model as well as distributing the free curriculum for interested scientists and college students to use with afterschool programs.

  18. The "Generacion Diez" after-school program and Latino parent involvement with schools.

    PubMed

    Riggs, Nathaniel R; Medina, Carmen

    2005-11-01

    The current study examines associations between participation in after-school programs and change in Latino parent involvement with schools. Hierarchical linear regression analyses demonstrated that parents of children who had higher after-school program attendance rates were significantly more likely to report increases in the quality of relationships with their children's teachers, frequency of parent-teacher contact, and engagement with their children's schooling over a two-year period. However, greater home educator contacts were related to decreases in quality and quantity of parent-school involvement. A primary implication is that attendance in school-based after-school programs may draw parents into children's regular-day school context. Editors' Strategic Implications The authors illustrate the promising practice of using after-school programs to promote parent involvement and to help integrate the often disparate family and school contexts for Latino children.

  19. Afterschool in Action: How Innovative Afterschool Programs Address Critical Issues Facing Middle School Youth

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2012

    2012-01-01

    Over the last four years, the Afterschool Alliance and MetLife Foundation have worked together to identify exemplary, and often lesser-known afterschool programs across the nation. For the past two years, efforts have focused on finding innovative afterschool programs serving middle school students. This focus was developed to address the need for…

  20. Digital Media & Learning in Afterschool. MetLife Foundation Afterschool Alert. Issue Brief No. 58

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2013

    2013-01-01

    The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the final issue brief in its latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief explores afterschool and digital learning. At the core of…

  1. Arts Enrichment in Afterschool. MetLife Foundation Afterschool Alert. Issue Brief No. 56

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2012

    2012-01-01

    The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the second in its latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief explores afterschool and arts enrichment. The arts have the remarkable…

  2. Afterschool and Students with Special Needs. Afterschool Alert. Issue Brief No. 1

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2004

    2004-01-01

    Afterschool programs can provide important benefits to all students, including those who have learning, developmental and physical disabilities. Students in afterschool programs have better grades and behavior, increased self-esteem and more positive attitudes about school. For students with special needs, afterschool programs also provide a level…

  3. Writing and Dialogue for Cultural Understanding: Multicultural Art Education in an Art Teacher Certification Program

    ERIC Educational Resources Information Center

    Millman, Joyce

    2010-01-01

    "Why do they always tell you what "not" to do? Why don't they tell you what to do?" a student in an art education course for certification complained. The course is required for undergraduate students and post-baccalaureates, and introduces multicultural education and topics related to teaching, including educational philosophy, school law, and…

  4. Current Status of Educational Interpreter Certification for Students Who Are Deaf or Hard of Hearing.

    ERIC Educational Resources Information Center

    Anderson, Nancy; Easterbrooks, Susan R.

    This report summarizes the outcomes of a National Task Force on Educational Interpreting that was established to examine and clarify roles and responsibilities, training and certification, working conditions, and other issues and needs concerning the involvement of educational interpreters in regular education environments. The task force found:…

  5. Student Teachers' Opinion of the Pastoral Role Module in a Postgraduate Certificate in Education Programme

    ERIC Educational Resources Information Center

    Schoeman, S.

    2012-01-01

    The Norms and Standards for Educators (2000) recognises a well-defined community, citizenship and pastoral role as one of seven roles of a competent and qualified educator. In 2005 a module dealing with the pastoral role was introduced as part of the Postgraduate Certificate in Education (PGCE--Senior Phase and FET) programme in the institution…

  6. Comparative Analyses of the Teaching Methods and Evaluation Practices in English Subject at Secondary School Certificate (SSC) and General Certificate of Education (GCE O-Level) in Pakistan

    ERIC Educational Resources Information Center

    Behlol, Malik Ghulam; Anwar, Mohammad

    2011-01-01

    The study was conducted to compare the teaching methods and evaluation practices in English subject at secondary school certificate (SSC) and general certificate of education GCE-O-level in Pakistan. The population of the study was students, teachers and experts at SSC and 0-level in the Punjab province. Purposive and random sampling techniques…

  7. Afterschool Universe - Bringing Astronomy Down to Earth

    NASA Astrophysics Data System (ADS)

    Krishnamurthi, Anita; Eyermann, S.; Mitchell, S.; Lochner, J.; Reynolds, C.

    2008-05-01

    Afterschool Universe is an out-of-school-time astronomy program targeted at middle school students. It explores astronomy concepts through engaging hands-on activities and takes participants on a journey through the Universe beyond the solar system. Afterschool Universe underwent extensive pilot testing with several hundred participants in 2006 and 2007 under the name Beyond Einstein Explorers’ Program (BEEP) and is now widely available to run in your own local communities. We will discuss the structure of the program and resources available to implement it. Afterschool Universe is ideally run as a partnership between astronomers or EPO professionals and local afterschool program providers. The former contribute content expertise to help train the program leaders while the latter have a deep understanding of their target audience. Furthermore, it provides a relatively easy plug-and-play opportunity for astronomers to engage in EPO efforts within their communities. This program addresses several IYA themes as it works with an audience that doesn't typically get much exposure to astronomy. The adult afterschool program leaders do not usually have science backgrounds and middle school students do not normally get to explore the topics in Afterschool Universe at this age. Afterschool programs often reach those who most need additional help and can be offered in a variety of settings where the students go when the school day is over. The afterschool community is looking for quality science programming that will engage the children. Afterschool Universe offers just such an engagement opportunity.

  8. Availability of Data on Noncredit Education and Postsecondary Certifications: An Analysis of Selected State-Level Data Systems

    ERIC Educational Resources Information Center

    Sykes, Andrea R.; Szuplat, Mary A.; Decker, Cynthia G.

    2014-01-01

    Federal policymakers have interest in three specific areas of postsecondary career and technical education (CTE): associate degrees and certificates awarded in CTE, skills and training obtained through noncredit courses, and industry-recognized certifications. Research and data are readily available on students earning degrees and certificates in…

  9. Teaching Students Astronomy Through After-School Programs

    NASA Astrophysics Data System (ADS)

    Krishnamurthi, A.; Lochner, J.

    2006-08-01

    "Imagine the Universe" (http://imagine.gsfc.nasa.gov/) is an effort from the NASA Goddard Space Flight Center's astrophysics division. This program aims to educate teachers about topics in high-energy astrophysics and complex science themes in areas that do not generally have the "hook" of pretty pictures. We are currently working on the adaptation of the existing formal education materials from "Imagine" (and similar resources) for informal education environments such as after-school programs. There is a huge demand for quality science programs in the after-school environment. The utilization of existing formal education resources for informal settings follows a strategy of taking one product idea and repackaging it for different venues. This has been found to be an effective approach to insuring consistency in the scientific themes presented, regardless of the learning context. However, there are several challenges to this approach, including training a non-expert in a short amount of time to lead sessions on astronomy. We will discuss our effort to pilot an astronomy program in summer 2006 (June-July) for a small group of after-school programs in the Washington, DC, area. Based on the feedback we receive from the pilot program, we will refine the effort and expand upon the idea. The ultimate goal is to have a recipe book of activities that after-school staff members can be trained with to bring astronomy to a wider audience. We also plan to explore the idea of engaging scientists in disseminating this effort by offering this program as something they can lead in their local areas.

  10. Giving a Second Chance: An After-School Programme in a Shanty Town Interacted with Parent Type: Lessons from a Randomized Trial

    ERIC Educational Resources Information Center

    Cid, Alejandro

    2014-01-01

    This paper evaluates the role that an after-school may play in the educational outcomes of children living in poor suburbs. Previous evaluations have focused on average effects, with mixed findings. A possible explanation of these inconclusive findings is that after-school programmes may have heterogeneous effects. Our hypothesis is that the…

  11. Keeping Children Safe: Afterschool Staff and Mandated Child Maltreatment Reporting

    ERIC Educational Resources Information Center

    Gandarilla, Maria; O'Donnell, Julie

    2014-01-01

    With 8.4 million children in the U.S. spending an average of eight hours a week in afterschool programs, afterschool providers are an important part of the network of caring adults who can help to keep children safe. In addition, afterschool staff are "mandated reporters." Whether or not the laws specifically mention afterschool staff,…

  12. The MSU Educational Technology Certificate Courses and Their Impact on Teachers' Growth as Technology Integrators

    ERIC Educational Resources Information Center

    Hagerman, Michelle Schira; Keller, Alison; Spicer, Jodi L.

    2013-01-01

    The Educational Technology Certificate (ETC.) courses at Michigan State University are a set of three courses that can be taken as a standalone qualification or as the first three courses in the Master's of Educational Technology degree. Together, the courses emphasize the development of technology skills and advanced mindsets for technology…

  13. Certificate and Associate Degree Education for Library Paraprofessionals: Distance Makes It Possible

    ERIC Educational Resources Information Center

    Birchfield, Martha J.

    2004-01-01

    Distance education makes library paraprofessional education possible and desirable to meet needs in library staffing. Lexington Community College (LCC) developed online certificate and associate degree programs to meet the legal requirements for Kentucky paraprofessional library staff. In collaboration with the Southeastern Library Network…

  14. Lecturers' Perceptions of the Implementation of the Revised English Language Nigeria Certificate in Education Curriculum

    ERIC Educational Resources Information Center

    Tom-Lawyer, Oris Oritsebemigho

    2015-01-01

    This paper examines the perceptions of English language lecturers from three colleges of education on the factors that inhibit the implementation process of the revised English Language Nigeria Certificate Education Curriculum. The study which is underpinned by the CIPP Evaluation model is part of a larger study on the evaluation of the…

  15. Ensuring Validity of Practical English Certification Test of Local Office of Education in Korea

    ERIC Educational Resources Information Center

    Kang, Mun-koo; Chang, Hyung-ji

    2014-01-01

    This study is aimed at ensuring the validity of the Practical English Certification Test (PECT) of the Chung-nam Office of Education (COE) in Korea. Motivated by the demand for a developing localized English test to empower English learning in public education, the COE conducted the PECT for 38,544 students of elementary, middle and high schools…

  16. Planning Considerations for Afterschool Professional Development

    ERIC Educational Resources Information Center

    Bradshaw, L. Daniele

    2015-01-01

    Professional development is vital to the success of afterschool programs. Effective professional development enhances afterschool program quality by facilitating staff performance and knowledge; in addition, professional development is vital for improving student learning outcomes (Bouffard & Little, 2004; Hall & Surr, 2005; Joyce &…

  17. Discovering Community: Activities for Afterschool Programs

    ERIC Educational Resources Information Center

    National Institute on Out-of-School Time, Wellesley College, 2006

    2006-01-01

    The project activities highlighted in this publication were conducted within the framework of school-based afterschool programs operated by community-based organizations. The intention of the Discovering Community initiative, created by The After-School Corporation and MetLife Foundation, is to foster greater collaborations and mutual respect…

  18. Top 10 States for Afterschool in 2009

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2009

    2009-01-01

    Each day in America, millions of kids go home to an empty house after school. In recent years, the growth of quality, affordable afterschool programs has begun to offer positive alternatives to the parents of these children. In 2009, the Afterschool Alliance contracted with RTi, a market research firm, to conduct a household survey of nearly…

  19. Supporting medical education research quality: the Association of American Medical Colleges' Medical Education Research Certificate program.

    PubMed

    Gruppen, Larry D; Yoder, Ernie; Frye, Ann; Perkowski, Linda C; Mavis, Brian

    2011-01-01

    The quality of the medical education research (MER) reported in the literature has been frequently criticized. Numerous reasons have been provided for these shortcomings, including the level of research training and experience of many medical school faculty. The faculty development required to improve MER can take various forms. This article describes the Medical Education Research Certificate (MERC) program, a national faculty development program that focuses exclusively on MER. Sponsored by the Association of American Medical Colleges and led by a committee of established medical education researchers from across the United States, the MERC program is built on a set of 11 interactive workshops offered at various times and places across the United States. MERC participants can customize the program by selecting six workshops from this set to fulfill requirements for certification. This article describes the history, operations, current organization, and evaluation of the program. Key elements of the program's success include alignment of program content and focus with needs identified by prospective users, flexibility in program organization and logistics to fit participant schedules, an emphasis on practical application of MER principles in the context of the participants' activities and interests, consistency in program content and format to ensure standards of quality, and a sustainable financial model. The relationship between the national MERC program and local faculty development initiatives is also described. The success of the MERC program suggests that it may be a possible model for nationally disseminated faculty development programs in other domains.

  20. Assessment of physical education time and after-school outdoor time in elementary and middle school students in south Mexico City: the dilemma between physical fitness and the adverse health effects of outdoor pollutant exposure.

    PubMed

    Villarreal-Calderón, Anna; Acuña, Hilda; Villarreal-Calderón, Jessica; Garduño, Mónica; Henríquez-Roldán, Carlos F; Calderón-Garcidueñas, Lilian; Valencia-Salazar, Gildardo

    2002-01-01

    Strategies to promote lifelong physical activity among children are needed to stem the adverse health consequences of inactivity. However, the health effects in growing children of long-term exposure to a polluted atmosphere are of deep concern. The atmosphere of south Mexico City (SMC) is characterized by a complex mixture of air pollutants, including ozone, particulate matter, and aldehydes. Radiological evidence suggests that small-airway disease could be present in clinically healthy, tobacco unexposed SMC children. The aim of this study was to assess, by means of a self-reported questionnaire, the physical education class times, daily outdoor after-school exposure time, and tobacco exposure in students attending public elementary and middle schools in SMC. Additionally, the time each student spent viewing television was assessed, and the authors measured each student's weight and height to determine body mass index (BMI, weight in kg divided by height in m2). The survey included 1,159 students in grades 7-9. The authors identified 2 critical periods of outdoor exposure in SMC children that coincided with significant concentrations of both ozone and particulate matter with diameters less than 10 micrometers (PM10): during school time after 11:00 A.M. and in the after-school outdoor activity period, usually extending from 1:00 P.M. to 6:00 P.M. Thirty-two percent of elementary and 61% of middle school students have physical education classes after 11:00 A.M. Students in SMC spend an average of 19.6 hr/wk outdoors in the after-school period, during which time they are engaged in light to moderate physical activities. Half of the students are exposed to tobacco smoke at home, and 7% of middle school students smoke. On the basis of BMI, 60% of students were classified as undernourished, overweight, or obese. No correlations were found between BMI and time spent viewing TV, time outdoors (on weekdays and weekends), or exposure to environmental tobacco smoke

  1. Certification Regulations for Teachers. Adopted by Board of Education, Commonwealth of Virginia, Richmond. Effective July 1, 1986.

    ERIC Educational Resources Information Center

    Virginia State Dept. of Education, Richmond.

    This monograph sets forth in detail the regulations regarding the certification of teachers in the State of Virginia. The following areas are covered: (1) approved program approach to teacher education and certification; (2) approved program requirements; (3) teacher education advisory committee; (4) purpose of and responsibility for…

  2. Should Rey Mysterio Drink Gatorade? Cultural Competence in Afterschool STEM Programming

    ERIC Educational Resources Information Center

    Ciechanowski, Kathryn; Bottoms, SueAnn; Fonseca, Ana Lucia; St. Clair, Tyler

    2015-01-01

    Creating a space for learning science outside the traditional classroom shifts the expectations for both educators and children. In the classroom, both groups have preconceived notions of their roles and of what classroom science looks like. In the hybrid space of afterschool, students and educators are free to explore alternative ways of teaching…

  3. Quality Alternative Certification Programs in Special Education Ensure High Retention

    ERIC Educational Resources Information Center

    Karge, Belinda D.; McCabe, Marjorie

    2014-01-01

    Market driven alternative routes to teaching have evolved into a quality program option and not just an answer to the teacher shortage. Alternative certification is a viable means of recruiting, training, and certifying those who have a bachelor's degree and a strong desire to enter the field of teaching. California has been a leader in the…

  4. Professionalization and Certification for Teachers in Adult Basic Education

    ERIC Educational Resources Information Center

    Sabatini, John P.; Ginsburg, Lynda; Russell, Mary

    2002-01-01

    When Shanahan, Meehan, and Mogge (1994) reviewed the issue of professionalization, they characterized previous discussions and debates as controversial, negative, and heated, marked more by discord than unity. A key point of disagreement was whether or under what conditions certification could be considered necessary or desirable. They found only…

  5. Afterschool: Key to Health and Wellness for Pre-Teens and Teens. MetLife Foundation Afterschool Alert. Issue Brief No. 45

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2010

    2010-01-01

    With a growing number of school hours devoted to increased instructional time and physical education programs being scaled back in many schools, the afterschool hours are becoming increasingly crucial to ensuring the healthy development of the nation's youth. Additionally, with students spending the majority of their waking hours and consuming the…

  6. Afterschool Universe - Bringing Astronomy Down to Earth

    NASA Astrophysics Data System (ADS)

    Krishnamurthi, Anita; Eyermann, S. E.; Mitchell, S.

    2010-01-01

    Bring the universe beyond the solar system to middle-schoolers in your community! Afterschool Universe (AU) is a 12-session out-of-school-time astronomy program that explores astronomy concepts through engaging hands-on activities. It introduces participants to the tools of astronomy and takes them on a journey through the universe beyond the solar system. Afterschool programs reach a very diverse population and are offered in a variety of settings where the students go when the school day is over. The afterschool community is looking for quality science programming that will engage the children. AU offers just such an opportunity to bring science and astronomy to this under-served population. The afterschool community all over the country has received this well-tested curriculum very enthusiastically. It recently passed the rigorous NASA Product Review with flying colors. Help us disseminate it far and wide by working with afterschool program providers in your community. AU is ideally run as a partnership between astronomers or EPO professionals and local afterschool program providers. The former contribute content expertise to help train the program leaders while the latter have a deep understanding of their target audience. This program addresses several IYA themes as it works with an audience that doesn't typically get much exposure to astronomy. The adult afterschool program leaders do not usually have science backgrounds and middle school students do not normally get to explore the topics in Afterschool Universe despite their interest in this content. Bring the universe down to earth by engaging adults and children in your community through an Afterschool Universe partnership!

  7. National Board Certified Physical Educators: Perceived Changes Related to the Certification Process

    ERIC Educational Resources Information Center

    Woods, Amelia Mays; Rhoades, Jesse Lee

    2012-01-01

    In this study, we examined National Board certified physical education teachers' (NBCPETs) perceptions of change as a result of certification. Randomly selected NBCPETs (65; women = 53, men = 12) were interviewed. Analysis was done through the lens of Lawson's (1989) Model of the Interactive Factors Influencing Workplace Conditions for the…

  8. Choosing Excellence: National Board Certification. Q & A Guide for Teachers and Other Educators

    ERIC Educational Resources Information Center

    National Board for Professional Teaching Standards, 2009

    2009-01-01

    National Board Certification is administered by the National Board for Professional Teaching Standards, to advance the quality of teaching and learning by developing professional standards for accomplished teaching, creating a voluntary system to certify teachers who meet those standards and integrating certified teachers into educational reform…

  9. Risk It: A Youth Curriculum Resource for the Certificates in General Education for Adults.

    ERIC Educational Resources Information Center

    2000

    This document is a youth curriculum resource designed to accommodate learners in Australia's Certificates in General Education (CGEA) program. The document begins by discussing the following topics: the curriculum framework; the curriculum's content and its relationship to the CGEA program's numeracy learning outcomes and criteria; successful…

  10. Trends in Degrees and Certificates, by Program. Maryland Higher Education Institutions.

    ERIC Educational Resources Information Center

    Maryland State Higher Education Commission, Annapolis.

    This report presents trend data for degrees and certificates, by program, for the years 1983-1996 for Maryland higher education institutions. Data tables are included for: (1) the following community colleges: Allegany; Anne Arundel; Baltimore City; Carroll; Catonsville; Cecil; Charles County; Chesapeake; Dundalk; Essex; Frederick; Garrett;…

  11. Teachers' Factors as Determinants of the Professional Competence of the Nigeria Certificate in Education Teachers

    ERIC Educational Resources Information Center

    Adetayo, Janet Oyebola

    2016-01-01

    The National Teachers' Institute (NTI) has been involved in training teachers for the Nigeria Certificate in Education (NCE) for over three decades through Distance Learning Programme. The quality of these teachers has been queried particularly when compared with those who run full-time NCE Programme. This study, therefore, determined the…

  12. Teachers' Factors as Determinants of the Professional Competence of the Nigeria Certificate in Education (NCE) Teachers

    ERIC Educational Resources Information Center

    Adetayo, Janet Oyebola

    2016-01-01

    The National Teachers' Institute (NTI) has been involved in training teachers for the Nigeria Certificate in Education (NCE) for over three decades through Distance Learning Programme. The quality of these teachers has been queried particularly when compared with those who run full-time NCE Programme. This study, therefore, determined the…

  13. The Singapore-Cambridge General Certificate of Education Advanced-Level General Paper Examination

    ERIC Educational Resources Information Center

    Hassan, Nurul Huda; Shih, Chih-Min

    2013-01-01

    This article describes and reviews the Singapore-Cambridge General Certificate of Education Advanced Level General Paper (GP) examination. As a written test that is administered to preuniversity students, the GP examination is internationally recognised and accepted by universities and employers as proof of English competence. In this article, the…

  14. Establishing Standards on Tests Used for Certification of Education Personnel: Validity Issues.

    ERIC Educational Resources Information Center

    Jaeger, Richard M.

    The "Standards for Educational and Psychological Testing" (1985) and the "Uniform Guidelines on Employee Selection Procedures" (1978) provide no clear guidance on choosing methods for setting standards on teacher certification tests, although they require that practices be well-documented and produce reasonable results, and…

  15. Theorizing the Politics of Educational Reform: The Case of New Jersey's Alternate Route to Teacher Certification

    ERIC Educational Resources Information Center

    Tamir, Eran

    2008-01-01

    Employing Bourdieu's notion of social field, this research conceptualizes New Jersey's alternate route to teacher certification as a contested arena, in which the interests, ideologies, and visions of different stake-holders regarding the character of public education have collided. Findings for this study are primarily based on data from the New…

  16. Trading in Education: The "Agreement on Internal Trade," Labour Mobility and Teacher Certification in Canada

    ERIC Educational Resources Information Center

    Henley, Dick; Young, Jon

    2009-01-01

    Canada's provincial and territorial governments are committed to implement the Labour Mobility chapter of the "Agreement on Internal Trade" (AIT) in 2009. This article examines the implications of this agreement for teacher certification and teacher education programs. It argues that the full impact of AIT will not be immediately…

  17. Afterschool Programs: Helping Kids Compete in Tomorrow's Workforce. Afterschool Alert. Issue Brief No. 25

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2007

    2007-01-01

    Preparing youth for success in tomorrow's workforce is of increasing concern to American schools, communities, policymakers and businesses. After-school programs are uniquely situated to help youth develop the skills needed in the 21st Century workplace. The after-school setting provides additional time for learning, and allows for engaging…

  18. 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…

  19. Afterschool and the Building of Character. Afterschool Alert. Issue Brief No. 14

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2003

    2003-01-01

    Building of character and promoting positive behavior is an important part of every afterschool program. Besides the basics of homework help and physical fitness activities, afterschool programs are using teamwork exercises, service learning, volunteerism and other activities to teach kids about making the right decisions that will help them…

  20. Afterschool Programs: A Wise Public Investment. Afterschool Alert. Issue Brief No.22

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2005

    2005-01-01

    After-school advocates and practitioners face a seemingly continual struggle for adequate funding. While there have been successes, budgets have tightened at all levels of government, and advocates must be prepared to demonstrate that after-school programs are a worthy investment. This report highlights benefits of these programs by pointing out…

  1. Building Literacy in Afterschool. Dollar General Afterschool Literacy Issue Brief. No. 67

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2015

    2015-01-01

    The Afterschool Alliance, in partnership with Dollar General Literacy Foundation, is proud to present this issue brief examining the vital role afterschool programs play to build students' literacy skills. This issue brief will explore the additional support needed to help students with their reading, writing and critical thinking skills, as well…

  2. Alternative Certification Teacher and Candidate Retention: Measures of Educator Preparation, Certification, and School Staffing Effectiveness

    ERIC Educational Resources Information Center

    Haj-Broussard, Michelle; Hall, Tom; Allen, Sheila; Stephens, Cyndy; Person, Vickie; Johnson, Tina

    2016-01-01

    The teacher turnover issue impacts education on national, state, and local levels. On a national level, at the beginning of the 21st century 50% of teachers left the profession within the first five years, creating the need for districts to fill vacancies (Gonzalez, Brown, & Slate, 2008; Greiner & Smith, 2006; Heller, 2004; Ingersoll,…

  3. 21st Century Community Learning Centers: Providing Afterschool and Summer Learning Support to Communities Nationwide

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2014

    2014-01-01

    The 21st Century Community Learning Centers (21st CCLC) initiative is the only federal funding source dedicated exclusively to before-school, afterschool, and summer learning programs. Each state education agency receives funds based on its share of Title I funding for low-income students at high-poverty, low performing schools. Funds are also…

  4. 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…

  5. Successful University & School Partnerships: Social Studies Clubs in Elementary Afterschool Programs

    ERIC Educational Resources Information Center

    Gieselmann, Sharon

    2008-01-01

    The University of Evansville (UE) is a small liberal arts college in southern Indiana. Through a unique four-year partnership between UE's School of Education and Dexter Elementary School, powerful social studies activities are delivered by preservice teachers to inner-city schoolchildren. The purpose of the afterschool social studies club…

  6. 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…

  7. After-School Programs in Public Elementary Schools: First Look. NCES 2009-043

    ERIC Educational Resources Information Center

    Parsad, Basmat; Lewis, Laurie

    2009-01-01

    How school-age children spend their time after school is a topic of interest among educators, policymakers, researchers, and parents. Many parents choose to have their children attend after-school programs, which may provide services such as academic instruction, cultural enrichment, safe places to stay, and adult supervision for children. This…

  8. Measuring Afterschool Program Quality Using Setting-Level Observational Approaches

    ERIC Educational Resources Information Center

    Oh, Yoonkyung; Osgood, D. Wayne; Smith, Emilie P.

    2015-01-01

    The importance of afterschool hours for youth development is widely acknowledged, and afterschool settings have recently received increasing attention as an important venue for youth interventions, bringing a growing need for reliable and valid measures of afterschool quality. This study examined the extent to which the two observational tools,…

  9. Marketing Education Certification Programs: Status and Future Directions.

    ERIC Educational Resources Information Center

    Ruhland, Sheila K.

    A study of marketing education teacher preparation programs was conducted in order to provide baseline data. Fifty-three marketing education programs were identified and a survey instrument was mailed to their administrators. Forty-one of the administrators (77 percent) provided usable responses. The study found that traditional teacher education…

  10. Afterschool: An Ally in Promoting Middle School Improvement. MetLife Foundation Afterschool Alert. Issue Brief No. 55

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2012

    2012-01-01

    The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the first in its latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief explores afterschool and school improvement. In communities across the…

  11. Afterschool and the Common Core State Standards. MetLife Foundation Afterschool Alert. Issue Brief No. 63

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2014

    2014-01-01

    The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the first in their latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This series explores afterschool and: the Common Core State Standards, students…

  12. Afterschool Supporting Students with Disabilities and Other Special Needs. MetLife Foundation Afterschool Alert. Issue Brief No. 64

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2014

    2014-01-01

    The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the second in their latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This series explores afterschool and: the Common Core State Standards, students…

  13. Afterschool: A Key to Successful Parent Engagement. MetLife Foundation Afterschool Alert. Issue Brief No. 57

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2012

    2012-01-01

    The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the third in its latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief explores afterschool and parent engagement. There is little dispute…

  14. From Theory to Practice: Beginner Teachers' Experiences of the Rigour of the Postgraduate Certificate in Education Programme

    ERIC Educational Resources Information Center

    Nomlomo, Vuyokazi; Sosibo, Zilungile

    2016-01-01

    This article focuses on how recent graduates perceive the rigour of the Postgraduate Certificate in Education (PGCE) initial teacher education (ITE) programme. The article is based on qualitative data collected from a purposely selected sample of 19 beginner teachers who graduated from two higher education institutions that offer PGCE programmes…

  15. Certification, Credentialing, Licensing and the Renewal Process. Proceedings of a Conference Sponsored by Northwest Adult Education Association, Washington Continuing Education Association, ERIC Clearinghouse in Career Education (Seattle, Washington, February, 1976).

    ERIC Educational Resources Information Center

    Long, James S., Ed.; Boshier, Roger, Ed.

    Issues concerned with the certification of continuing education are addressed in this report. Topics of the keynote addresses are (1) Compulsory Continuing Education for Professionals, or The Gold Rush of '76, and (2) The Mystique of Certification, Education and Professionalism: In the Service of Whom? Panel presentation topics include: (1)…

  16. Evaluations Backgrounder: A Summary of Formal Evaluations of the Academic Impact of Afterschool Programs

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2008

    2008-01-01

    Although afterschool programs for children have been operating for decades in some communities, the afterschool movement--the great national awakening to the opportunity afterschool offers--is just a few years old. As public demand for afterschool has grown, so has the demand for accountability. That is particularly true in afterschool programs…

  17. Development and Effectiveness Analysis of a Personalized Ubiquitous Multi-Device Certification Tutoring System Based on Bloom's Taxonomy of Educational Objectives

    ERIC Educational Resources Information Center

    Hwang, Gwo-Haur; Chen, Beyin; Huang, Cin-Wei

    2016-01-01

    In recent years, with the gradual increase in the importance of professional certificates, improvement in certification tutoring systems has become more important. In this study, we have developed a personalized ubiquitous multi-device certification tutoring system (PUMDCTS) based on "Bloom's Taxonomy of Educational Objectives," and…

  18. 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

  19. Piloting an integrated education pathway as a strategy to prepare for and encourage oncology specialty certification.

    PubMed

    Savage, Pamela; Fitzgerald, Barbara; Lee, Charlotte T

    2015-01-01

    Although continuing nursing education is crucial to improve professional and patient outcomes, programs in oncology nursing remain scarce, piecemeal, and focused on one modality of treatment, which limits the effectiveness of education interventions. The objectives of this paper are to describe the development and implementation of a longitudinal specialized oncology nursing education pathway program, and the evaluation results of a year-long pilot of the first stage of the program at a large university-affiliated cancer centre. Preliminary findings indicated that participants' perceived competence in health assessment and symptom management was improved after one year of enrolment in the education pathway. Next steps following this pilot, including implications for participants with regards to attaining oncology certification are also discussed.

  20. Effectiveness and Spillover of an After-School Health Promotion Program for Hispanic Elementary School Children

    PubMed Central

    Koehly, Laura; Pederson, Rockie; Morera, Osvaldo

    2011-01-01

    Objectives. We evaluated the effectiveness and spillover of an after-school health education and physical activity program among Hispanic elementary school children. Methods. In fall 2008, students in third through fifth grades in 6 schools in El Paso, Texas (n = 901), were randomized to intervention (n = 292 participants) or control (n = 354) classrooms (4 unknown). Intervention classrooms also contained a spillover group (n = 251) that did not join the after-school program but that completed measurements and surveys. The intervention was a 12-week culturally tailored after-school program meeting twice a week. Four-month outcomes were body mass index, aerobic capacity, and dietary intentions and knowledge. We calculated intervention exposure as the proportion of after-school participants per classroom. Results. Intervention exposure predicted lower body mass index (P = .045), higher aerobic capacity (P = .012), and greater intentions to eat healthy (P = .046) for the classroom at follow-up. Intervention effectiveness increased with increasing proportions of intervention participants in a classroom. Nonparticipants who had classroom contact with program participants experienced health improvements that could reduce their risk of obesity. Conclusions. Spillover of beneficial intervention effects to nonparticipants is a valuable public health benefit and should be part of program impact assessments. PMID:21852659

  1. A Roadmap to Afterschool for All

    ERIC Educational Resources Information Center

    Rinehart, Jennifer

    2009-01-01

    During the past 20 years, afterschool programs have become an increasingly vital part of most American communities. Today, some 6.5 million children across the nation participate in these programs. Another 15 million children would participate if a program were available to them, according to their parents. These numbers tell at least two…

  2. Examining the Impact of Afterschool STEM Programs

    ERIC Educational Resources Information Center

    Krishnamurthi, Anita; Ballard, Melissa; Noam, Gil G.

    2014-01-01

    Afterschool programs that provide strong science, technology, engineering and math (STEM) learning experiences are making an impact on participating youth not only become excited and engaged in these fields but develop STEM skills and proficiencies, come to value these fields and their contributions to society, and--significantly--begin to see…

  3. The substance abuse counseling workforce: education, preparation, and certification.

    PubMed

    Rieckmann, Traci; Farentinos, Christiane; Tillotson, Carrie J; Kocarnik, Jonathan; McCarty, Dennis

    2011-10-01

    The National Drug Abuse Treatment Clinical Trials Network (CTN) is an alliance of drug abuse treatment programs and research centers testing new interventions and implementation factors for treating alcohol and drug use disorders. A workforce survey distributed to those providing direct services in 295 treatment units in the CTN obtained responses from 1750 individuals with a job title of counselor (n = 1395) or counselor supervisor (n = 355). A secondary analysis compares and describes both groups. Supervisors were more likely to be licensed or certified. Master's degrees were more common among counselors in outpatient and methadone programs. Counselors in residential settings tended to be on the job fewer years. Finally, higher education was associated with greater familiarity with and acceptance of evidence-based practices.

  4. Mind the Gap: Privileging Epistemic Access to Knowledge in the Transition from Leaving Certificate Music to Higher Education

    ERIC Educational Resources Information Center

    Moore, Gwen

    2014-01-01

    In recent years, music at Leaving Certificate level has come under increasing focus in media and higher education discourse as an easy option. In particular, scant attention has been paid to the musical knowledge and skills needed in the transition to higher music education within the Irish context. This paper addresses the perceived gap in…

  5. Sex and Relationships Education in Schools--Evaluation of a Pilot Programme for the Certification of Community Nurses

    ERIC Educational Resources Information Center

    Chalmers, Helen; Tyrer, Paul; Aggleton, Peter

    2006-01-01

    Objective: In support of the UK Government's teenage pregnancy and sexual health strategies, a certificated programme of professional development for school nurses and other community nurses was developed to provide support for personal, social and health education (PSHE) work, including sex and relationships education (SRE), for young people.…

  6. The Effects of Achieved National Board for Professional Teaching Standards Certification on the Marginality of Physical Education Teachers

    ERIC Educational Resources Information Center

    Gaudreault, Karen Lux; Woods, Amelia Mays

    2012-01-01

    The purpose of the study was to examine the relationship between achieving The National Board for Professional Teaching Standards certification and feelings of marginality of physical education teachers. Data sources included a focus group interview with 6 National Board Certified Physical Education Teachers (NBCPETs) and individual phone…

  7. A Model for Enhancing Midwifery Education With a Global Health Certificate.

    PubMed

    De Kleine, Morgan; Habashy, Mary R; Collins, Michelle R

    2016-06-10

    Global health is centered on promoting health equity for all populations. There is a growing need for midwives to receive education in the field of global health in order to be equipped to care for diverse populations within the United States and internationally. Midwifery students benefit from the opportunity to complete global health coursework and a global health practicum, as these experiences help them learn how to reduce local and global health disparities through interdisciplinary collaboration and international partnerships. The purpose of this article is to provide an overview of how a graduate certificate in global health can be used to enhance and enrich midwifery education. The article evaluates the numerous benefits of the global health certificate for midwifery students, and it discusses the logistical challenges of implementation, including potential areas for improvement. By collaborating together, midwifery education programs can expand the breadth of global health courses and practicum experiences available to midwifery students and prepare them to engage in global health projects that improve maternal and neonatal health outcomes in the United States and around the world.

  8. Tryon Trekkers: An Evaluation of a STEM Based Afterschool Program for At-Risk Youth

    NASA Astrophysics Data System (ADS)

    Eckels Anderson, Chessa

    This study contributed to the body of research that supports a holistic model of afterschool learning through the design of an afterschool intervention that benefits elementary school students of low socioeconomic status. This qualitative study evaluated a science focused afterschool curriculum that was designed using principles from Risk and Resiliency Theory, academic motivation theories, science core ideas from the Next Generation Science Standards, and used environmental education philosophy. The research question of this study is: how does an outdoor and STEM based afterschool program impact at-risk students' self-efficacy, belonging and engagement and ability to apply conceptual knowledge of environmental science topics? The study collected information about the participants' affective experiences during the intervention using structured and ethnographic observations and semi-structured interviews. Observations and interviews were coded and analyzed to find patterns in participants' responses. Three participant profiles were developed using the structured observations and ethnographic observations to provide an in depth understanding of the participant experience. The study also assessed the participants' abilities to apply conceptual understanding of the program's science topics by integrating an application of conceptual knowledge task into the curriculum. This task in the form of a participant project was assessed using an adapted version of the Portland Metro STEM Partnership's Application of Conceptual Knowledge Rubric. Results in the study showed that participants demonstrated self-efficacy, a sense of belonging and engagement during the program. Over half of the participants in the study demonstrated a proficient understanding of program concepts. Overall, this holistic afterschool program demonstrated that specific instructional practices and a multi-modal science curriculum helped to support the social and emotional needs of at-risk children.

  9. Connecting Kids to the Universe: Partnering with 4--H Youth Development to Pilot Afterschool Universe in New York

    NASA Astrophysics Data System (ADS)

    Schaff, N.

    2008-11-01

    To offer effective astrophysics outreach education, developmentally appropriate hands-on activities that develop conceptual understanding and create excitement about science and careers are needed. The new NASA Afterschool Universe Program is ideal to enhance astronomy and astrophysics outreach. Afterschool Universe is a comprehensive project that builds a strong conceptual understanding of the Universe beyond the solar system for out-of-school groups at the middle school level. Students at this age are fascinated by mysteries (to them) of the universe, but are introduced primarily to the Solar System in school. We determined that access to materials and training would be essential to successful implementation of Afterschool Universe. Therefore, we secured funding from the Chandra EPO program to develop kits and implement five regional workshops in collaboration with 4--H Youth Development in New York State during 2008, in preparation for the International Year of Astronomy.

  10. Reaching for the Stars: Examining YoungStar and Its Effect on the Quality of Milwaukee County's Afterschool Workforce

    ERIC Educational Resources Information Center

    Peterangelo, Joe; Carlson, Virginia; Henken, Rob

    2014-01-01

    The authors' recent research has revealed that most afterschool programs in Milwaukee County have received relatively low ratings, and that their biggest hurdle to improving their scores often involved the educational qualifications of program staff. In light of the potential consequences of that finding--which include the possibility that the…

  11. 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…

  12. 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…

  13. An Open Letter to Deans of Teacher Education and Directors of Teacher Certification on Performance-Based Teacher Education/Certification (Is It a "No Exit" Syndrome?) AFT QuEST Paper No. 14.

    ERIC Educational Resources Information Center

    Bhaerman, Robert D.

    This open letter focuses on performance-based teacher education and certification (PBTE/C). The first section of the letter deals with anxieties about PBTE/C and about some of the people who have brought about this innovation. It comprises a survey. The second part of the paper makes various recommendations: a) the establishment of an independent…

  14. Evaluation of virtual simulation in a master's-level nurse education certificate program.

    PubMed

    Foronda, Cynthia; Lippincott, Christine; Gattamorta, Karina

    2014-11-01

    Master's-level, nurse education certificate students performed virtual clinical simulations as a portion of their clinical practicum. Virtual clinical simulation is an innovative pedagogy using avatars in Web-based platforms to provide simulated clinical experiences. The purpose of this mixed-methods study was to evaluate nurse educator students' experience with virtual simulation and the effect of virtual simulation on confidence in teaching ability. Aggregated quantitative results yielded no significant change in confidence in teaching ability. Individually, some students indicated change of either increased or decreased confidence, whereas others exhibited no change in confidence after engaging in virtual simulation. Qualitative findings revealed a process of precursors of anxiety and frustration with technical difficulties followed by outcomes of appreciation and learning. Instructor support was a mediating factor to decrease anxiety and technical difficulties. This study served as a starting point regarding the application of a virtual world to teach the art of instruction. As the movement toward online education continues, educators should further explore use of virtual simulation to prepare nurse educators.

  15. Pongase en accion! Materiales para actividades despues de la escuela (Get into Action! Afterschool Action Kit).

    ERIC Educational Resources Information Center

    Afterschool Alliance, Washington, DC.

    Noting that after-school programs are a critical link to helping children become successful adults, this Spanish-language kit explains what after-school programs can and should do for young people and how to locate or start an after-school program. The kit provides a rationale for developing after-school programs, noting the number of children…

  16. Partnerships with STEM-Rich Institutions. Afterschool Alert. Issue Brief No. 61

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2013

    2013-01-01

    The Afterschool Alliance is proud to present the first in a series of two issue briefs on afterschool STEM programs, generously supported by the Noyce Foundation. The issue brief topics represent emerging discussions within the afterschool field and are drawn from the two award categories of the 2013 Afterschool STEM Impact Awards: (1)…

  17. Evaluations Backgrounder: A Summary of Formal Evaluations of the Academic Impact of Afterschool Programs

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2006

    2006-01-01

    This compilation focuses chiefly on the impact of afterschool programs on student academic achievement. Although afterschool programs for children have been operating for many years in some communities, the afterschool movement is just a few years old. As public demand for afterschool has grown, so has the demand for accountability. That is…

  18. 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…

  19. 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…

  20. 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…

  1. High-Impact Afterschool for All: A Statewide Quality Framework

    ERIC Educational Resources Information Center

    Siaca, Jennifer L.

    2010-01-01

    The need for afterschool programs is clear: Research and practice demonstrate that quality afterschool programs keep youth safe; support working families; and provide critical learning, personal development, arts, and recreational opportunities. New York State alone uses nearly $300 million in local, state, and federal funds for afterschool…

  2. Making Afterschool Count: Communities & Schools Working Together, 1999.

    ERIC Educational Resources Information Center

    Making Afterschool Count, 1999

    1999-01-01

    This document consists of the three 1999 issues of a journal highlighting the Making After-School Count Initiative, programs across the country wherein communities and schools cooperate to serve children during after-school hours. The February 1999 issue describes grassroots efforts by California parents and religious leaders to secure funding for…

  3. 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'…

  4. Making Afterschool Count: Communities & Schools Working Together, 2001.

    ERIC Educational Resources Information Center

    Warren, Andrea; Yost, Ann

    2001-01-01

    This document is comprised of the single 2001 issue of a journal highlighting notable after-school programs, many funded by 21st Century Community Learning Center grants, and the school-community collaboration they entail. Articles in this issue on literacy are: (1) "Literacy and Afterschool: A Perfect Fit," focusing on literacy programs…

  5. Making Afterschool Count: Communities & Schools Working Together, 2000.

    ERIC Educational Resources Information Center

    Yost, Ann

    2000-01-01

    This document consists of three issues from 2000 of a journal highlighting notable after-school programs, many funded by 21st Century Community Learning Center (CCLC) grants, and the school-community collaboration they entail. The June 2000 issue features a cover story on the successful inclusion of parents in various after-school initiatives;…

  6. Surveys and Polls Show Strong Support for Afterschool

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2007

    2007-01-01

    In addition to the Afterschool Alliance's "Voters' Polls" and "America After 3 PM", a number of other surveys and polls have been conducted in recent years to gauge American support for after-school. This report consolidates information gathered from 2003 through 2006 and reports that, across the various polls and timeframes, it remains clear that…

  7. Youth Sport as a Component of Organized Afterschool Programs

    ERIC Educational Resources Information Center

    Coatsworth, J. Douglas; Conroy, David E.

    2007-01-01

    Organized afterschool programs have received increased attention over the past two decades because of changes in family demographics and in society's structures for supervising and socializing youth. The number of afterschool programs has been rapidly expanding to meet the increased need. However, not all youth in need are being reached, and the…

  8. Perceived Influencers of the Decline on Performance of Students in Botswana General Certificate of Secondary Education's Agriculture Examination Results

    ERIC Educational Resources Information Center

    Sibanda, Clyde; Hulela, Keba; Tselaesele, Nelson

    2016-01-01

    The purpose of the study was to investigate factors perceived to contribute to the decline of students' performance in the Botswana's General Certificate of Secondary Education (BGCSE) agriculture results. Ninety-one agriculture examiners were randomly sampled out of 100 teachers who were invited to mark the 2012 end of year examination scripts. A…

  9. Academic Majors and Subject-Area Certifications of Health Education Teachers in the United States, 2011-2012

    ERIC Educational Resources Information Center

    Cardina, Catherine

    2014-01-01

    Purpose: The purpose of this study was to identify academic preparation and subject-area certifications of K-12 public school staff teaching at least one health education class during 2011-2012 academic year. In general, teachers who are well qualified to teach a subject area are more likely to positively affect student achievement. Methods: Data…

  10. M-DCPS Student Performance in International Baccalaureate and Cambridge Advanced International Certificate of Education Programs. Research Brief. Volume 1102

    ERIC Educational Resources Information Center

    Blazer, Christie

    2011-01-01

    This Research Brief summarizes the performance of M-DCPS students participating in the International Baccalaureate (IB) and Cambridge Advanced International Certificate of Education (AICE) programs. Outcome data are provided for the eight M-DCPS schools offering the two programs and corresponding examinations. Participation in international…

  11. The Private Cost of National Certificate in Education (NCE) through National Teachers Institute Distance Learning Programme in Ekiti State, Nigeria

    ERIC Educational Resources Information Center

    Borode, Matthew

    2010-01-01

    The study set out to examine the private cost of a National Certificate in Education, through the distance learning mode as organized by the National Teachers Institute (NTI) Ekiti State branch in Nigeria. This was to open the eyes of the prospective students to know what on the average he has to spend, and also to provide data for the state…

  12. Internationally Educated Female Teachers in the Neoliberal Context: Their Labour Market and Teacher Certification Experiences in Canada

    ERIC Educational Resources Information Center

    Walsh, Susan C.; Brigham, Susan M.; Wang, Yina

    2011-01-01

    In this paper, we consider the difficulties that a group of internationally educated female teachers (female IETs) encountered in the process of seeking certification in the Canadian Maritimes. We read their experiences in the context of neoliberalism, in particular how they are positioned in the labour force and also the teaching profession. We…

  13. Health Care Professionals' Attitudes toward Licensure, National Certification, and Continuing Education Requirements: Results of a Texas Survey.

    ERIC Educational Resources Information Center

    Hagus, Cheryll K.

    2000-01-01

    Survey responses (n=1,620) from health processionals in communications disorders, clinical laboratory science, health information management, physical therapy, and respiratory care indicated the majority support licensure and certification; 45.3% had difficulty finding accessible, relevant continuing education programs; cost and distance were…

  14. Health Care Assisting Lesson Planning Guide for Long-Term Care Aide Certification. South Carolina Health Occupations Education.

    ERIC Educational Resources Information Center

    South Carolina State Dept. of Education, Columbia. Office of Occupational Education.

    This document consists of 13 competency outlines/lesson plans that have been developed for use in preparing students for certification as long-term care aides through South Carolina's health occupations education program. The following competencies are covered in the individual lessons: identify the function and responsibilities of nurses aides;…

  15. National training and education standards for health and wellness coaching: the path to national certification.

    PubMed

    Jordan, Meg; Wolever, Ruth Q; Lawson, Karen; Moore, Margaret

    2015-05-01

    The purpose of this article is twofold: (1) to announce the findings of the job task analysis as well as national training and education standards for health and wellness coaching (HWC) that have been developed by the large-scale, collaborative efforts of the National Consortium for Credentialing Health and Wellness Coaches (NCCHWC) and (2) to invite commentary from the public. The rapid proliferation of individuals and organizations using the terms of health and/or wellness coaches and the propagation of private industry and academic coach training and education programs endeavoring to prepare these coaches has created an urgent and pressing need for national standards for use of the term health and wellness coach, as well as minimal requirements for training, education, and certification. Professionalizing the field with national standards brings a clear and consistent definition of health and wellness coaching and accepted practice standards that are uniform across the field. In addition, clear standards allow for uniform curricular criteria to ensure a minimal benchmark for education, training, and skills and knowledge evaluation of professional health and wellness coaches.

  16. National Training and Education Standards for Health and Wellness Coaching: The Path to National Certification

    PubMed Central

    Wolever, Ruth Q.; Lawson, Karen; Moore, Margaret

    2015-01-01

    The purpose of this article is twofold: (1) to announce the findings of the job task analysis as well as national training and education standards for health and wellness coaching (HWC) that have been developed by the large-scale, collaborative efforts of the National Consortium for Credentialing Health and Wellness Coaches (NCCHWC) and (2) to invite commentary from the public. The rapid proliferation of individuals and organizations using the terms of health and/or wellness coaches and the propagation of private industry and academic coach training and education programs endeavoring to prepare these coaches has created an urgent and pressing need for national standards for use of the term health and wellness coach, as well as minimal requirements for training, education, and certification. Professionalizing the field with national standards brings a clear and consistent definition of health and wellness coaching and accepted practice standards that are uniform across the field. In addition, clear standards allow for uniform curricular criteria to ensure a minimal benchmark for education, training, and skills and knowledge evaluation of professional health and wellness coaches. PMID:25984418

  17. Afterschool: A Strategy for Addressing and Preventing Middle School Bullying. MetLife Foundation Afterschool Alert. Issue Brief No. 51

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2011

    2011-01-01

    The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the second in a series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief focuses on bullying awareness and prevention. Bullying is a dangerous behavior…

  18. Afterschool: A High School Dropout Prevention Tool. Afterschool Alert Issue Brief No.38

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2009

    2009-01-01

    Over one million students who enter ninth grade each year fail to graduate with their peers four years later because they drop out of school. Seven thousand students drop out of school every day, and each year roughly 1.2 million students fail to graduate from high school. More than half of these students are from minority groups. Afterschool

  19. Arts and Afterschool: A Powerful Combination. Afterschool Alert. Issue Brief No. 21

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2005

    2005-01-01

    In an increasingly competitive information age and creative economy, knowledge and skills in the arts and music are important in their own right. Additionally, the integration of the arts into after-school programs helps build and reinforce important student learning. It helps strengthen teamwork, responsibility, persistence, self-discipline, and…

  20. Afterschool and the Environment: A Natural Fit. Afterschool Alert Issue Brief No.35

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2009

    2009-01-01

    Children have a wonderful curiosity about nature and the environment, which, if encouraged through afterschool activities can have a profound impact on their health and well-being. Children also take readily to concepts of conservation which will make them excellent stewards of the future of our environment. This issue brief explores the…

  1. Afterschool Programs: Keeping Kids -- and Communities -- Safe. Afterschool Alert. Issue Brief No. 27

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2007

    2007-01-01

    After 14 years of decline, cities across the nation are reporting spikes in crime rates, which many law enforcement officials attribute to decreased federal spending on crime prevention and more juveniles becoming involved in violent crimes. This report highlights the "after-school" gap: 20-25 hours per week that children are out of…

  2. Afterschool: A Natural Platform for Career Development. Afterschool Alert. Issue Brief No. 19

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2004

    2004-01-01

    As technology evolves and the economy changes, greater demands will be placed on the workforce of the future. Myriad opportunities are and will be available to those who have the knowledge and the skills to meet those challenges. Afterschool programs offer a key opportunity to expose students to ideas and teach them skills that can unlock doors to…

  3. The Value of Graduate Certificate Programs in Engineering Education: A Strategic Assessment

    ERIC Educational Resources Information Center

    Murray, Susan L.; Long, Suzanna K.; Elrod, Cassandra C.; Akula, Susmitha

    2011-01-01

    There has been a significant increase in the popularity of non-degree graduate certificates throughout the past decade. This increase has raised questions about the value of engineering graduate certificate programs from students, alumni, and employers. Do engineering certificate programs provide real world skills and knowledge? Do they serve as…

  4. SU-B-213-00: Education Council Symposium: Accreditation and Certification: Establishing Educational Standards and Evaluating Candidates Based on these Standards

    SciTech Connect

    2015-06-15

    The North American medical physics community validates the education received by medical physicists and the clinical qualifications for medical physicists through accreditation of educational programs and certification of medical physicists. Medical physics educational programs (graduate education and residency education) are accredited by the Commission on Accreditation of Medical Physics Education Programs (CAMPEP), whereas medical physicists are certified by several organizations, the most familiar of which is the American Board of Radiology (ABR). In order for an educational program to become accredited or a medical physicist to become certified, the applicant must meet certain specified standards set by the appropriate organization. In this Symposium, representatives from both CAMPEP and the ABR will describe the process by which standards are established as well as the process by which qualifications of candidates for accreditation or certification are shown to be compliant with these standards. The Symposium will conclude with a panel discussion. Learning Objectives: Recognize the difference between accreditation of an educational program and certification of an individual Identify the two organizations primarily responsible for these tasks Describe the development of educational standards Describe the process by which examination questions are developed GS is Executive Secretary of CAMPEP.

  5. National Association of Early Childhood Teacher Educators (NAECTE) Position Statement on Early Childhood Certification for Teachers of Children 8 Years Old and Younger in Public School Settings

    ERIC Educational Resources Information Center

    Journal of Early Childhood Teacher Education, 2009

    2009-01-01

    This article presents the National Association of Early Childhood Teacher Educators' (NAECTE) position statement on early childhood certification for teachers of children 8 years old and younger in public school settings. The association requires public schools to employ and assign teachers with early childhood certification/endorsement to early…

  6. Certification in molecular pathology in the United States: an update from the Association for Molecular Pathology Training and Education Committee.

    PubMed

    Mackinnon, Alexander C; Wang, Y Lynn; Sahota, Amrik; Yeung, Cecilia C; Weck, Karen E

    2012-11-01

    The past 25 years have witnessed the field of molecular pathology evolving from an imprecisely defined discipline to a firmly established medical subspecialty that plays an essential role in patient care. During this time, the training, certification, and licensure requirements for directing and performing testing in a molecular pathology or molecular diagnostics laboratory have become better defined. The purpose of this document is to describe the various board certifications available to individuals seeking certification in molecular diagnostics at the level of laboratory director, supervisor, or technologist. Several national organizations offer certification in molecular pathology or molecular diagnostics for doctoral-level clinical scientists to function as the director of a molecular diagnostics laboratory. Furthermore, 12 states and Puerto Rico require licensing of medical technologists, including those working in molecular diagnostic laboratories. The information provided here updates a 2002 document by the Training and Education Committee of the Association for Molecular Pathology and has been expanded to include certification and licensing requirements for laboratory technologists.

  7. Do States Have Certification Requirements for Preparing General Education Teachers to Teach Students with Disabilities? Experience in the Northeast and Islands Region. Issues & Answers. REL 2010-No. 090

    ERIC Educational Resources Information Center

    Bocala, Candice; Morgan, Claire; Mundry, Susan; Mello, Daniel

    2010-01-01

    With more than half of children with disabilities being educated in the general education classroom, and with federal education law requiring improved learning outcomes for these students, preparing general education teachers to work effectively with all students is critical. This report on teacher certification requirements in the nine Northeast…

  8. Assessment for Qualification and Certification in Upper Secondary Education: A Review of Country Practices and Research Evidence. OECD Education Working Papers, No. 83

    ERIC Educational Resources Information Center

    Dufaux, Stefanie

    2012-01-01

    Within the policy field of student assessment, the assessment of students for qualification and certification in upper secondary education has special importance since key decisions for the progression of students may be taken on the basis of assessment results. Students in most OECD countries face increased specialisation in upper secondary…

  9. A Comparison of the Content Mastery Examination for Educators (CMEE) and the Praxis I Academic Skills Assessment for Initial Certification of Montana Educators.

    ERIC Educational Resources Information Center

    Morton, Claudette

    This comparative study was conducted in preparation for selecting a successor to the National Teachers Examination (NTE) for initial certification of Montana educators. The paper begins by discussing the background of using teacher competency tests in Montana, and examining demographic data on Montana students and certified teachers. Then, the…

  10. American Board of Clinical Pharmacology fellowship training and certification in clinical pharmacology: educational value and future needs for the discipline.

    PubMed

    Lewis, L D; Nierenberg, D W

    2007-01-01

    Currently, the training and education of young clinical pharmacologist who represent the future of our discipline rest almost entirely on institutions/organizations with established and productive fellowship training programs. Here, we discuss the role of the American Board of Clinical Pharmacology (ABCP) in accrediting fellowship training programs and certifying individual clinical pharmacologists. We also explore how ABCP certification adds value to both individual trainees and the discipline in the evolving world of clinical therapeutics and research in human pharmacology.

  11. Connecting Kids To The Universe: Partnering With 4-H Youth Development To Pilot 'Afterschool Universe' In New York

    NASA Astrophysics Data System (ADS)

    Schaff, Nancy

    2008-05-01

    4-H Youth Development - as the youth program of the Cooperative Extension system associated with the land grant university in every state - is an ideal partner for statewide dissemination of EPO programs. With funding from a Chandra Cycle 9 EPO grant we are piloting `Afterschool Universe’ in five urban locations in New York State. `Afterschool Universe’ is an education/outreach effort sponsored by NASA's Beyond Einstein program and was developed in partnership with the Imagine the Universe EPO program. The program is targeted at middle school students in out-of-school-time settings and explores basic astronomy concepts focused on the Universe beyond the solar system. Consisting of 12 sessions of engaging hands-on activities, the flexibly structured program can be used in a variety of settings, including astronomy days, youth groups, summer camps, and afterschool programs. Partnering with 4-H Youth Development helps us reach large numbers of underserved and underrepresented minority youth and girls in widely dispersed areas of New York and fits ideally with the current national 4-H SET (science, engineering, and technology) initiative and emphasis on 4-H afterschool programming. The pilot program provides teaching kits and workshops for program leaders. Our 4-H county partners recruit afterschool program staff, science center staff, 4-H volunteers, 4-H teens, and other youth group leaders as workshop participants. The 4-H program will house and loan the kit to trained leaders. By providing kits and training in 2008, we are gearing up for International Year of Astronomy programs in 2009 in out-of-school settings. Based on pilot results, we will seek additional funding to expand the program. The poster will discuss kit development, 4-H partnership, workshops, participating organizations, target audiences, successes, and challenges.

  12. Alternative Certification: A Comparison of Factors Affecting the Motivations of General and Special Educators

    ERIC Educational Resources Information Center

    Hogan, Kathleen Ann

    2010-01-01

    This study was developed to examine the motivations of individuals who chose alternative routes to teacher certification and what they believe were the strengths and weaknesses of their alternative certification preparation (ACP). Data accrued from this study were based on a 55-item online survey and participant information from an online focus…

  13. Information Technology Student-Based Certification in Formal Education Settings: Who Benefits and What Is Needed

    ERIC Educational Resources Information Center

    Randall, Michael H.; Zirkle, Christopher J.

    2005-01-01

    There is a growing trend within secondary and post-secondary institutions to offer information technology (IT) certification programs as instructional vehicles to provide students with viable skills needed by the workforce, to satisfy state skill standards, and to prepare students for post-secondary IT studies. The use of IT certification programs…

  14. 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

  15. Social and Emotional Learning through a Teaching Personal and Social Responsibility Based After-School Program for Disengaged Middle-School Boys

    ERIC Educational Resources Information Center

    Gordon, Barrie; Jacobs, Jenn M.; Wright, Paul M.

    2016-01-01

    This study examined a long-term afterschool leadership program situated in a Midwestern university town in the US. The activity-based program for boys considered to be disengaged with school and at risk for dropping out of education, was based on the Teaching Personal and Social Responsibility (TPSR) model. The program curriculum was strongly…

  16. Curricular Influences on Female Afterschool Facilitators' Computer Science Interests and Career Choices

    NASA Astrophysics Data System (ADS)

    Koch, Melissa; Gorges, Torie

    2016-10-01

    Underrepresented populations such as women, African-Americans, and Latinos/as often come to STEM (science, technology, engineering, and mathematics) careers by less traditional paths than White and Asian males. To better understand how and why women might shift toward STEM, particularly computer science, careers, we investigated the education and career direction of afterschool facilitators, primarily women of color in their twenties and thirties, who taught Build IT, an afterschool computer science curriculum for middle school girls. Many of these women indicated that implementing Build IT had influenced their own interest in technology and computer science and in some cases had resulted in their intent to pursue technology and computer science education. We wanted to explore the role that teaching Build IT may have played in activating or reactivating interest in careers in computer science and to see whether in the years following implementation of Build IT, these women pursued STEM education and/or careers. We reached nine facilitators who implemented the program in 2011-12 or shortly after. Many indicated that while facilitating Build IT, they learned along with the participants, increasing their interest in and confidence with technology and computer science. Seven of the nine participants pursued further STEM or computer science learning or modified their career paths to include more of a STEM or computer science focus. Through interviews, we explored what aspects of Build IT influenced these facilitators' interest and confidence in STEM and when relevant their pursuit of technology and computer science education and careers.

  17. 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.

  18. Teacher Certification in Manitoba.

    ERIC Educational Resources Information Center

    Manitoba Dept. of Education, Winnipeg.

    This booklet provides information for teachers wishing to qualify for certification in the Canadian province of Manitoba. Written in French and English, the booklet's topics include: (1) requirements for types of teaching certificates (provisional teaching; permanent teaching; special, vocational-industrial, and vocational-business education;…

  19. Working for Children and Families: Safe and Smart After-School Programs.

    ERIC Educational Resources Information Center

    Chung, An-Me, Ed.

    After-school programs have the potential to keep children safe and out of trouble and can help to improve the academic performance of the increasing numbers of participating children. This report presents positive research on after-school programs and examples illustrating the potential of high-quality after-school activities to keep children…

  20. After-School Youth Development Programs: A Developmental-Ecological Model of Current Research

    ERIC Educational Resources Information Center

    Riggs, Nathaniel R.; Greenberg, Mark T.

    2004-01-01

    Although there has been a rapid increase in funding and attention to after-school programs, there is little understanding of how after-school programs impact children's developmental trajectories. The heterogeneity of American children makes it very unlikely that all children need after-school programming or that there is but one brand of…

  1. Better Together: Building Local Systems to Improve Afterschool (A Conference Report)

    ERIC Educational Resources Information Center

    Cummins, H. J.

    2013-01-01

    What happens when teams from 57 cities building afterschool systems gather to discuss two key system responsibilities--improving afterschool programs and using data for informed decision-making? Lots of rich discussion. This report covers a national afterschool conference held in February 2013. It details what mayors, program providers, system…

  2. 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…

  3. Beyond the Bell: Principal's Guide to Effective Afterschool Programs. Tools for School Improvement. Third Edition

    ERIC Educational Resources Information Center

    Diedrich, Krista C.; McElvain, Carol K.; Kaufman, Seth

    2005-01-01

    Quality afterschool programs offer participants productive ways to spend the crucial afterschool hours--whether these hours are between 3 p.m. and 6 p.m. on school days, during weekends, or before school--that otherwise might be spent in unsupervised and potentially harmful activities. Also, afterschool programs help provide additional support to…

  4. Learning from Science: Case Studies of Science Offerings in Afterschool Programs

    ERIC Educational Resources Information Center

    Lundh, Patrik; House, Ann; Means, Barbara; Harris, Christopher J.

    2013-01-01

    Afterschool programs have increasingly gained attention as settings that can help enrich students' science learning. Even though science is widely included in afterschool activities, sites often lack adequate materials and staff know-how to implement quality science. To address this need, this article examines afterschool science in light of the…

  5. Evaluations Backgrounder: A Summary of Formal Evaluations of Afterschool Programs' Impact on Behavior, Safety and Family Life

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2007

    2007-01-01

    Although afterschool programs for children have been operating for many years in some communities, the afterschool movement--the great national awakening to the opportunity afterschool offers--is just a few years old. As public demand for afterschool has grown, so has the demand for accountability. That is particularly true in afterschool…

  6. Evaluations Backgrounder: A Summary of Formal Evaluations of Afterschool Programs' Impact on Academics, Behavior, Safety and Family Life

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2014

    2014-01-01

    Afterschool programs have been operating for decades in communities across the country, and federal investment in afterschool has increased dramatically since the mid-1990s. However, even more investment in the field of afterschool, which includes before-school, afterschool and summer learning programs, is needed to keep up with the growing…

  7. Ideas Exchange: Do You Believe that Physical Education Teachers and Coaches Should Have to Pass a Physical Fitness Assessment as Part of Their Licensure or Certification Requirements?

    ERIC Educational Resources Information Center

    Carson, Russell L.; Magnotta, John; Lauer, Larry; Wetzel, Richard D.; Nguyen, Nhu; Morrison, Jaime; Kamla, Jim; Barnd, Sue; Whittingham, Michele; Dentino, Kathy; Lorenzi, David G.

    2009-01-01

    This article presents opinions/ideas of professionals when asked this question, "Do You Believe that Physical Education Teachers and Coaches Should Have to Pass a Physical Fitness Assessment as Part of Their Licensure or Certification Requirements?" The professionals share the pros and cons of having physical education teachers and coaches pass a…

  8. The National Partnership for Quality Afterschool Learning Randomized Controlled Trial Studies of Promising Afterschool Programs: Summary of Findings. Afterschool Research Brief. Issue No. 3

    ERIC Educational Resources Information Center

    Vaden-Kiernan, Michael; Jones, Debra Hughes; Rudo, Zena; Fitzgerald, Robert; Hartry, Ardice; Chambers, Bette; Smith, Dewi; Muller, Patricia; Moss, Marcey A.

    2008-01-01

    Recent evaluations and research syntheses of afterschool programs rated as high quality show they are associated with increases in student achievement and other positive socio-behavioral outcomes (Lauer et al., 2006; Vandell, Reisner, & Pierce, 2007). Those examinations provide a springboard for the next much-needed area of…

  9. An A+ Certification Program.

    ERIC Educational Resources Information Center

    Rubenstein, Charles

    2003-01-01

    Describes the computer technology program at Thomas A. Edison Vocational and Technical High School in Queens, New York, all of whose graduates go on to specialty secondary schools for additional certification or to postsecondary education programs. (JOW)

  10. 34 CFR 34.21 - Employer certification.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Employer certification. 34.21 Section 34.21 Education Office of the Secretary, Department of Education ADMINISTRATIVE WAGE GARNISHMENT § 34.21 Employer certification. (a) Along with a garnishment order, we send to an employer a certification in a form...

  11. 34 CFR 34.21 - Employer certification.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 1 2011-07-01 2011-07-01 false Employer certification. 34.21 Section 34.21 Education Office of the Secretary, Department of Education ADMINISTRATIVE WAGE GARNISHMENT § 34.21 Employer certification. (a) Along with a garnishment order, we send to an employer a certification in a form...

  12. 34 CFR 34.21 - Employer certification.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 1 2013-07-01 2013-07-01 false Employer certification. 34.21 Section 34.21 Education Office of the Secretary, Department of Education ADMINISTRATIVE WAGE GARNISHMENT § 34.21 Employer certification. (a) Along with a garnishment order, we send to an employer a certification in a form...

  13. 34 CFR 34.21 - Employer certification.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 1 2012-07-01 2012-07-01 false Employer certification. 34.21 Section 34.21 Education Office of the Secretary, Department of Education ADMINISTRATIVE WAGE GARNISHMENT § 34.21 Employer certification. (a) Along with a garnishment order, we send to an employer a certification in a form...

  14. 34 CFR 34.21 - Employer certification.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 1 2014-07-01 2014-07-01 false Employer certification. 34.21 Section 34.21 Education Office of the Secretary, Department of Education ADMINISTRATIVE WAGE GARNISHMENT § 34.21 Employer certification. (a) Along with a garnishment order, we send to an employer a certification in a form...

  15. Physical activity opportunities in afterschool programs.

    PubMed

    Weaver, R Glenn; Beets, Michael W; Huberty, Jennifer; Freedman, Darcy; Turner-Mcgrievy, Gabrielle; Ward, Diane

    2015-05-01

    Afterschool programs (ASPs) have potential to provide children moderate to vigorous physical activity (MVPA). The availability and types (e.g., free play or organized activities) of physical activity opportunities, their structure (e.g., presence of lines, elimination games), and staff behaviors (e.g., encouragement, engaged) can influence children's MVPA. This study explored these factors in 20 ASPs serving over 1,700 elementary-age children. The occurrence, types, and structure of physical activity opportunities, and staff behaviors were collected via the SOSPAN (System for Observing Staff Promotion of Physical Activity and Nutrition). A total of 4,660 SOSPAN scans were completed across 63 complete program days (1,733 during physical activity opportunities). Physical activity opportunities were observed on 60 program days across all 20 sites, with 73% of those opportunities classified as free play. ASPs scheduled an average of 66.3 minutes (range 15-150 minutes) of physical activity opportunities daily. Games played included basketball, tag, soccer, and football. Staff rarely engaged in physical activity promotion behaviors, and the structure of organized games discouraged MVPA. For example, staff verbally promoted physical activity in just 6.1% of scans, while organized games were more likely to involve lines and elimination. Professional development training may enhance staffs' physical activity promotion and the structure of activity opportunities.

  16. Physical activity opportunities in afterschool programs

    PubMed Central

    Weaver, R. Glenn; Beets, Michael W.; Huberty, Jennifer; Freedman, Darcy; Turner-Mcgrievy, Gabrielle; Ward, Diane

    2015-01-01

    Afterschool programs (ASPs) have potential to provide children moderate-to-vigorous physical activity (MVPA). The availability and types (e.g., free play or organized activities) of physical activity opportunities, their structure (e.g., presence of lines, elimination games), and staff behaviors (e.g., encouragement, engaged) can influence children’s MVPA. This study explored these factors in 20 ASPs serving over 1,700 elementary-age children. The occurrence, types and structure of physical activity opportunities, and staff behaviors were collected via the System for Observing Staff Promotion of Physical Activity and Nutrition (SOSPAN). A total of 4,660 SOSPAN scans were completed across 63 complete program days (1733 during physical activity opportunities). Physical activity opportunities were observed on 60 program days across all 20 sites, with 73% of those opportunities classified as free play. ASPs scheduled an average of 66.3 minutes (range 15-150min) of physical activity opportunities daily. Games played included basketball, tag, soccer and football. Staff rarely engaged in physical activity promotion behaviors, and the structure of organized games discouraged MVPA. For example, staff verbally promoted physical activity in just 6.1% of scans, while organized games were more likely to involve lines and elimination. Professional development training may enhance staffs’ physical activity promotion and the structure of activity opportunities. PMID:25586132

  17. 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

  18. Education and Partnerships in Child Welfare: Mapping the Implementation of a Child Welfare Certificate Program

    ERIC Educational Resources Information Center

    Cash, Scottye J.; Mathiesen, Sally G.; Barbanell, Lisa D.; Smith, Thomas E.; Graham, Pamela

    2006-01-01

    This article presents the results of focus groups conducted with participants following the completion of a Child Welfare Practice Certificate Program. Concept mapping was used as the guiding research method for the data collection and analysis. Social work students and child welfare workers generated statements during the focus group session that…

  19. Accuracy of Bayes and Logistic Regression Subscale Probabilities for Educational and Certification Tests

    ERIC Educational Resources Information Center

    Rudner, Lawrence

    2016-01-01

    In the machine learning literature, it is commonly accepted as fact that as calibration sample sizes increase, Naïve Bayes classifiers initially outperform Logistic Regression classifiers in terms of classification accuracy. Applied to subtests from an on-line final examination and from a highly regarded certification examination, this study shows…

  20. The Impact of Alternate High School Exit Certificates on Access to Postsecondary Education

    ERIC Educational Resources Information Center

    Erickson, Amy S. Gaumer; Morningstar, Mary E.

    2009-01-01

    The vast majority of high school students plan to attend college, but little is known about the postsecondary enrollment of students who exit high school with certificates of completion or individualized diplomas. With as many as 10% of all high school completers in some states earning documentation other than the high school diploma, it is…

  1. Educating Teachers in Democratic Societies: Certification Concerns. A Panel Discussion Moderated by Ronald Swartz.

    ERIC Educational Resources Information Center

    Educational Horizons, 1999

    1999-01-01

    Colloquium discussants Ronald Swartz and Mary Otto (Oakland University), Father Walter Krolikowski and Peggy Fong (Loyola University), and William Schubert and Victoria Chou (University of Illinois at Chicago) address teacher certification program philosophy, state and national standards, and other issues. (SK)

  2. Principal Recruitment: Assessing Job Pursuit Intentions among Educators Enrolled in Principal Certification Programs

    ERIC Educational Resources Information Center

    Winter, Paul A.; Rinehart, James S.; Keedy, John L.; Bjork, Lars G.

    2007-01-01

    A statewide cadre of principal certification students (N = 516) completed a principal job survey and role-played as applicants for a principal position by completing a principal job evaluation instrument. Significant predictors of principal job rating included the following: self-reported capability to do the job, expected satisfaction with work…

  3. Effects of Teacher Certification on the Educational Achievement of African American Students

    ERIC Educational Resources Information Center

    Wheeler-Davenport, Veronica

    2014-01-01

    The purpose of this nonexperimental quantitative study was to explore the effects of teachers' certification on the achievement of African American students. The impetus for this exploration resided in the reading achievement disparities between African American and Caucasian students in the study district. Guided by the principles of total…

  4. Information from Birth Certificates as a Risk Index for Educational Handicap.

    ERIC Educational Resources Information Center

    Finkelstein, Neal W.; Ramey, Craig T.

    1980-01-01

    Classification equations from birth certificate information accurately identified approximately 80 percent of the first-grade children who scored one standard deviation or more below the mean on both a measure of intellectual competence and a measure of adaptive behavior. (Author)

  5. Upward Mobility among Secondary Education Students: The Decision to Obtain a Better Certificate

    ERIC Educational Resources Information Center

    Schuchart, Claudia

    2013-01-01

    This article applies the theory of planned behaviour (Ajzen 1988, 1991) to analyse the decision of students to attain a more advanced certificate than the one dictated by their school track. The analyses were based on a longitudinal survey of 1,010 Hauptschule students in Germany in years 8 and 10. Consistent with the theory, the results showed…

  6. Evaluation of an Innovative Social Work Education Model: The Kentucky Public Child Welfare Certification Program (PCWCP)

    ERIC Educational Resources Information Center

    Barbee, Anita; Sullivan, Dana; Borders, Kevin; Antle, Becky; Hall, J. Christopher; Fox, Steve; Moran, Erin Beth

    2009-01-01

    This research evaluated the effectiveness of the Public Child Welfare Certification Program, a specialized child welfare program delivered in bachelor of social work (BSW) curricula across the state of Kentucky. This evaluation gathered data for 10 years on satisfaction with the program, preparation for work in the state's child welfare agency,…

  7. Promoting healthful diets and exercise: efficacy of a 12-week after-school program in urban African Americans.

    PubMed

    Engels, Hermann-J; Gretebeck, Randall J; Gretebeck, Kimberlee A; Jiménez, Linda

    2005-03-01

    This study examined the effectiveness of a unique extracurricular after-school initiative designed to promote healthy diets and exercise in urban African Americans. The Students and Parents Actively Involved in Being Fit after-school program was offered for 12 weeks to students and their parents/guardians at an urban middle school. Specific aims of the intervention were to increase participants' vegetable and fruit intake by using established 5 A Day for Better Health educational resource materials/activities and to affect their health-related fitness through dance, games, and fitness activities. Fifty-six children and 25 parents/guardians completed a standard battery of evaluations before and after the program. Pre-post pairwise t test revealed that both children and their parents/guardians showed an increase in fruit consumption and a reduction in diastolic blood pressure (P <.05). Moreover, children showed improvements in systolic blood pressure and fruit juice, salad, and nonfried potato consumption while parents/guardians showed a decrease in body fat, body mass index, and endurance walk/run time (P <.05). Overall, findings indicate that children tended to gain more diet-related benefits while parents/guardians tended to derive more fitness-related benefits. After-school programs like the Students and Parents Actively Involved in Being Fit initiative can potentially contribute to improved health levels in urban African Americans.

  8. The TRUST Project: A Formal-Informal Teacher Education Partnership for the Promotion of Earth Science Teacher Certification

    NASA Astrophysics Data System (ADS)

    Sloan, H.; Miele, E.; Powell, W.; MacDonald, M.

    2004-12-01

    The American Museum of Natural History (AMNH) in partnership with Lehman and Brooklyn Colleges of the City University of New York (CUNY) has initiated The Teacher Renewal for Urban Science Teaching (TRUST) project. TRUST combines informal and formal teacher education in a four-year initiative to enhance professional development and masters of science education programs, grades K-8 at Brooklyn College and 7-12 at Lehman College. This NSF-funded partnership brings together the resources of AMNH, CUNY, New York City school districts, New York City Department of Education-Museum Partnerships, and the expertise of scientists and teachers with research experiences. Following an initial planning year, TRUST will recruit and sustain 90 teachers over a period of 3 years as well as engage 30 school administrators in support of Earth science instruction. Program components include two new formal Earth systems science courses, intensive informal summer institutes, and a lecture and workshop series during which participants gain new Earth science content knowledge, develop action plans, and present their work on the local and national level. In addition, participants have access to ongoing resource and material support to enhance their learning and instruction. Continuous documentation and data collection by project investigators are being used to address questions regarding the impact various aspects of the TRUST participant experience on classroom instruction and learning, the acquisition of scientific knowledge in the new courses and institutes, and to examine the nature of the Museum experience in meeting certification goals. External formative and summative evaluation of the project is addressing issues surrounding the value of the program as a model for formal-informal partnership in urban Earth science teacher education and certification, analysis of policies that facilitate partnership arrangements, and how socialization of novices with experts affects retention and

  9. 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.

  10. The Afterschool Hours: A New Focus for America's Cities

    ERIC Educational Resources Information Center

    Ouellette, Mark; Hutchinson, Audrey M.; Frant, Nina

    2005-01-01

    During a typical week, as many as 14 million children and youth across the United States lack adult supervision during non-school hours. According to the Federal Bureau of Investigation (FBI), the lack of structured and supervised afterschool programs in American communities contributes to a higher incidence of drug and alcohol use and delinquent…

  11. Family, School, and Community Partnerships: Practical Strategies for Afterschool Programs

    ERIC Educational Resources Information Center

    Finn-Stevenson, Matia

    2014-01-01

    Much attention is given today to the importance of forging family, school, and community partnerships. Growing numbers of schools, many of them with afterschool programs, are dedicating resources to support and sustain relationships with families and community-based organizations. And, among government agencies and the philanthropic sector, there…

  12. 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…

  13. 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…

  14. After-School Physical Activity Programs for Adolescent Girls.

    ERIC Educational Resources Information Center

    Watson, Doris L.; Poczwaradowski, Artur; Eisenman, Pat

    2000-01-01

    Describes adolescent girls' responses to an after-school physical activity program, examining how it functioned as a listening tool within a social marketing approach to promoting physical activity. Focus groups and interviews indicated that girls enjoyed and valued the program. Though the program did not increase girls' physical activity levels,…

  15. Collaboration between Afterschool Practitioners and In-School Teachers

    ERIC Educational Resources Information Center

    Schamper, AnnMarie

    2012-01-01

    During the author's first year of teaching, she connected with her students and their families but hardly talked with anyone outside her grade level, which is kindergarten. As she started her second year of teaching, she reached out to communicate with other professionals. She also became a part of the Afterschool Matters Practitioner Research…

  16. 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:…

  17. Cyberage Narratives: Creative Computing in After-School Centres

    ERIC Educational Resources Information Center

    Klerfelt, Anna

    2006-01-01

    In this article two computer-produced multimedia stories created by children in their after-school centre are analysed, building on the assumption that children draw that which is important for them. The aim is to make visible the significance of narrative structure, reaccentuation, intertextuality, multivoicedness and various levels of…

  18. After-School Child Care: Dilemma in a Rural Community.

    ERIC Educational Resources Information Center

    Warnock, Mary M.

    1992-01-01

    A rural community established an after-school child care program by forming a community coalition, acquiring funding, obtaining space, and arranging for children's transportation. The program enriched the quality of life for children, parents, and staff. Children's grades improved and the number of mothers satisfied with child care services…

  19. Embedding Positive Behavior Intervention and Supports in Afterschool Programs

    ERIC Educational Resources Information Center

    Farrell, Anne F.; Collier-Meek, Melissa A.; Pons, Shelby R.

    2013-01-01

    There is growing recognition that after-school programs (ASPs) provide opportunities for positive youth development. Many ASPs focus on behavior and socio-emotional challenges, provide evidence-based interventions to improve homework completion and academic skills, and offer physical activities and nutritious foods. Generally speaking, ASPs offer…

  20. Municipal Leadership for Afterschool: Citywide Approaches Spreading across the Country

    ERIC Educational Resources Information Center

    Spooner, Bela Shah

    2011-01-01

    This report presents the broadest look yet at a growing trend in America's cities: the emergence of city-led efforts to build comprehensive afterschool and out-of-school time (OST) systems that meet the needs of children and youth in their communities. Mayors and other municipal officials who have demonstrated leadership in this area are…

  1. Research-Based Practices in Afterschool Mentoring Programs

    ERIC Educational Resources Information Center

    McDaniel, Sara C.; Yarbrough, Anna-Margaret; Besnoy, Kevin

    2015-01-01

    Most communities have afterschool programs that give school-aged students a safe place to go after the dismissal bell rings. The next step after simply providing a safe haven is to create a nurturing environment that develops young people's talents and supports their needs. A formal mentoring program can help to achieve this goal. In order to…

  2. Designing Culturally Responsive Organized After-School Activities

    ERIC Educational Resources Information Center

    Simpkins, Sandra D.; Riggs, Nathaniel R.; Ngo, Bic; Vest Ettekal, Andrea; Okamoto, Dina

    2017-01-01

    Organized after-school activities promote positive youth development across a range of outcomes. To be most effective, organized activities need to meet high-quality standards. The eight features of quality developed by the National Research Council's Committee on Community-Level Programs for Youth have helped guide the field in this regard.…

  3. Part-Time Post Graduate Certificate in Education Teacher-Students: What Do They Bring to and Expect from a Formal South African Teaching Programme?

    ERIC Educational Resources Information Center

    Mukeredzi, Tabitha Grace; Sibanda, Doras

    2016-01-01

    The purpose of this study was to understand the nature and extent of subject content and curriculum knowledge that part-time Post Graduate Certificate in Education students in one South African university, brought to the classroom, and the kind and level of knowledge that they expected and sought from the programme. The study employed a…

  4. Exploring the Options. Curriculum Documents and Support Materials for the General Curriculum Options Stream of the Certificates of General Education for Adults.

    ERIC Educational Resources Information Center

    Johnson, Marlene, Ed.; Brearley, Laura, Ed.

    This document contains detailed curriculum outlines and teacher support materials for the General Curriculum Options (GCO) stream of the Certificates of General Education (CGE) for Adults in Victoria, Australia. The following topics are discussed in the introduction: purpose of the guide, details of GCO subject areas, accreditation framework and…

  5. Towards a Whole-School Approach to the Pastoral Care Module in a Postgraduate Certificate of Education Programme: A South African Experience

    ERIC Educational Resources Information Center

    Schoeman, Sonja

    2015-01-01

    This study explores the potential of adopting a whole-school approach to the pastoral care module in a Postgraduate Certificate of Education Programme to ensure that all newly qualified teachers practice effective pastoral care in their classrooms and promote the learners' academic engagement and performance. A non-experimental survey research…

  6. The Impact of Item Position in Multiple-Choice Test on Student Performance at the Basic Education Certificate Examination (BECE) Level

    ERIC Educational Resources Information Center

    Ollennu, Sam Nii Nmai; Etsey, Y. K. A.

    2015-01-01

    The study investigated the impact of item position in multiple-choice test on student performance at the Basic Education Certificate Examination (BECE) level in Ghana. The sample consisted of 810 Junior Secondary School (JSS) Form 3 students selected from 12 different schools. A quasi-experimental design was used. The instrument for the project…

  7. Job or Further Training?: Impact of the Swiss Basic Federal Vocational Education and Training (VET) Certificate on the Careers of Low Achieving Young People

    ERIC Educational Resources Information Center

    Kammermann, Marlise

    2010-01-01

    Purpose: The two-year basic training course leading to the Basic Federal Certificate was established in Switzerland by the new Vocational Training Act in 2002 with the intention of ensuring upper secondary education and training for disadvantaged young people. The purpose of this paper is to discuss the findings of a longitudinal study of youths…

  8. "We Brought It upon Ourselves": University-Based Teacher Education and the Emergence of Boot-Camp-Style Routes to Teacher Certification

    ERIC Educational Resources Information Center

    Friedrich, Daniel

    2014-01-01

    The proliferation of boot-camp-style routes to teacher certification in the last two decades is seen by many university-based teacher educators as the result of the advancement of conservative interests aimed at de-professionalizing teaching. This essay argues that this view only accounts for one piece of the answer, the other one being that some…

  9. The Center for Informal Learning and Schools' Informal Learning Certificate (ILC) Program: Professional Development and Community for Informal Science Educators Working with Schools. An Evaluation Report

    ERIC Educational Resources Information Center

    Smith, Anita; Helms, Jenifer V.; St. John, Mark

    2007-01-01

    Inverness Research Associates served as external evaluators for the Center for Informal Learning and Schools (CILS) from its inception in 2002 as a National Science Foundation (NSF)-funded Center for Learning and Teaching. One of the programs that CILS developed was the Informal Learning Certificate (ILC) for informal science educators (mostly…

  10. Professional Growth of Primary School Teacher during the Inter-Certification Period in the System of Lifelong Pedagogical Education of the Russian Federation

    ERIC Educational Resources Information Center

    Poperechna, Lesia

    2014-01-01

    This article reveals the organizational experience of the professional development of primary school teachers during the inter-certification period in the system of lifelong pedagogical education of the Russian Federation. The issue of international experience features in practical implementation of teaching experience during the…

  11. Key Issues and Strategies for Recruitment and Implementation in Large-Scale Randomized Controlled Trial Studies in Afterschool Settings. Afterschool Research Brief. Issue No. 2

    ERIC Educational Resources Information Center

    Jones, Debra Hughes; Vaden-Kiernan, Michael; Rudo, Zena; Fitzgerald, Robert; Hartry, Ardice; Chambers, Bette; Smith, Dewi; Muller, Patricia; Moss, Marcey A.

    2008-01-01

    Under the larger scope of the National Partnership for Quality Afterschool Learning, SEDL funded three awardees to carry out large-scale randomized controlled trials (RCT) assessing the efficacy of promising literacy curricula in afterschool settings on student academic achievement. SEDL provided analytic and technical support to the RCT studies…

  12. WWC Quick Review of the Report "Outcomes Linked to High-Quality Afterschool Programs: Longitudinal Findings from the Study of Promising Afterschool Programs"

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2008

    2008-01-01

    This study examines whether high-quality after-school programs operating in high-poverty communities improve the academic, social, and behavioral outcomes of participating students. The study compared students who regularly participated in high-quality after-school programs to students who regularly spent time with no adult supervision after…

  13. Service-Learning in Afterschool: Helping Students Grow and Communities Prosper. MetLife Foundation Afterschool Alert. Issue Brief No. 52

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2011

    2011-01-01

    The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the third in a series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief focuses on service-learning opportunities for middle schoolers. Pairing service…

  14. Healthy Choices Afterschool: Investigation of the Alignment of Physical Activity and Nutrition Programs/Curricula and the National Afterschool Association Program Standards

    ERIC Educational Resources Information Center

    Hall, Georgia; Gruber, Diane

    2006-01-01

    This document reports on physical activity and nutrition curriculum choices for afterschool programs, linking with the National Afterschool Association Program Standards. This project was stimulated by the national concern for child and youth obesity and the valuable role out-of-school time programs can fulfill in helping to address the crisis.…

  15. Impact of an After-School Physical Activity Program on Youth's Physical Activity Correlates and Behavior

    ERIC Educational Resources Information Center

    Huang, Chaoqun; Gao, Zan; Hannon, James C.; Schultz, Barry; Newton, Maria; Jenson, William

    2012-01-01

    The purpose of this investigation was to examine the effect of a sports-based, after-school physical activity (PA) program on youth's physical activity PA levels and PA correlates. After the pretest, 130 youth were assigned to the intervention group (i.e., after-school PA group) or the comparison (i.e., no after-school PA group) group.…

  16. Effects of a 12-Week Physical Activity Protocol Delivered by YMCA After-School Counselors (Youth Fit for Life) on Fitness and Self-Efficacy Changes in 5-12-Year-Old Boys and Girls

    ERIC Educational Resources Information Center

    Annesi, James J.; Westcott, Wayne L.; Faigenbaum, Avery D.; Unruh, Jennifer L.

    2005-01-01

    To address reduced physical education (PE) in elementary schools, a 12-week physical activity protocol was tested on 5-12-year-old, primarily African American, girls (n = 226) and boys (n = 344) at 14 YMCA after-school care sites. The 3 times/week, 45-min session curriculum included cardiovascular, resistance, and flexibility training, in which…

  17. 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…

  18. Keeping Kids Safe and Supported in the Hours After School. MetLife Foundation Afterschool Alert. Issue Brief No. 65

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2014

    2014-01-01

    The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the third issue brief in their latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This series explores afterschool and: the Common Core State Standards,…

  19. Effect on Physical Activity of a Randomized Afterschool Intervention for Inner City Children in 3rd to 5th Grade

    PubMed Central

    Crouter, Scott E.; de Ferranti, Sarah D.; Whiteley, Jessica; Steltz, Sarah K.; Osganian, Stavroula K.; Feldman, Henry A.; Hayman, Laura L.

    2015-01-01

    Background Less than 45% of U.S. children meet the 60 min.d-1 physical activity (PA) guideline. Structured after-school PA programing is one approach to help increase activity levels. This study aimed to evaluate the feasibility and short-term impact of a supervised after-school PA and nutrition education program on activity levels. Methods Forty-two 3rd-5th graders from an inner-city school in Boston, MA were randomly assigned to a 10-wk after-school program of either: 1) weekly nutrition education, or 2) weekly nutrition education plus supervised PA 3 d.wk-1 at a community-based center. At baseline and follow-up, PA was measured using accelerometry and fitness (VO2max) was estimated using the PACER 15-m shuttle run. Additional measures obtained were non-fasting finger stick total cholesterol (TC) and glucose levels, waist circumference (WC), body mass index (BMI), percent body fat (%BF), and blood pressure (BP). Values are presented as mean±SE, unless noted otherwise. Results Thirty-six participants completed the study (mean±SD; age 9.7±0.9 years). Participants attended >80% of the sessions. After adjusting for accelerometer wear time and other design factors, light and moderate-to-vigorous PA (MVPA) increased in the nutrition+PA group (+21.5±14.5 and +8.6±8.0 min.d-1, respectively) and decreased in the nutrition only group (-35.2±16.3 and -16.0±9.0 min.d-1, respectively); mean difference between groups of 56.8±21.7 min.d-1 (light PA, p = 0.01) and 24.5±12.0 min.d-1 (MVPA, p = 0.04). Time spent in sedentary behaviors declined in the nutrition+PA group (-14.8±20.7 min.d-1) and increased in the nutrition only group (+55.4±23.2 min.d-1); mean difference between groups of -70.2±30.9 min.d-1 (p = 0.02). Neither group showed changes in TC, BP, WC, %BF, BMI percentile, or fitness (p>0.05). Conclusions The supervised afterschool community-based nutrition and PA program was well accepted and had high attendance. The changes in light PA and MVPA has potential

  20. Online Information Technologies Certificate Program

    ERIC Educational Resources Information Center

    Yukselturk, Erman

    2005-01-01

    In this study, Information Technologies Certificate Program which is based on synchronous and asynchronous communication methods over the Internet offered by cooperation of Middle East Technical University, Computer Engineering Department and Continuing Education Center were examined. This online certificate program started in May 1998 and it is…

  1. After-school programs for health promotion in rural communities: Ashe County Middle School 4-H After-School Program.

    PubMed

    Edwards, Michael B; Miller, Jennifer L; Blackburn, Linda

    2011-01-01

    Rural youth have a higher risk for lower health and developmental outcomes, often facing numerous constraints (eg, poor socioeconomic conditions, lower levels of social support, fewer recreational programs and facilities, and inadequate transportation). After-school programs have the potential to effectively deliver health-promoting activities but often face significant challenges in these areas. Ashe County is a rural community in the Appalachian region of North Carolina. Ashe County is economically depressed and its youth population has many poor health and developmental indicators. However, with more than 20 years of sustained activity, one important community resource trying to address disparities in youth health and development is the Ashe County 4-H After-School Program. To successfully overcome inherent challenges, the program has positioned itself as essential to community development, supported and retained qualified personnel, and cultivated a network of key partners to continue its efforts to provide essential youth programs for this rural community.

  2. 2007 Guide to National Board Certification

    ERIC Educational Resources Information Center

    National Board for Professional Teaching Standards, 2007

    2007-01-01

    The "Guide to National Board Certification" introduces teachers to the assessment process and provides them with useful information as they apply for National Board Certification. By participating in the National Board Certification process, teachers are joining tens of thousands of educators in an unprecedented effort to reshape the public's…

  3. Evaluation of a Certification Process for Community Nurses Involved in Sex and Relationship Education

    ERIC Educational Resources Information Center

    Chalmers, Helen; Aggleton, Peter; Tyrer, Paul

    2006-01-01

    Purpose: Alongside teachers, community nurses have been identified as having an important role to play in the provision of school-based personal, social and health education (PSHE) and sex and relationships education (SRE). However, there currently exist few programmes of preparation for this work that recognise the specific contribution of…

  4. Localized Quality Assurance and Certification for Cross-Border Education: A Shanghai Case Study

    ERIC Educational Resources Information Center

    Yadong, Li; Yanqiao, Jiang

    2009-01-01

    The authors present a case study of Sino-foreign cooperation in education to illustrate how developments in the management of licensing and the approval of programs can contribute to better quality assurance. The study demonstrates how the Shanghai municipal education authority has jettisoned traditional dependence on administrative management and…

  5. High-Quality After-School Programs Tied to Test-Score Gains

    ERIC Educational Resources Information Center

    Viadero, Debra

    2007-01-01

    Disadvantaged students who regularly attend top-notch after-school programs end up, after two years, academically far ahead of peers who spend more out-of-school time in unsupervised activities, according to findings from an eight-state study of those programs. Known as the Promising Afterschool Programs study, the new research examined 35…

  6. 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 youths are likely to engage in delinquent or other high-risk activities. Research suggests that after-school programs can help to prevent youths from engaging in these activities in two ways: by providing constructive…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. Determinants of After-School Programming for School-Age Immigrant Children

    ERIC Educational Resources Information Center

    Greenberg, Joy P.

    2013-01-01

    The purpose of this study was to examine the child and family characteristics that predict enrollment in after-school programming for school-age children of immigrant and nonimmigrant families. Although much is known about the beneficial effects of after-school programming for children and youths, the literature focused on immigrant children--the…

  12. Opportunities for Policy Leadership on Afterschool Care. Policy Briefing Series. Issue 5

    ERIC Educational Resources Information Center

    Kang, Andrew; Weber, Julie

    2010-01-01

    For most full-time employed parents, the gap between the end of the school day and the time they arrive home from work adds up to about 20 to 25 hours per week. Thus, many parents look to afterschool programs to satisfy their desire for safe, enriching experiences for their children while they are working. "Afterschool" is the general term used to…

  13. "Active Science": Integrating Physical Activity and Science Learning into the Afterschool Environment

    ERIC Educational Resources Information Center

    Finn, Kevin E.; Yan, Zi; McInnis, Kyle J.

    2015-01-01

    Background: Afterschool programs offer significant opportunities to increase physical activity levels and improve academic performance of children. Purpose: This study assessed an innovative approach to embed physical activity into science lessons in an afterschool community setting. Methods: Participants were 47 boys and girls (age = 10.8 ± 0.7…

  14. A Case for Middle School After-School Programs in Rural America.

    ERIC Educational Resources Information Center

    Feinstein, Sheryl

    2003-01-01

    Asserts that in addition to providing safe places where students can develop a sense of belonging, after-school programs can enhance performance in the regular academic program of middle school students. Specifically reviews current research on the impact of after-school programs on academic achievement, work habits, interpersonal skills, and…

  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. 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…

  17. Research-Based Practices in Afterschool Programs for High School Youth

    ERIC Educational Resources Information Center

    Holstead, Jenell; Hightower King, Mindy; Miller, Ashley

    2015-01-01

    Structured afterschool programs are often perceived as a service for young children only. Communities often overlook teenagers, expecting more substantial benefits from investments in programs for younger children (Hall & Gruber, 2007). Of about 8.4 million children participating in afterschool programs nationwide, only 1 million are high…

  18. Cosmopolitan Literacies of Belonging in an After-School Program with Court-Involved Youths

    ERIC Educational Resources Information Center

    Vasudevan, Lalitha; Kerr, Kristine Rodriguez; Hibbert, Melanie; Fernandez, Eric; Park, Ahram

    2014-01-01

    This article focuses on the concept of belonging as an embodied practice that is expressed by adolescents in multimodal ways and that can be nurtured inside and also beyond schools, such as within afterschool programs. We explore belonging in an afterschool program designed for court-involved youth. Our research is theoretically framed by…

  19. 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…

  20. 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'…

  1. 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…

  2. SAMHSA Funding Opportunities for Afterschool: Substance Abuse Prevention and Mental Health Services. Funding Note

    ERIC Educational Resources Information Center

    Dobbins, Dionne

    2005-01-01

    Many children served in afterschool programs would be left alone in dangerous neighborhoods, potentially engaging in risky sexual and criminal behaviors, if not for their participation in structured programming. In fact, research has shown that students who spend the majority of their afterschool hours in unsupervised activities are more likely to…

  3. U.S. Department of Justice Funding Opportunities for Afterschool. Funding Note, June 2005

    ERIC Educational Resources Information Center

    Dobbins, Dionne

    2005-01-01

    There are natural connections between the afterschool community and the law enforcement/crime prevention community. According to a recent report from the organization Fight Crime: Invest in Kids, the hours between three and six PM are the "prime time for juvenile crime." Afterschool hours are when teenagers are most likely to commit crimes, be…

  4. Growing Together, Learning Together: What Cities Have Discovered about Building Afterschool Systems. Perspective

    ERIC Educational Resources Information Center

    Browne, Daniel

    2015-01-01

    With many cities showing an interest in afterschool system building and research providing a growing body of useful information, this Wallace Perspective offers a digest of the latest thinking on how to build and sustain an afterschool system, and the challenges and opportunities that lie ahead for this promising work. The report (a follow-up to a…

  5. 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…

  6. Physical Activity Intensity, Lesson Context, and Teacher Interactions during an Unstructured Afterschool Physical Activity Program

    ERIC Educational Resources Information Center

    Behrens, Timothy K.; Miller, Daniel J.; Schuna, John M.; Liebert, Mina L.

    2015-01-01

    Background: Afterschool programs are promising arenas to improve youth physical activity (PA) levels. During the school year for 2012-2013, 5 elementary schools from a low-socioeconomic status (SES) school district in southern Colorado participated in evaluation of the afterschool program entitled Keep It Moving! (KIM). Methods: In this…

  7. A Literature Review of Afterschool Mentoring Programs for Children at Risk

    ERIC Educational Resources Information Center

    McDaniel, Sara; Yarbrough, Anna-Margaret

    2016-01-01

    Afterschool programs such as tutoring and school-based or community-based programs have effectively functioned as prevention and intervention programs for children at risk. This literature review focuses on afterschool mentoring programs for children at risk. The purpose of reviewing the literature was to (a) determine the breadth and scope of the…

  8. 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…

  9. 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…

  10. The Assessment of Afterschool Program Practices Tool (APT): Findings from the APT Validation Study

    ERIC Educational Resources Information Center

    Tracy, Allison; Surr, Wendy; Richer, Amanda

    2012-01-01

    The Assessment of Afterschool Program Practices Tool ("APT"), developed by the National Institute of Out-of-School Time (NIOST), is an observational instrument designed to measure the aspects of afterschool program quality that research suggests contribute to the 21st century skills, attitudes, and behaviors youth need to be successful…

  11. Building Management Information Systems to Coordinate Citywide Afterschool Programs: A Toolkit for Cities. Executive Summary

    ERIC Educational Resources Information Center

    Kingsley, Chris

    2012-01-01

    This executive summary describes highlights from the report, "Building Management Information Systems to Coordinate Citywide Afterschool Programs: A Toolkit for Cities." City-led efforts to build coordinated systems of afterschool programming are an important strategy for improving the health, safety and academic preparedness of children…

  12. Roadmap to Afterschool for All: Examining Current Investments and Mapping Future Needs

    ERIC Educational Resources Information Center

    Earle, Alison

    2009-01-01

    Quality afterschool programs are improving and transforming the lives of children and youth across the nation. Research shows that afterschool programs keep kids safe, inspire them to learn and help working parents. They give children opportunities to see new worlds, put school lessons into practice, discover their talents and explore career…

  13. Anadolu University, Open Education Faculty, Turkish Language and Literature Department Graduated Students' Views towards Pedagogical Formation Training Certificate, Special Teaching Methods Courses and Turkish Language and Literature Education from: Sample of Turkey

    ERIC Educational Resources Information Center

    Bulut, Mesut

    2016-01-01

    The aim of this study is to find out Anadolu University Open Education Faculty Turkish Language and Literature graduated students' views towards Pedagogical Formation Training certificate and their opinions about special teaching methods. This study has been done in one of the universities of East Karadeniz in Turkey in which the 20 Turkish…

  14. Volunteer youth sport coaches' perspectives of coaching education/certification and parental codes of conduct.

    PubMed

    Wiersma, Lenny D; Sherman, Clay P

    2005-09-01

    The vast majority of youth sport programs in the United States relies primarily on parent volunteers to serve as coaches. Unfortunately, most of these volunteer coaches have not received formal training to prepare them adequately for the role of youth sport coach. To exacerbate the issue, according to the popular media, parents and other adults can commit belligerent and even violent acts around, and often resulting from, poorly managed youth sport events. Although some efforts have been made to standardize curricula, provide training for coaches, and contain or prevent inappropriate parent behaviors, few efforts have been directed at investigating the self-described needs and concerns of the coaches from their perspectives. The purpose of the current study was to investigate the concerns and issues of youth sport coaches related to coaching and parental education. Five focus group interviews with 25 volunteer youth sport coaches were conducted to investigate these issues. Results were organized around four higher order themes that emerged from inductive content analyses: (a) coaching education content areas of need, (b) barriers and problems of offering coaching education, (c) coaching education format recommendations, and (d) efficacy of parental codes of conduct. Results were discussed in terms of the potential impact administrators, coaches, and parents could have in implementing formal coaching education programs and developing their coaching education practices.

  15. 34 CFR Appendix A to Part 82 - Certification Regarding Lobbying

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Certification Regarding Lobbying A Appendix A to Part 82 Education Office of the Secretary, Department of Education NEW RESTRICTIONS ON LOBBYING Pt. 82, App. A Appendix A to Part 82—Certification Regarding Lobbying Certification for Contracts,...

  16. E-education in pathology including certification of e-institutions.

    PubMed

    Kayser, Klaus; Ogilvie, Robert; Borkenfeld, Stephan; Kayser, Gian

    2011-03-30

    E-education or electronically transferred continuous education in pathology is one major application of virtual microscopy. The basic conditions and properties of acoustic and visual information transfer, of teaching and learning processes, as well as of knowledge and competence, influence its implementation to a high degree. Educational programs and structures can be judged by access to the basic conditions, by description of the teaching resources, methods, and its program, as well as by identification of competences, and development of an appropriate evaluation system. Classic teaching and learning methods present a constant, usually non-reversible information flow. They are subject to personal circumstances of both teacher and student. The methods of information presentation need to be distinguished between static and dynamic, between acoustic and visual ones. Electronic tools in education include local manually assisted tools (language assistants, computer-assisted design, etc.), local passive tools (slides, movies, sounds, music), open access tools (internet), and specific tools such as Webinars. From the medical point of view information content can be divided into constant (gross and microscopic anatomy) and variable (disease related) items. Most open access available medical courses teach constant information such as anatomy or physiology. Mandatory teaching resources are image archives with user-controlled navigation and labelling, student-oriented user manuals, discussion forums, and expert consultation. A classic undergraduate electronic educational system is WebMic which presents with histology lectures. An example designed for postgraduate teaching is the digital lung pathology system. It includes a description of diagnostic and therapeutic features of 60 rare and common lung diseases, partly in multimedia presentation. Combining multimedia features with the organization structures of a virtual pathology institution will result in a virtual pathology

  17. Administrative Rules Governing the Certification of Michigan Teachers. [Revised.

    ERIC Educational Resources Information Center

    Michigan State Board of Education, Lansing.

    This booklet sets forth the administrative rules governing the certification of Michigan teachers. Subject areas include: (1) general provisions; (2) state provisional certificates; (3) state continuing certificates; (4) state special permits; (5) educational institutions; (6) vocational endorsement and authorization; (7) certification of teachers…

  18. The Intention to Leave Education Early among Irish Junior Certificate Students: Variation by School

    ERIC Educational Resources Information Center

    O'Connell, Michael; Freeney, Yseult

    2011-01-01

    Early school-leaving imposes costs on the individual and society, and is linked to factors including gender, family income and parental education, community deprivation, and academic history. In Ireland, the role of the school in shaping patterns of early school-leaving is unclear. Employing the Theory of Planned Behaviour (TPB) from social…

  19. Priorities for Quality Honors Education: A Delphi Study on Honors Program and College Certification

    ERIC Educational Resources Information Center

    Smith, Patricia Joanne

    2013-01-01

    Honors education has grown exponentially across the country, and a great deal of variation currently exists among programs. The National Collegiate Honors Council (NCHC) has adopted lists of the Basic Characteristics of Fully Developed Honors Programs (Madden, 1994) and Honors Colleges (Sederberg, 2005) to guide new and developing programs, but no…

  20. Leadership Development Challenges in South African Schools: The Advanced Certificate: Education (School Management and Leadership)

    ERIC Educational Resources Information Center

    Ngcobo, T.

    2012-01-01

    A number of schools in South Africa appear to be struggling with the changes that the government is introducing to improve the quality of education and lay a strong foundation for the country's societal transformation. Leadership has been found to be one of the factors that are associated with how schools cope with change and its complexities.…

  1. Teacher Certification of American Sign Language Faculty at K-12 and Higher Education Institutions

    ERIC Educational Resources Information Center

    Fox, Ashley Leann Chance

    2010-01-01

    American Sign Language (ASL) is ranked fourth among heritage languages taken by students in the United States. The number of ASL classes offered at the K-12 and Institutions of Higher Education are on the rise, yet the number of certified ASL teachers remains stagnant. This study examines the reasons why American Sign Language teachers choose to…

  2. Alternative Route Programs for Certification in Special Education: Program Infrastructure Instructional Delivery, and Participant Characteristics

    ERIC Educational Resources Information Center

    Rosenberg, Michael S.; Boyer, K. Lynn; Sindelar, Paul T.; Misra, Sunil K.

    2007-01-01

    This study describes special education alternative route (AR) teacher preparation programs. The authors developed a national database of programs and collected information on program sponsorship, length and intensity, features, and participant demographics. Most of the 235 programs in the database were in states that had significant shortages of…

  3. Sickness certification at oncology clinics: perceived problems, support, need for education and reasons for certifying unnecessarily long sickness absences.

    PubMed

    Bränström, R; Arrelöv, B; Gustavsson, C; Kjeldgård, L; Ljungquist, T; Nilsson, G H; Alexanderson, K

    2014-01-01

    Physicians' work with sickness certifications is an understudied field. The aims of this study were to gain knowledge of experiences concerning the sickness certification process among physicians working at oncology clinics. In 2008, all physicians working in Sweden (n = 36 898) were sent a questionnaire concerning sick-listing practices. All respondents working at an oncology clinic (n = 428) were included in the current study. Most of the physicians had sickness certification consultations at least weekly (91.3%). More than one fifth (22.3%) reported that they worked at a clinic with a workplace policy regarding the handling of sickness certification and 61.1% reported receiving at least some support in such cases from their immediate manager. Issuing unnecessary long sickness certificates were related to experiencing delicate interactions with patients and to lack of time. To a moderate degree, further competence was requested regarding: different types of compensation in the social insurance system, responsibilities of the Social Insurance Agency and employers, and sickness insurance rules. The large majority of physicians working in oncology reported regularly having consultations involving sickness certification. Overall, they reported few problems, low level of need for more competence regarding sickness certification, and low frequency of issuing sickness absences for longer periods than necessary.

  4. Certification Manual: Standards and Procedures for the Certification of North Carolina Professional School Personnel.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh.

    This Certification Manual explains the many policies and procedures that guide the process of certification in North Carolina. The certification process requires educators in North Carolina to meet established standards of professional competence. The publication is organized into 14 sections: (1) an Introduction; (2) General Information; (3) The…

  5. 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.

  6. The Association between Medical Education Accreditation and the Examination Performance of Internationally Educated Physicians Seeking Certification in the United States

    ERIC Educational Resources Information Center

    van Zanten, Marta

    2012-01-01

    Background: The purpose of the first phase of the present research was to examine medical education accreditation practices around the world, with special focus on the Caribbean region, to determine the association of accreditation of medical schools with student/graduate performance on examinations. The aim of the second phase of this research…

  7. The Association between Medical Education Accreditation and Examination Performance of Internationally Educated Physicians Seeking Certification in the United States

    ERIC Educational Resources Information Center

    van Zanten, Marta; Boulet, John R.

    2013-01-01

    The purposes of this research were to examine medical education accreditation practices around the world, with special focus on the Caribbean, and to explore the association between medical school accreditation and graduates' examination performance. In addition to other requirements, graduates of international medical schools seeking to enter…

  8. Teacher Certification and Preparation in Massachusetts.

    ERIC Educational Resources Information Center

    Stiles, Lindley J.; And Others

    The first section of this report presents (1) an overview of a "comprehensive investigation of ways to improve the certification and preparation of educational personnel in Massachusetts"; (2) a one-chapter discussion with recommendations on each of four focal issues: personnel for education services, personnel certification, reform of…

  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.

  11. Perceptions of the Neighborhood Environment and Children’s Afterschool Moderate-to-Vigorous Physical Activity

    PubMed Central

    McDonald, Samantha M; Dowda, Marsha; Colabianchi, Natalie; Porter, Dwayne; Dishman, Rod K.; Pate, Russell R.

    2015-01-01

    Previous research suggests the neighborhood environment may be an important influence on children’s physical activity (PA) behaviors; however, findings are inconsistent. The purpose of this study was to further understand the relationship between perceptions of the neighborhood environment and children’s afterschool moderate-to-vigorous PA (MVPA). Utilizing a structural equation modeling technique, we tested a conceptual model linking parent and child perceptions of the neighborhood environment, parent support for PA, and child outdoor PA with children’s afterschool MVPA. We found that child perception of the neighborhood environment and outdoor PA were positively associated with afterschool MVPA. In addition, parent support for PA positively influenced children’s outdoor PA. The neighborhood environment and outdoor activity appear to play an influential role on children’s afterschool PA behaviors. PMID:25679820

  12. Perceptions of the Neighborhood Environment and Children's Afterschool Moderate-to-Vigorous Physical Activity.

    PubMed

    McDonald, Samantha; Dowda, Marsha; Colabianchi, Natalie; Porter, Dwayne; Dishman, Rod K; Pate, Russell R

    2015-05-01

    Previous research suggests the neighborhood environment may be an important influence on children's physical activity (PA) behaviors; however, findings are inconsistent. The purpose of this study was to further understand the relationship between perceptions of the neighborhood environment and children's afterschool moderate-to-vigorous PA. Utilizing a structural equation modeling technique, we tested a conceptual model linking parent and child perceptions of the neighborhood environment, parent support for PA, and child outdoor PA with children's afterschool moderate-to vigorous PA. We found that child perception of the neighborhood environment and outdoor PA were positively associated with afterschool moderate-to-vigorous PA. In addition, parent support for PA positively influenced children's outdoor PA. The neighborhood environment and outdoor activity appear to play an influential role on children's afterschool PA behaviors.

  13. 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

  14. Rural Schools and Community Education.

    ERIC Educational Resources Information Center

    De Largy, Paul

    1981-01-01

    A community education project in Brooks County, Georgia, began in 1977 with five people, developed county-wide support, and now includes a community education county council, federal funding, volunteer programs, after-school programs, agricultural education (especially swine production), and a day-care center. (AN)

  15. Views of Inquiry: Mismatches between Views of Science Education Faculty and Students of an Alternative Certification Program

    ERIC Educational Resources Information Center

    Demir, Abdulkadir; Abell, Sandra K.

    2010-01-01

    The purpose of this phenomenographic study was to: (a) gain an understanding of the meaning of inquiry held by beginning science teachers and their instructors in an Alternative Teacher Certification Program (ATCP); and (b) compare science teachers' views of inquiry with what they learned in their ATCP. Participants were four beginning science…

  16. Multicultural Art Education in an Era of Standardized Testing: Changes in Knowledge and Skill for Art Teacher Certification in Texas

    ERIC Educational Resources Information Center

    Kraehe, Amelia

    2010-01-01

    This article explores changes in multicultural knowledge and skill to which beginning art teachers are held accountable through standardized teacher testing in Texas. Standardized testing of preservice art teachers' knowledge and skill has been the basis of the state's certification of beginning art teachers and accreditation of art teacher…

  17. Examination of Sign Language Education According to the Opinions of Members from a Basic Sign Language Certification Program

    ERIC Educational Resources Information Center

    Akmese, Pelin Pistav

    2016-01-01

    Being hearing impaired limits one's ability to communicate in that it affects all areas of development, particularly speech. One of the methods the hearing impaired use to communicate is sign language. This study, a descriptive study, intends to examine the opinions of individuals who had enrolled in a sign language certification program by using…

  18. The Effectiveness of an After-school Program Targeting Urban African American Youth

    PubMed Central

    Hanlon, Thomas E.; Simon, Betsy D.; O’Grady, Kevin E.; Carswell, Steven B.; Callaman, Jason M.

    2010-01-01

    The present study reports on the effectiveness at one-year follow-up of an after-school prevention program targeting 6th grade African American youth residing in high-risk urban areas. The program, conducted on-site over the school-year period, involved a group mentoring approach emphasizing remedial education and an appreciation of African American cultural heritage in promoting school bonding, social skills development, and greater academic achievement. Behavioral and adjustment outcome data were obtained from two participating middle-school sites (intervention and comparison, involving 237 and 241 students, respectively) serving essentially equivalent urban communities. Results of the study revealed significant effects for academic achievement and behavior in terms of grade point average and teacher ratings that favored students at the intervention site. At this site, greater participation of parents in the intervention program was found to be positively related to improvement of the children in grade point average. No differential site-related changes in negative behavior were observed. PMID:20300430

  19. Spectrum Certification

    DTIC Science & Technology

    2010-03-01

    Radars • Transmitters • Receivers • Electronic Warfare Systems, e. g., Counter IED jammers • Simulators • Equipment using civilian bands • Off-the...milestone  Box Level: Stage 3  Platform: Stage 4 • JTIDS /MIDS: DoD 4650.1-R1 Link 16 EMC Features Certification Process & Requirements • Satellite

  20. Dialysis technicians' perception of certification.

    PubMed

    Williams, Helen F; Garbin, Margery

    2015-03-01

    The Nephrology Nursing Certification Commission initiated this research project to study the viewpoint of dialysis technicians regarding the value of certification. A national convenience sample was obtained using both paper-and-pencil and online forms of the survey instrument. Demographic characteristics were obtained concerning age, race, ethnicity, education, and future employment planning. Technicians' primary work settings, the roles they fill, and the types of certification they hold are described. Incentives offered by employers are considered to explore how they contribute to job satisfaction. Understanding the perceptions of technicians regarding the benefits of certification and the limitations of workplace incentives should enable employers to improve their recruitment and retention programs. Information obtained may offer a baseline for future observations of the characteristics of these significant and essential contributors to the nephrology workforce.

  1. 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…

  2. Examining the Quality of 21st Century Community Learning Center After-School Programs: Current Practices and Their Relationship to Outcomes

    ERIC Educational Resources Information Center

    Paluta, Lauren M.; Lower, Leeann; Anderson-Butcher, Dawn; Gibson, Allison; Iachini, Aidyn L.

    2016-01-01

    Although many youths participate in afterschool programs, the research is unclear about which aspects of afterschool program quality contribute most to positive outcomes. This article examines the relationship among quality and outcomes of 21st Century Community Learning Centers (CLCCs) afterschool programs, as perceived by 3,388 stakeholders from…

  3. High School Reform and High School Afterschool: A Common Purpose. Afterschool Alert. Issue Brief No. 23

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2005

    2005-01-01

    High school students and those who try to educate them have a tall order to fill. High schools must help create the workforce of the future by turning out graduates who have the 21st century skills that colleges and employers demand, while overcoming the achievement gap that exists for poor and minority students and fighting social pressures such…

  4. Supporting Social and Emotional Development through Quality Afterschool Programs. Beyond the Bell: Research to Practice in the Afterschool and Expanded Learning Field

    ERIC Educational Resources Information Center

    Devaney, Elizabeth

    2015-01-01

    During the past 20 years, the afterschool field has been held accountable in varying ways--first, on the ability to provide safe places for young people to spend time while their parents work; then, on success in helping to improve participants' academic achievement as a supplement to the school day. Today, measuring success in afterschool…

  5. The Importance of Afterschool and Summer Learning Programs in African-American and Latino Communities. Afterschool Alert. Issue Brief No. 59

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2013

    2013-01-01

    In classrooms across the country, when students hear the bell ring at 3 p.m., it signals the end of the school day and, for many, the start of an afternoon without supervision, without productive activities and without direction. Afterschool and summer learning programs are filling the invaluable role of providing essential services--such as a…

  6. Certificates: A Fast Track to Careers

    ERIC Educational Resources Information Center

    Torpey, Elka

    2013-01-01

    Certificates are nondegree awards for completing an educational program of study after high school. Typically, students finish these programs to prepare for a specific occupation. And they do so in a relatively short period of time: Most certificates take less than a year to complete, and almost all are designed to take less than 2 years. Among…

  7. EE Certification: Making Best Practice Standard Practice

    ERIC Educational Resources Information Center

    Glenn, Joanne M. Lozar

    2006-01-01

    Pursuing environmental education certification is difficult, so why do it? What does it mean to be certified? Who benefits? How? These are just a few of the compelling questions addressed in "EE Certification: Making Best Practice Standard Practice," a new article exploring advancements and challenges in state and national EE…

  8. Employment Outcomes of Gerontology Certificate Graduates

    ERIC Educational Resources Information Center

    Adler, Geri

    2008-01-01

    Students desiring specialized skills and knowledge in working with older adults frequently pursue gerontology certificates. This paper reports the results of a study of gerontology certificate graduates which examined their educational backgrounds, their employment status, the predictive factors which led to aging-related jobs, and their…

  9. 24 CFR 585.502 - Certifications.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ...) State and local standards. A certification that all educational programs and activities supported with... Certifications. In addition to the standard assurances of compliance with Federal rules and OMB Circulars...) The Insular Areas of Guam, the Virgin Islands, American Samoa and the Northern Mariana Islands are...

  10. 24 CFR 585.502 - Certifications.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ...) State and local standards. A certification that all educational programs and activities supported with... Certifications. In addition to the standard assurances of compliance with Federal rules and OMB Circulars...) The Insular Areas of Guam, the Virgin Islands, American Samoa and the Northern Mariana Islands are...

  11. 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,…

  12. 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…

  13. Maine 4-H Afterschool Academy--A Professional Development Opportunity for Out-of-School-Time Providers

    ERIC Educational Resources Information Center

    Lobley, Jennifer; Ouellette, Kristy L.

    2013-01-01

    The Maine 4-H Afterschool Academy trained 369 after-school and out of school time providers in 2011. This easy-to-adapt professional development opportunity used blended learning, a combination of in-person and Web-based opportunities. Providers successfully learned concepts and practical knowledge regarding 4-H, specifically 4-H Science. In…

  14. 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%…

  15. Kids on the Move: Afterschool Programs Promoting Healthy Eating and Physical Activity. America After 3PM Special Report

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2015

    2015-01-01

    Afterschool programs have continued to grow in sophistication, increase their offerings and improve quality. As the role of afterschool programs has evolved from primarily providing a safe and supervised environment to a resource that provides a host of supports for their students, programs have become valuable partners in helping students reach…

  16. 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…

  17. 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…

  18. Incorporating a Healthy Reimbursable Snack in an Afterschool Homework Program for Middle School Students: A Case Study

    ERIC Educational Resources Information Center

    Nanney, Marilyn S.; Olaleye, Temitope M.; Wang, Qi

    2012-01-01

    Background: This study tested the feasibility and acceptability of adding a reimbursable snack that meets the Institute of Medicine nutrition recommendations to an afterschool homework program for middle school students. Methods: Snack menu was developed and administered to students attending an afterschool homework program over 12 weeks. In…

  19. 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.…

  20. After-School Programs & the K-8 Principal: Standards for Quality School-Age Child Care. Revised Edition.

    ERIC Educational Resources Information Center

    National Association of Elementary School Principals, Reston, VA.

    This publication for principals about after-school programs provides practical assistance with guidelines for administration, resources for information, collaboration, and funding, along with evaluation checklists. Drawing increasing government attention, after-school programs are overwhelmingly popular with the public as a means to reduce…

  1. 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…

  2. The Effects of a Traditional and Technology-Based After-School Program on 6th Grade Student's Mathematics Skills

    ERIC Educational Resources Information Center

    Hu, Xiangen; Craig, Scotty D.; Bargagliotti, Anna E.; Graesser, Arthur C.; Okwumabua, Theresa; Anderson, Celia; Cheney, Kyle R.; Sterbinsky, Allan

    2012-01-01

    This study investigated the effectiveness of the Assessment and LEarning in Knowledge Spaces (ALEKS) system as a method of strategic intervention in after-school settings to improve the mathematical skills of struggling 6th grade students. Students were randomly assigned to after-school classrooms in which they either worked with ALEKS to improve…

  3. Innovative Delivery Systems to Meet School Staffing Needs. Proceedings of the Annual Meeting of the National Association of State Directors of Teacher Education and Certification (53rd, Williamsburg, VA, June 23-25, 1981).

    ERIC Educational Resources Information Center

    Mackey, Charles C., Jr., Ed.

    Presentations delivered at the 1981 annual meeting of the National Association of State Directors of Teacher Education and Certification are presented in this publication. The papers consist of: (1) an edited transcript of a discussion on "Innovative Delivery Systems" (W. Robert Houston, Dwight Allen, and Fred Wood); (2) "Delivery Systems in a…

  4. Writing Our Practice. Support Documents for the Reading & Writing and the Oral Communication Streams of the "Certificates of General Education for Adults within the Victorian Adult English Language, Literacy and Numeracy Accreditation Framework."

    ERIC Educational Resources Information Center

    Adult, Community, and Further Education Board, Melbourne (Australia).

    This collection of 14 articles focuses on the Reading and Writing and Oral Communication Streams of the Certificates of General Education (CGE) for Adults in the context of literacy teaching practices. Section 1 contains 11 case studies and articles with a practical focus. Practitioners discuss aspects of their curriculum development related to…

  5. 34 CFR Appendix A to Part 82 - Certification Regarding Lobbying

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 1 2012-07-01 2012-07-01 false Certification Regarding Lobbying A Appendix A to Part..., App. A Appendix A to Part 82—Certification Regarding Lobbying Certification for Contracts, Grants... undersigned, to any person for influencing or attempting to influence an officer or employee of an agency,...

  6. Certificate Suspension and Revocation. School Management Advisor, Issue 28.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh.

    This document describes the legal requirements for certificate suspension and revocation of North Carolina public-school teachers. Associated with its ability to administer teacher certification in the state, the State Board of Education also has the authority to suspend or revoke certificates. A question-and-answer section addresses issues of…

  7. Wisconsin Certification Manual for Public Librarians. Bulletin No. 7075.

    ERIC Educational Resources Information Center

    Wisconsin State Dept. of Public Instruction, Madison. Div. of Library Services.

    Designed to be used as a guide for public librarians and boards of trustees in meeting the requirements of Wisconsin's public librarian certification law, this manual is divided into two major sections covering public librarian certification and certification renewal/continuing education requirements. The first section includes discussions of…

  8. Modular Certification

    NASA Technical Reports Server (NTRS)

    Rushby, John; Miner, Paul S. (Technical Monitor)

    2002-01-01

    Airplanes are certified as a whole: there is no established basis for separately certifying some components, particularly software-intensive ones, independently of their specific application in a given airplane. The absence of separate certification inhibits the development of modular components that could be largely "precertified" and used in several different contexts within a single airplane, or across many different airplanes. In this report, we examine the issues in modular certification of software components and propose an approach based on assume-guarantee reasoning. We extend the method from verification to certification by considering behavior in the presence of failures. This exposes the need for partitioning, and separation of assumptions and guarantees into normal and abnormal cases. We then identify three classes of property that must be verified within this framework: safe function, true guarantees, and controlled failure. We identify a particular assume-guarantee proof rule (due to McMillan) that is appropriate to the applications considered, and formally verify its soundness in PVS.

  9. Multicultural Education Course Put into Practice

    ERIC Educational Resources Information Center

    Jun, Eun Jeong

    2016-01-01

    This study examines the ways in which two teachers who have previously taken a multicultural education course put into practice multicultural teaching in a first grade afterschool program. Banks' five dimensions of multicultural education are used as the theoretical framework for analyzing past research on multicultural education courses and for…

  10. Alternative Routes for Teacher Certification.

    ERIC Educational Resources Information Center

    Education Commission of the States, Denver, CO.

    This publication presents a series of charts, designed for quick reference, which describe the status of alternative teacher certification routes in each of the 50 states. The charts were prepared in response to an increasing number of inquiries from educators, policy makers, and the public. Information was gathered by telephone surveys of state…

  11. [Certificate "Tropical and Travel Dermatology (DDA)": quality-assured medical education for dermatologists with a "migration perspective"].

    PubMed

    Elsner, P; Nenoff, P; Schliemann, S; Tittelbach, J; Reinel, D

    2014-10-01

    Under the conditions of economic pressure in the medical system and the DRG system for hospitals in Germany, so-called "uneconomic" services and fields of specialized dermatologic competence such as pediatric dermatology, trichology, occupational dermatology and tropical dermatology are increasingly being neglected. While hospitals tend to train fewer residents in these subspecialties, there is a demand for additional high-quality training opportunities that are certified by the German Dermatologic Academy (DDA). Tropical and travel-related skin diseases are more frequently observed in Germany which can be explained by the increased world-wide travel activities, but also by the international migration from developing countries into Europe. Furthermore, dermatologists trained in Germany are working more and more also internationally. Thus, they require knowledge and experience in tropical and travel-related dermatology. The certificate "Tropical and Travel Dermatology (DDA)" was developed and published in 2013 in a cooperation between the International Society for Dermatology in the Tropics in cooperation with the German Academy of Dermatology (DDA). It consists of 3 full day teaching modules (basic, additional and special seminar). The first seminar cycle in 2013/2014 showed a high demand from dermatologists in hospitals and private practices. While the basic and the special seminars were held in Germany, the additional seminar took place in cooperation with the Regional Dermatology Training Center (RDTC) in Moshi, Tanzania. Many attending dermatologists fulfilling the requirements for the new certificate have practiced in developing countries or plan to do so. In order to gain practical experience on the basis of the knowledge acquired in the qualifying seminars, the International Society for Dermatology in the Tropics supports dermatologists to find internships and work placements in dermatological units in developing countries.

  12. What Afterschool STEM Does Best: How Stakeholders Describe Youth Learning Outcomes

    ERIC Educational Resources Information Center

    Krishnamurthi, Anita; Bevan, Bronwyn; Rinehart, Jen; Coulon, Vicky Ragan

    2013-01-01

    As more stakeholders get involved in the effort to engage youth in STEM outside of school, afterschool providers are being asked to document a wide range of outcomes, from generating interest in STEM to improving standardized test scores in math and science and to increasing the number of students who pursue STEM majors in college. This issue has…

  13. Building Citywide Systems for Quality: A Guide and Case Studies for Afterschool Leaders

    ERIC Educational Resources Information Center

    Yohalem, Nicole; Devaney, Elizabeth; Smith, Charles; Wilson-Ahlstrom, Alicia

    2012-01-01

    A quality improvement system (QIS) is an intentional effort to raise the quality of afterschool programming in an ongoing, organized fashion. There are a number of reasons the QIS is gaining popularity. The main reasons community leaders are drawn to improving quality is that they know that 1) higher quality programs will mean better experiences…

  14. Teachers Attending to Students' Mathematical Reasoning: Lessons from an After-School Research Program

    ERIC Educational Resources Information Center

    Francisco, John M.; Maher, Carolyn A.

    2011-01-01

    There is a documented need for more opportunities for teachers to learn about students' mathematical reasoning. This article reports on the experiences of a group of elementary and middle school mathematics teachers who participated as interns in an after-school, classroom-based research project on the development of mathematical ideas involving…

  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. 4-H and Forestry Afterschool Clubs: A Collaboration to Foster Stewardship Attitudes and Behaviors in Youth

    ERIC Educational Resources Information Center

    Gupta, Angela S.; Grant, Samantha; Strauss, Andrea Lorek

    2012-01-01

    The University of Minnesota Extension's 4-H and Forestry Afterschool program combined the 4-H structure and various forestry curricula to foster positive attitudes towards the environment and stewardship-related behaviors as these may serve as precursors to later choices that benefit the environment. Evaluation of third through fifth grade club…

  17. 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,…

  18. The Effects of Homework Programs and After-School Activities on School Success

    ERIC Educational Resources Information Center

    Cosden, Merith; Morrison, Gale; Gutierrez, Lisa; Brown, Megan

    2004-01-01

    The role of homework needs to be considered within the context of the broader developmental needs of children. This article focuses on how children spend their time after school and how homework, as well as other activities, can contribute to school success. Children differ in their after-school experiences, from "latchkey" children who lack…

  19. "We Only Speak English Here": English Dominance in Language Diverse, Immigrant After-School Programs

    ERIC Educational Resources Information Center

    Gast, Melanie Jones; Okamoto, Dina G.; Feldman, Valerie

    2017-01-01

    Past research suggests that community after-school programs (ASPs) are crucial sites for culturally relevant programming for minority and immigrant youth; yet, we know little about how ASPs address language in their programming. Using an ethnographic fieldwork approach, we examine the goals and practices of ASP workers serving immigrant youth with…

  20. 7 CFR 226.17a - At-risk afterschool care center provisions.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... standards will remain a precondition for any afterschool center's eligibility for CACFP nutrition benefits... Section 226.17a Agriculture Regulations of the Department of Agriculture (Continued) FOOD AND NUTRITION SERVICE, DEPARTMENT OF AGRICULTURE CHILD NUTRITION PROGRAMS CHILD AND ADULT CARE FOOD PROGRAM...

  1. 7 CFR 226.17a - At-risk afterschool care center provisions.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... any afterschool center's eligibility for CACFP nutrition benefits. In cases where Federal, State or... Section 226.17a Agriculture Regulations of the Department of Agriculture (Continued) FOOD AND NUTRITION SERVICE, DEPARTMENT OF AGRICULTURE CHILD NUTRITION PROGRAMS CHILD AND ADULT CARE FOOD PROGRAM...

  2. Sibling Behaviors and Mexican-Origin Adolescents' After-School Activities

    ERIC Educational Resources Information Center

    Price, Chara D.; Simpkins, Sandra D.; Menjívar, Cecilia

    2017-01-01

    Families are theorized to influence adolescents' participation in skill-based after-school activities, but research has focused on the role of parents while neglecting the role of siblings. Siblings might be especially critical for Mexican-origin youth, the fastest growing youth population in the United States, due to a high value of family as…

  3. 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…

  4. 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…

  5. Lessons of Researcher-Teacher Co-Design of an Environmental Health Afterschool Club Curriculum

    ERIC Educational Resources Information Center

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

    2014-01-01

    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)…

  6. Impact of Policy Environment Characteristics on Physical Activity and Sedentary Behaviors of Children Attending Afterschool Programs

    ERIC Educational Resources Information Center

    Beets, Michael W.; Huberty, Jennifer; Beighle, Aaron; Moore, Justin B.; Webster, Collin; Ajja, Rahma; Weaver, Glenn

    2013-01-01

    State and national organizations recently developed policies focused on increasing physical activity (PA) in afterschool programs (ASPs). These policies emphasize "activity friendly" environment characteristics that, when present, should lead to higher levels of PA and reduce the amount of time children spend sedentary during an ASP.…

  7. Defining Standards and Policies for Promoting Physical Activity in Afterschool Programs

    ERIC Educational Resources Information Center

    Beets, Michael W.; Wallner, Megan; Beighle, Aaron

    2010-01-01

    Background: National guidelines exist that define "quality" afterschool programs (3-6 pm, ASP). No widely adopted national standards/policies exist, however, for ASP providers for the promotion of physical activity (PA). To address this gap, state-level ASP organizations have developed or adopted standards/policies related to PA. The extent to…

  8. 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…

  9. Blog-Based Support for Preservice Teachers in an Afterschool Tutoring Program

    ERIC Educational Resources Information Center

    Ro, Jennifer Moon; Magiera, Kathleen; Gradel, Kathleen; Simmons, Rhea

    2013-01-01

    This article reports on findings from a study that explored blogging (a web-based log) as a tool for literacy graduate students to deliver support to preservice teachers who were working in an afterschool intervention program. Its effectiveness is compared to the use of an online literacy instructional module. Analyses of the discussions in nine…

  10. Implementing a Structured Reading Program in an Afterschool Setting: Problems and Potential Solutions

    ERIC Educational Resources Information Center

    Hartry, Ardice; Fitzgerald, Robert; Porter, Kristie

    2008-01-01

    In this article, Ardice Hartry, Robert Fitzgerald, and Kristie Porter present results from their implementation study of a structured reading program for fourth, fifth, and sixth graders in an afterschool setting. As the authors explain, schools and districts often view an extended school day as a promising way to address the literacy needs of…

  11. 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…

  12. Collaborating in the Community: Fostering Identity and Creative Expression in an Afterschool Program

    ERIC Educational Resources Information Center

    Cavendish, Leslie M.; Vess, Sarah F.; Li-Barber, Kirsten

    2016-01-01

    Nationwide budget cuts have forced many public school systems to significantly reduce opportunities for engaging in creative arts in the classroom despite the fact that such programs are associated with positive child outcomes. To address this deficit, we developed and executed the "Afterschool Creative Expression Program" (ASCEP) and…

  13. 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,…

  14. 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…

  15. 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…

  16. 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…

  17. Moving beyond Attendance: Lessons Learned from Assessing Engagement in Afterschool Contexts

    ERIC Educational Resources Information Center

    Fredricks, Jennifer A.; Bohnert, Amy M.; Burdette, Kimberly

    2014-01-01

    Youth engagement is the least researched, but potentially most important, aspect of participation in afterschool programs. The level of youth engagement can vary across programs, across youth within a program, and within individual youth over time. Engagement is important for both recruiting and retaining participants, and has been associated with…

  18. Physical and Social-Motivational Contextual Correlates of Youth Physical Activity in Underresourced Afterschool Programs

    ERIC Educational Resources Information Center

    Zarrett, Nicole; Sorensen, Carl; Cook, Brittany Skiles

    2015-01-01

    Afterschool programs (ASPs) have become increasingly recognized as a key context to support youth daily physical activity (PA) accrual. The purpose of the present study was to assess the physical and social-motivational climate characteristics of ASPs associated with youth PA, and variations in contextual correlates of PA by youth sex. Systematic…

  19. 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…

  20. Effectiveness of an Afterschool-Based Aggression Management Program for Elementary Students

    ERIC Educational Resources Information Center

    Staecker, Emma; Puett, Eli; Afrassiab, Shayda; Ketcherside, Miranda; Azim, Sabiya; Rhodes, Darson; Wang, Anna

    2016-01-01

    A school-community partnership team implemented an aggression management curriculum in an afterschool program as an early-intervention strategy at the upper elementary level. Although statistically significant differences in physical or psychological aggression were not found, the partnership team gained a better understanding of evidence-based…

  1. Creating Healthier Afterschool Environments in the Healthy Eating Active Communities Program

    ERIC Educational Resources Information Center

    Hinkle, Arnell J.; Yoshida, Sallie

    2014-01-01

    Afterschool programs in California have the potential to play a major role in obesity prevention given that they serve close to a million low-income children. A five-year initiative called the Healthy Eating Active Communities (HEAC) was funded in 2005 by the California Endowment to demonstrate that disparities related to childhood obesity and…

  2. 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

  3. 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…

  4. Learning How: After-School Occupational Skills Training for High School Youth

    ERIC Educational Resources Information Center

    Sabato, Ann S.

    1973-01-01

    The best salesmen for New York City's After-School Occupational Skills Program are the students themselves, who have obtained valuable work experience, skill development, and in many cases good jobs as a result of the training received from the program in a very large number of different work areas. (SA)

  5. 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…

  6. Emotional Engagement, Social Interactions, and the Development of an Afterschool Game Design Curriculum

    ERIC Educational Resources Information Center

    Kwah, Helen; Milne, Catherine; Tsai, Tzuchi; Goldman, Ricki; Plass, Jan L.

    2016-01-01

    This formative design study examines how a program curriculum and implementation was emergently (re)designed in dynamic relation to the expressed emotions of teachers and students. The context was a yearlong afterschool game design program for STEM learning at an urban and public all-girls middle school. Using Randall Collins' (Interaction ritual…

  7. Children's After-School Physical Activity Participation in Hong Kong: Does Family Socioeconomic Status Matter?

    ERIC Educational Resources Information Center

    Cheung, Peggy PY

    2017-01-01

    Objective: This study aimed to examine the association between parental socioeconomic status (SES) and children's physical activity (PA) behaviour during after-school hours. Design: Cross-sectional study. Methods: Participants included 663 schoolchildren (aged between 10 and 13 years) and their parents from nine primary schools in Hong Kong.…

  8. 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…

  9. Corporation for National and Community Service: Funding Opportunities for Afterschool. Funding Note

    ERIC Educational Resources Information Center

    Stelow, Shawn

    2009-01-01

    This Funding Note focuses on finding funding opportunities for afterschool through the Corporation for National and Community Service (CNCS), the federal agency charged with fostering civic engagement for citizens of all ages through service and volunteering. CNCS's mission includes: (1) Providing support to volunteer organizations which provide…

  10. Salty or Sweet? Nutritional Quality, Consumption, and Cost of Snacks Served in Afterschool Programs

    ERIC Educational Resources Information Center

    Beets, Michael W.; Weaver, Robert G.; Tilley, Falon; Turner-McGrievy, Gabrielle; Huberty, Jennifer; Ward, Dianne S.; Freedman, Darcy A.

    2015-01-01

    Background: Snacks served in afterschool programs (ASPs, 3-6?pm) represent an important opportunity to promote healthy eating. ASP policies suggest a fruit/vegetable is served daily, while sugar-sweetened foods/beverages and artificially flavored snacks are eliminated. Limited information exists on the types of snacks served in ASPs, if snacks…

  11. 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…

  12. California Standards Test Scores and Attendance Rates in an Afterschool Program

    ERIC Educational Resources Information Center

    Diamond, Sandra M.

    2013-01-01

    The Problem: The purpose of this study was to investigate whether or not there were any statistically significant differences in the Mathematics California Standard Test scores and attendance rates for African American and Latina high school girls who participated in an afterschool program. Method: A quasi-experimental design was conducted with…

  13. Exciting Young Students in Grades K-8 about STEM through an Afterschool Robotics Challenge

    ERIC Educational Resources Information Center

    Karp, Tanja; Maloney, Patricia

    2013-01-01

    In this paper, we describe the successful implementation of an afterschool LEGO robotics program for elementary and middle school students that is annually offered by the Whitacre College of Engineering at Texas Tech University. Three events are held on campus: the kickoff, a trial run, and the competition, spread over a period of eight weeks. In…

  14. 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…

  15. 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…

  16. Afterschool Program Participation and the Development of Child Obesity and Peer Acceptance

    ERIC Educational Resources Information Center

    Mahoney, Joseph L.; Lord, Heather; Carryl, Erica

    2005-01-01

    This longitudinal study assessed the role of afterschool program (ASP) participation in the development of child obesity and peer acceptance in a sample of 439 children. Most participants lived in poverty and were Hispanic or African American. Measurements of height and weight determined obesity status and peer acceptance was assessed through…

  17. 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…

  18. 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.…

  19. Urban High School Students' Experiences in an Afterschool College Readiness Program

    ERIC Educational Resources Information Center

    Parikh, Sejal B.

    2013-01-01

    This transcendental phenomenological investigation examined urban students' experiences in Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP), an afterschool college readiness program. The federally funded program provides low-income and minority students information and access to services that lead to increased…

  20. Interpersonal and Intrapersonal Factors Associated with Autonomous Motivation in Adolescents' After-School Activities

    ERIC Educational Resources Information Center

    Beiswenger, Krista L.; Grolnick, Wendy S.

    2010-01-01

    This study explored interpersonal and intrapersonal factors associated with the level of autonomous motivation adolescents experience for their after-school activities. A total of 142 seventh-grade adolescents completed measures of peer relatedness, autonomy within friendships, mother and father autonomy support, perceived activity competence,…

  1. Predicting Social Responsibility and Belonging in Urban After-School Physical Activity Programs with Underserved Children

    ERIC Educational Resources Information Center

    Martin, Jeffrey J.; Byrd, Brigid; Garn, Alex; McCaughtry, Nate; Kulik, Noel; Centeio, Erin

    2016-01-01

    The purpose of this cross sectional study was to predict feelings of belonging and social responsibility based on the motivational climate perceptions and contingent self-worth of children participating in urban after-school physical activity programs. Three-hundred and four elementary school students from a major Midwestern city participated.…

  2. Competing Language Ideologies in a Bilingual/Bicultural After-School Program in Southern California

    ERIC Educational Resources Information Center

    Pastor, Ana Maria Relano

    2008-01-01

    This article looks at the competing language ideologies that preschool children negotiate in "Mi Clase Magica" (MCM), a Spanish-English bilingual/bicultural after-school program in San Diego. It examines children's language choice in interactions with peers and adults taking place at computer and "tareas" (homework) activities.…

  3. 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.…

  4. The Quest for Quality in Afterschool Science: The Development and Application of a New Tool

    ERIC Educational Resources Information Center

    Papazian, Anahit Evoyan; Noam, Gil Gabriel; Shah, Ashima Mathur; Rufo-McCormick, Caitlin

    2013-01-01

    Growing evidence shows that participation in out-of-school time (OST) activities positively supports youth development in general. However, simply participating in a self-identified STEM program is not sufficient. Youth will benefit more if they participate in "quality" afterschool programs. Therefore, a common understanding of quality…

  5. 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…

  6. Municipal Leadership for Afterschool: Citywide Approaches Spreading across the Country. Executive Summary

    ERIC Educational Resources Information Center

    Spooner, Bela Shah

    2011-01-01

    This executive summary presents the broadest look yet at a growing trend in America's cities: the emergence of city-led efforts to build comprehensive afterschool and out-of-school time (OST) systems that meet the needs of children and youth in their communities. Mayors and other municipal officials who have demonstrated leadership in this area…

  7. City Strategies to Engage Older Youth in Afterschool Programs. Strategy Guide

    ERIC Educational Resources Information Center

    Russell, Lane; Deich, Sharon; Padgette, Heather Clapp; Cox, Amy

    2012-01-01

    A wide body of research shows that consistent participation in high-quality afterschool and summer programs, also called out-of-school time or OST, provides substantial benefits to children and youth and their communities. Youth are more prone to engage in juvenile delinquency, substance abuse and other risky behaviors after 3:00 p.m. if there are…

  8. Learning Everywhere: Afterschool and Summer Programs for Youth. Satellite Town Meeting #71 (June 20, 2000). [Videotape].

    ERIC Educational Resources Information Center

    Department of Education, Washington, DC.

    Schools and communities are finding new ways to provide students with quality learning opportunities outside the traditional school day. Statistics reveal that as many as 5 million children may be left alone at home each week while parents work. Before- and afterschool programs, summer learning activities, and mentoring and tutoring efforts are…

  9. Join the AMICUS Club!: Increasing High Schoolers' Social Skills in an After-School Program.

    ERIC Educational Resources Information Center

    Sodac, David G.

    1997-01-01

    This article describes a high school club for students with and without disabilities that was established to promote constructive social relationships through an after-school club format and to develop students' self-confidence, social acceptance, and peer interaction opportunities. The membership, meetings, officers, and activities of the club…

  10. After-School as Intermediary Space: Theory and Typology of Partnerships

    ERIC Educational Resources Information Center

    Noam, Gil G.; Tillinger, Jodi Rosenbaum

    2004-01-01

    People live in an era of partnering--of joining institutional forces to accomplish complex societal changes. Whether it is the local YMCA that works with a school to serve children during the afterschool hours, a university connecting with its surrounding community, or a city government convening funders and businesses, they are moving into…

  11. Build IT: Scaling and Sustaining an Afterschool Computer Science Program for Girls

    ERIC Educational Resources Information Center

    Koch, Melissa; Gorges, Torie; Penuel, William R.

    2012-01-01

    "Co-design"--including youth development staff along with curriculum designers--is the key to developing an effective program that is both scalable and sustainable. This article describes Build IT, a two-year afterschool and summer curriculum designed to help middle school girls develop fluency in information technology (IT), interest in…

  12. The development and implementation of a teacher education model in environmental science education for Indian Certificate of Secondary Education (ICSE) schools

    NASA Astrophysics Data System (ADS)

    Patil, Anuradha

    This research study is concerned with the teaching of Environmental Science in the ninth and tenth grades of ICSE schools in Mumbai, India and the development and implementation of a new teacher education model. The instructional strategies practiced by the teachers were investigated using a questionnaire, semi-structured interview schedule and classroom observation. Based on these data, a new model of teacher education was developed with the help of a small cohort of teachers. The rationale for the model was that it should be a non-prescriptive framework that provided a coherently organized, concise guide for environmental education teachers that incorporated modern perspectives on content knowledge, effective pedagogical practices including constructivist approaches and active learning, and a set of guidelines for effectively integrating pedagogy with science content knowledge. The model was in the form of a two-way matrix, with the columns providing the pedagogy and the rows indicating the content knowledge. The intersections of the columns and rows to form individual cells of the matrix yielded a synthesis of pedagogical content knowledge (PCK). The model was discussed with the participating teachers, who prepared revised lesson plans using the model and delivered the lessons, which were observed by the researcher. On using the model, the teaching became more student-centered, as the teachers strove to include constructive and inquiry-based approaches. The use of technology enhanced the effectiveness of the lessons and teachers evaluated the students on all three domains of learning (i.e., affective, cognitive, and psychomotor). Most teachers agreed that it was possible to use the model to plan their lesson and implement it in the classroom; however, they needed to put in more time and effort to get used to a change in their teaching methodology. There is no doubt that teacher professional development is a long process and change does not occur immediately

  13. Feasibility Study: A Gerontological Survey to Determine Certification and Continuing Education Needs of Area Nursing Home Staff.

    ERIC Educational Resources Information Center

    Christensen, Mary Ann

    Developed as part of an evaluation of the feasibility of establishing a continuing education program for nursing home staff at Butler County Community College (BCCC), this report provides an overview of continuing education in the field at national, state, and local levels. Section I introduces the demographic, social, and economic trends that…

  14. Improving Secondary Career and Technical Education through Professional Development: Alternative Certification and Use of Technical Assessment Data

    ERIC Educational Resources Information Center

    National Research Center for Career and Technical Education, 2011

    2011-01-01

    Secondary career and technical education (CTE) is a field in transition. It is moving from a primary focus on preparing students for entry-level employment to preparing them for continuing education and training as well as employment. The rapid pace of change in technology and the global economy has created a demand for workers who are able to…

  15. The Impact of a Community College Teacher Education Program on the Success Rate of Minority Teacher Certification Students

    ERIC Educational Resources Information Center

    Perkins, Britine Lynee

    2013-01-01

    The relationship between the mission of community colleges and the increasing teacher shortage has become more transparent as many community colleges have implemented teacher education programs to address community needs, the shortage of qualified teachers, and the lack of diversity among teachers. As the community college's teacher education role…

  16. In the Space between the Rock and the Hard Place: State Teacher Certification Guidelines and Music Education for Social Justice

    ERIC Educational Resources Information Center

    Bradley, Deborah

    2011-01-01

    This paper looks at the State of Wisconsin Department of Public Instruction (DPI) Guidelines for Music Teacher Education, a governmentally defined technology of accountability for preservice teacher education. In this investigation, the author draws upon Jean-Francois Lyotard's analysis of "differends" to frame the conflict between the…

  17. Principles and Pitfalls: a Guide to Death Certification

    PubMed Central

    Brooks, Erin G.; Reed, Kurt D.

    2015-01-01

    Death certificates serve the critical functions of providing documentation for legal/administrative purposes and vital statistics for epidemiologic/health policy purposes. In order to satisfy these functions, it is important that death certificates be filled out completely, accurately, and promptly. The high error rate in death certification has been documented in multiple prior studies, as has the effectiveness of educational training interventions at mitigating errors. The following guide to death certification is intended to illustrate some basic principles and common pitfalls in electronic death registration with the goal of improving death certification accuracy. PMID:26185270

  18. Inclusive Discourses in Early Childhood Education?

    ERIC Educational Resources Information Center

    Warming, Hanne

    2011-01-01

    This article explores the discursive formation of inclusion in early childhood education and after-school (recreation) centres in a Danish municipality. While inclusion has been a central educational issue in research and practice for well over quarter of a century, with continuing emphasis worldwide on "initiatives by governments", this…

  19. Competency-Based Teacher Certification in the United States. A Working Paper of the Pennsylvania Competency-Assessment Certification Program.

    ERIC Educational Resources Information Center

    Maurer, Wallace M., Ed.

    With the exception of Vermont, all state educational agencies responded to a survey questionnaire designed to ascertain the current status of competency assessment teacher certification (CAC). Only 19 states presently award certificates through CAC. This can be explained partially by the fact that state educational agencies can attain the goal of…

  20. Increasing Specificity of Correlate Research: Exploring Correlates of Children’s Lunchtime and After-School Physical Activity

    PubMed Central

    Stanley, Rebecca M.; Ridley, Kate; Olds, Timothy S.; Dollman, James

    2014-01-01

    Background The lunchtime and after-school contexts are critical windows in a school day for children to be physically active. While numerous studies have investigated correlates of children’s habitual physical activity, few have explored correlates of physical activity occurring at lunchtime and after-school from a social-ecological perspective. Exploring correlates that influence physical activity occurring in specific contexts can potentially improve the prediction and understanding of physical activity. Using a context-specific approach, this study investigated correlates of children’s lunchtime and after-school physical activity. Methods Cross-sectional data were collected from 423 South Australian children aged 10.0–13.9 years (200 boys; 223 girls) attending 10 different schools. Lunchtime and after-school physical activity was assessed using accelerometers. Correlates were assessed using purposely developed context-specific questionnaires. Correlated Component Regression analysis was conducted to derive correlates of context-specific physical activity and determine the variance explained by prediction equations. Results The model of boys’ lunchtime physical activity contained 6 correlates and explained 25% of the variance. For girls, the model explained 17% variance from 9 correlates. Enjoyment of walking during lunchtime was the strongest correlate for both boys and girls. Boys’ and girls’ after-school physical activity models explained 20% variance from 14 correlates and 7% variance from the single item correlate, “I do an organised sport or activity after-school because it gets you fit”, respectively. Conclusions Increasing specificity of correlate research has enabled the identification of unique features of, and a more in-depth interpretation of, lunchtime and after-school physical activity behaviour and is a potential strategy for advancing the physical activity correlate research field. The findings of this study could be used to inform

  1. Software Certification and Software Certificate Management Systems

    NASA Technical Reports Server (NTRS)

    Denney, Ewen; Fischer, Bernd

    2005-01-01

    Incremental certification and re-certification of code as it is developed and modified is a prerequisite for applying modem, evolutionary development processes, which are especially relevant for NASA. For example, the Columbia Accident Investigation Board (CAIB) report 121 concluded there is "the need for improved and uniform statistical sampling, audit, and certification processes". Also, re-certification time has been a limiting factor in making changes to Space Shuttle code close to launch time. This is likely to be an even bigger problem with the rapid turnaround required in developing NASA s replacement for the Space Shuttle, the Crew Exploration Vehicle (CEV). Hence, intelligent development processes are needed which place certification at the center of development. If certification tools provide useful information, such as estimated time and effort, they are more likely to be adopted. The ultimate impact of such a tool will be reduced effort and increased reliability.

  2. School-Based Initial Vocational Education in the Republic of Ireland: The Parity of Esteem and Fitness for Purpose of the Leaving Certificate Applied

    ERIC Educational Resources Information Center

    Gleeson, Jim; O'Flaherty, Joanne

    2013-01-01

    The Irish Leaving Certificate Applied (LCA) is a school-based, pre-vocational alternative to the "high stakes" established Leaving Certificate. Its origins lie in European Union funded "school to work" initiatives and it is currently taken to completion by some 5% of Irish senior cycle students. Since it was designed 20 years…

  3. The Influence of Different Preparation Methods on Students' Test Performance for the Examination for Certification of Educators in Texas

    ERIC Educational Resources Information Center

    Hegwood, Jenita Carroll

    2011-01-01

    The purpose of this investigation was to examine the types of preparation that students used to prepare for the Texas Examination for Educators Standards (TExES) Examination. Specifically, this study was concerned with the different types of preparation methods that impact test scores based on gender, ethnicity, age and specialization. The…

  4. The PD Certificate.

    ERIC Educational Resources Information Center

    Marty, Keith; Barranco, Kathy; Van Caster, Nancy

    2002-01-01

    Describes efforts by teachers and administrators in Menomonee Falls School District near Milwaukee, Wisconsin, to jointly develop a professional-development certificate for teachers. Describes requirements for earning the certificate and benefits related thereto. (PKP)

  5. The Great Certification Caper

    ERIC Educational Resources Information Center

    Tracy, Margaret H.

    1972-01-01

    A brief account is given of the author's two-year struggle to obtain school librarian certification in Pennsylvania. Current trends in several states for certification are also included. (6 references) (NH)

  6. Improving the accuracy of death certification

    PubMed Central

    Myers, K A; Farquhar, D R

    1998-01-01

    BACKGROUND: Population-based mortality statistics are derived from the information recorded on death certificates. This information is used for many important purposes, such as the development of public health programs and the allocation of health care resources. Although most physicians are confronted with the task of completing death certificates, many do not receive adequate training in this skill. Resulting inaccuracies in information undermine the quality of the data derived from death certificates. METHODS: An educational intervention was designed and implemented to improve internal medicine residents' accuracy in death certificate completion. A total of 229 death certificates (146 completed before and 83 completed after the intervention) were audited for major and minor errors, and the rates of errors before and after the intervention were compared. RESULTS: Major errors were identified on 32.9% of the death certificates completed before the intervention, a rate comparable to previously reported rates for internal medicine services in teaching hospitals. Following the intervention the major error rate decreased to 15.7% (p = 0.01). The reduction in the major error rate was accounted for by significant reductions in the rate of listing of mechanism of death without a legitimate underlying cause of death (15.8% v. 4.8%) (p = 0.01) and the rate of improper sequencing of death certificate information (15.8% v. 6.0%) (p = 0.03). INTERPRETATION: Errors are common in the completion of death certificates in the inpatient teaching hospital setting. The accuracy of death certification can be improved with the implementation of a simple educational intervention. PMID:9614825

  7. Creating an Innovative Interdisciplinary Graduate Certificate Program

    ERIC Educational Resources Information Center

    McFadden, Kathleen L.; Chen, Shi-Jie; Munroe, Donna J.; Naftzger, Jay R.; Selinger, Evan M.

    2011-01-01

    In response to a growing movement within higher education to provide interdisciplinary educational programs, this study describes the creation of an interdisciplinary graduate certificate program in healthcare policy and management. Building on prior research, we surveyed healthcare executives to examine their perceptions about the need for such a…

  8. 38 CFR 21.4204 - Periodic certifications.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Administration of Educational Assistance Programs Schools... standard college degree, if a school organized on a term, quarter, or semester basis has reported enrollment: (1) For the ordinary school year or the complete course, the periodic certification will show...

  9. Certification programs for eHealth--status quo.

    PubMed

    Urbauer, Philipp; Herzog, Juliane; Pohn, Birgit; Forjan, Mathias; Sauermann, Stefan

    2014-01-01

    The skills of the workforce are a core factor for the quality of healthcare systems. On top of the basic education, postgraduate training is an important factor for continuously maintaining as well as improving the workforce qualification level. Advanced training often provides certification of the acquired skills. This paper analyses the status quo of international certification programs in the sector of eHealth (EU, US, Global). It uses available literature and observations from international educational expert's workgroups. It identifies gaps regarding certifications in eHealth and suggests steps for solutions. Despite little attention to legal and financial eHealth related content in certification programs in the EU as well as a low degree of harmonization of international certifications in general, there are strong activities especially in the international scope towards personal certification programs in eHealth. Major changes are to be expected within the coming years.

  10. Noncontingent Reinforcement in After-School Settings to Decrease Classroom Disruptive Behavior for Students with Autism Spectrum Disorder.

    PubMed

    Noel, Christina R; Getch, Yvette Q

    2016-09-01

    Noncontingent reinforcement (NCR) is the response-independent delivery of a reinforcer (Vollmer, Iwata, Zarcone, Smith, and Mazaleski in Journal of Applied Behavior Analysis 26: 9-21 1993). Two staff members (preservice education majors) implemented NCR procedures for two students with autism spectrum disorder (ASD) who exhibited problem behavior and attended an after-school program. The amount of training on NCR and procedural fidelity was measured for each staff member, and the effects of the treatment on problem behavior were evaluated. Results indicate NCR is a low-effort procedure that reduced problem behavior of two participants with ASD. • NCR can both reduce problem behaviors of clients who engage in difficult behaviors (Carr, Severtson, & Lepper, 2009). • NCR can be used for clients for whom extinction-induced behaviors are dangerous (Tucker, Sigafoos, and Bushell in Behavior Modification, 22: 529-547, 1998). • Nonbehavioral providers can implement NCR with high fidelity, making it a good procedure to use when collaborating with other professionals (teachers, SLP, parents, etc.; Matson, 2009). • NCR can be used when clinicians first begin working with a client until more detailed interventions are created.

  11. Growing Plants and Scientists: Fostering Positive Attitudes toward Science among All Participants in an Afterschool Hydroponics Program

    NASA Astrophysics Data System (ADS)

    Patchen, Amie K.; Zhang, Lin; Barnett, Michael

    2016-12-01

    This study examines an out-of-school time program targeting elementary-aged youth from populations that are typically underrepresented in science fields (primarily African-American, Hispanic, and/or English Language Learner participants). The program aimed to foster positive attitudes toward science among youth by engaging them in growing plants hydroponically (in water without soil). Participants' attitudes toward science, including anxiety, desire, and self-concept, were examined through pre-post survey data (n = 234) over the course of an afterschool program at three separate sites. Data showed that participants' anxiety decreased and desire increased for both male and female participants over the program. Self-concept increased for female participants at all three sites but did not change significantly for male participants. Participants' first language (English or Spanish) was not a factor in attitude outcomes. The primarily positive outcomes suggest that hydroponics can be a useful educational platform for engaging participants in garden-based programming year round, particularly for settings that do not have the physical space or climate to conduct outdoor gardening. Similarities in positive attitude outcomes at the three sites despite differences in format, implementation, and instructor background experience suggest that the program is resilient to variation in context. Understanding which aspects of the program facilitated positive outcomes in the varied contexts could be useful for the design of future programs.

  12. Free afterschool program for at-risk African American children: findings and lessons.

    PubMed

    Wofford, Linda; Froeber, Deanna; Clinton, Barbara; Ruchman, Eileen

    2013-01-01

    A promising afterschool intervention to increase health knowledge and influence choices to reduce risks related to type II diabetes in school-aged, low-income, African American youth is described. Researchers used a community-based program called CASTLES (Communities and Students Together for Learning Enhanced Service). Repeated measures were used to test the effect of the afterschool program on exercise and nutrition. Forty-six children participated in this free program. Significant results demonstrated decreased consumption of sugar-sweetened beverages and screen time and increased exercise and health knowledge. Communities interested in influencing behaviors related to childhood obesity should develop strong community-based programs, such as the CASTLES model, incorporating nutrition information and structured physical activity.

  13. 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.

    2016-12-01

    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.

  14. Pearson-Praxis Assessments Review Teacher Certification Assessment Technology Education: A Report for the Council on Technology and Engineering Teacher Education

    ERIC Educational Resources Information Center

    Mahoney, Mark P.

    2015-01-01

    The Praxis Series, developed by Educational Testing Services (ETS), has been the long standing assessment for teacher licensure. It is comprised of three separate skills examinations: (1) Praxis Core Academic Skills for Educators (Core) (attempts to measure academic skills in reading, writing, and mathematics; content knowledge of candidates…

  15. 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.

  16. 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

  17. Strategies to Increase After-School Program Staff Skills to Promote Healthy Eating and Physical Activity.

    PubMed

    Weaver, R Glenn; Beets, Michael W; Beighle, Aaron; Webster, Collin; Huberty, Jennifer; Moore, Justin B

    2016-01-01

    Standards targeting children's healthy eating and physical activity (HEPA) in after-school programs call for staff to display or refrain from HEPA-promoting or -discouraging behaviors that are linked to children's HEPA. This study evaluated strategies to align staff behaviors with HEPA Standards. Staff at four after-school programs serving approximately 500 children participated in professional development training from January 2012 to May 2013. Site leaders also attended workshops and received technical support during the same time frame. Changes in staff behaviors were evaluated using the System for Observing Staff Promotion of Activity and Nutrition in a pre- (fall 2011) multiple-post (spring 2012, fall 2012, and spring 2013), no-control group study design. A total of 8,949 scans were completed across the four measurement periods. Of the 19 behaviors measured, 14 changed in the appropriate direction. For example, staff engaging in physical activity with children increased from 27% to 40% of scans and staff eating unhealthy foods decreased from 56% to 14% of days. Ongoing training and technical assistance can have a measureable impact on staff behaviors linked to child-level HEPA outcomes. Future research should explore the feasibility of disseminating ongoing trainings to after-school program staff on a large scale.

  18. Association of School Environment and After-School Physical Activity with Health-Related Physical Fitness among Junior High School Students in Taiwan

    PubMed Central

    Lo, Kai-Yang; Wu, Min-Chen; Tung, Shu-Chin; Hsieh, City C.; Yao, Hsueh-Hua; Ho, Chien-Chang

    2017-01-01

    The relationship between students’ school environment and exercise habits is complex, and is affected by numerous factors. However, the few studies that have been conducted on this relationship have reported inconsistent results, especially regarding Taiwanese students. We conducted this cross-sectional study to investigate the association of school environment and after-school physical activity with health-related physical fitness in Taiwanese adolescents. Data were drawn from a national survey conducted by the Ministry of Education in Taiwan in 2008 of health-related physical fitness measurements among junior high school students (649,442 total) in grades seven to nine. School environment (level of urbanization, school size, presence of sports field or gymnasium) and after-school physical activity were assessed for their association with adolescents’ physical fitness measurements (body mass index (BMI), bent-leg sit-ups, 800-/1600-m run, sit-and-reach, standing long jump). Urban boys and girls perform significantly better in muscle strength and endurance, cardiorespiratory endurance, flexibility, and explosive power; girls from rural areas exhibited significantly worse scores in body composition. Boys from large-size schools performed the worst in cardiorespiratory endurance, flexibility, and explosive power; whereas girls from large-size schools performed the worst in muscle strength, muscle endurance, and explosive power, but had the best score for body composition. However, the differences in body composition of boys from large-, medium-, and small- size schools did not reach a statistically significant level. Adolescents of both genders in schools with a sports field or gymnasium exhibited significantly better in muscle strength and endurance, cardiorespiratory endurance, and explosive power. Boys in schools with a sports field or gymnasium had significantly better body composition; girls in schools with sports field or gymnasium differed significantly in

  19. Association of School Environment and After-School Physical Activity with Health-Related Physical Fitness among Junior High School Students in Taiwan.

    PubMed

    Lo, Kai-Yang; Wu, Min-Chen; Tung, Shu-Chin; Hsieh, City C; Yao, Hsueh-Hua; Ho, Chien-Chang

    2017-01-15

    The relationship between students' school environment and exercise habits is complex, and is affected by numerous factors. However, the few studies that have been conducted on this relationship have reported inconsistent results, especially regarding Taiwanese students. We conducted this cross-sectional study to investigate the association of school environment and after-school physical activity with health-related physical fitness in Taiwanese adolescents. Data were drawn from a national survey conducted by the Ministry of Education in Taiwan in 2008 of health-related physical fitness measurements among junior high school students (649,442 total) in grades seven to nine.School environment (level of urbanization, school size, presence of sports field or gymnasium) and after-school physical activity were assessed for their association with adolescents' physical fitness measurements (body mass index (BMI), bent-leg sit-ups, 800-/1600-m run, sit-and-reach, standing long jump). Urban boys and girls perform significantly better in muscle strength and endurance, cardiorespiratory endurance, flexibility, and explosive power; girls from rural areas exhibited significantly worse scores in body composition. Boys from large-size schools performed the worst in cardiorespiratory endurance, flexibility, and explosive power; whereas girls from large-size schools performed the worst in muscle strength, muscle endurance, and explosive power, but had the best score for body composition. However, the differences in body composition of boys from large-, medium-, and small- size schools did not reach a statistically significant level. Adolescents of both genders in schools with a sports field or gymnasium exhibited significantly better in muscle strength and endurance, cardiorespiratory endurance, and explosive power. Boys in schools with a sports field or gymnasium had significantly better body composition; girls in schools with sports field or gymnasium differed significantly in

  20. Seeking Coalitions between Certified and Non-Certified Art Educators

    ERIC Educational Resources Information Center

    Lackey, Lara M.; Chou, Chun-Ming; Hsu, Pei-Lan

    2010-01-01

    This article explores the following question, posed in the call for submissions to this special issue, dealing with significant 21st-century debates for art education: "How can art educators embrace non-certified individuals who teach art in various settings such as craft stores, after-school programs, and community centers?" While the question…

  1. 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:…

  2. Rethinking the High School Experience: What's After-School Got to Do with It. Out-of-School Time Policy Commentary #10

    ERIC Educational Resources Information Center

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

    2005-01-01

    With high school reform now a front-burner issue, districts and communities cannot afford to have high school after-school on the back burner. In this commentary, we focus on how and why the high school reform and after-school movements need to be woven together to produce a solid system of learning opportunities and developmental supports…

  3. 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…

  4. Certification as a SOTL Process: Some Steps along the Way

    ERIC Educational Resources Information Center

    McCarthy, Marian

    2009-01-01

    Certificated Courses in Teaching and Learning in Higher Education at University College Cork (UCC), Ireland, provide opportunities for faculty to develop a culture of Scholarship of Teaching and Learning (SoTL). The Teaching and Learning Centre runs a Certificate, Diploma and Master's Programme which is grounded in a SoTL philosophy. Central to…

  5. Factors that Influence Information Systems Undergraduates to Pursue IT Certification

    ERIC Educational Resources Information Center

    Hunsinger, D. Scott; Smith, Michael A.

    2008-01-01

    We identify factors that influence the intent of undergraduate information systems majors to pursue IT certification. Previous research has revealed that IT/IS hiring managers may use certification as a job requirement or to differentiate between job candidates with similar levels of education and experience. As well, salary surveys have shown…

  6. 40 CFR 30.17 - Certifications and representations.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 40 Protection of Environment 1 2014-07-01 2014-07-01 false Certifications and representations. 30.17 Section 30.17 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GRANTS AND OTHER FEDERAL... EDUCATION, HOSPITALS, AND OTHER NON-PROFIT ORGANIZATIONS Pre-Award Requirements § 30.17 Certifications...

  7. 40 CFR 30.17 - Certifications and representations.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 40 Protection of Environment 1 2010-07-01 2010-07-01 false Certifications and representations. 30.17 Section 30.17 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GRANTS AND OTHER FEDERAL... EDUCATION, HOSPITALS, AND OTHER NON-PROFIT ORGANIZATIONS Pre-Award Requirements § 30.17 Certifications...

  8. 40 CFR 30.17 - Certifications and representations.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 40 Protection of Environment 1 2011-07-01 2011-07-01 false Certifications and representations. 30.17 Section 30.17 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GRANTS AND OTHER FEDERAL... EDUCATION, HOSPITALS, AND OTHER NON-PROFIT ORGANIZATIONS Pre-Award Requirements § 30.17 Certifications...

  9. 40 CFR 30.17 - Certifications and representations.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 40 Protection of Environment 1 2013-07-01 2013-07-01 false Certifications and representations. 30.17 Section 30.17 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GRANTS AND OTHER FEDERAL... EDUCATION, HOSPITALS, AND OTHER NON-PROFIT ORGANIZATIONS Pre-Award Requirements § 30.17 Certifications...

  10. 40 CFR 30.17 - Certifications and representations.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 40 Protection of Environment 1 2012-07-01 2012-07-01 false Certifications and representations. 30.17 Section 30.17 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GRANTS AND OTHER FEDERAL... EDUCATION, HOSPITALS, AND OTHER NON-PROFIT ORGANIZATIONS Pre-Award Requirements § 30.17 Certifications...

  11. Current and Needed Research on Alternative Certification Programs

    ERIC Educational Resources Information Center

    Ham, Edward

    2010-01-01

    With alternative certification programs gaining popularity in teacher education, the need to evaluate these programs has become much more necessary. Without strict guidelines to classify alternative certification programs, it is difficult to make generalizations about these programs because of different requirements for completion and…

  12. Online Leader Training Course: Nebraska Equine Extension Leader Certification

    ERIC Educational Resources Information Center

    Cottle, Lena; D'Angelo, Nicole

    2015-01-01

    The Nebraska Equine Advancement Level Leader Certification Program is an online learning tool that clarifies principles of the Nebraska 4-H Equine Advancement Programs. Through an online Moodle course through eXtension.org, 4-H leaders and Extension educators are able to fulfill the certification requirement from any location before allowing youth…

  13. 34 CFR 74.17 - Certifications and representations.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 1 2014-07-01 2014-07-01 false Certifications and representations. 74.17 Section 74.17 Education Office of the Secretary, Department of Education ADMINISTRATION OF GRANTS AND AGREEMENTS WITH INSTITUTIONS OF HIGHER EDUCATION, HOSPITALS, AND OTHER NON-PROFIT ORGANIZATIONS Pre-Award Requirements §...

  14. 34 CFR 74.17 - Certifications and representations.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 1 2011-07-01 2011-07-01 false Certifications and representations. 74.17 Section 74.17 Education Office of the Secretary, Department of Education ADMINISTRATION OF GRANTS AND AGREEMENTS WITH INSTITUTIONS OF HIGHER EDUCATION, HOSPITALS, AND OTHER NON-PROFIT ORGANIZATIONS Pre-Award Requirements §...

  15. 34 CFR 74.17 - Certifications and representations.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 1 2012-07-01 2012-07-01 false Certifications and representations. 74.17 Section 74.17 Education Office of the Secretary, Department of Education ADMINISTRATION OF GRANTS AND AGREEMENTS WITH INSTITUTIONS OF HIGHER EDUCATION, HOSPITALS, AND OTHER NON-PROFIT ORGANIZATIONS Pre-Award Requirements §...

  16. 34 CFR 74.17 - Certifications and representations.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Certifications and representations. 74.17 Section 74.17 Education Office of the Secretary, Department of Education ADMINISTRATION OF GRANTS AND AGREEMENTS WITH INSTITUTIONS OF HIGHER EDUCATION, HOSPITALS, AND OTHER NON-PROFIT ORGANIZATIONS Pre-Award Requirements §...

  17. 34 CFR 74.17 - Certifications and representations.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 1 2013-07-01 2013-07-01 false Certifications and representations. 74.17 Section 74.17 Education Office of the Secretary, Department of Education ADMINISTRATION OF GRANTS AND AGREEMENTS WITH INSTITUTIONS OF HIGHER EDUCATION, HOSPITALS, AND OTHER NON-PROFIT ORGANIZATIONS Pre-Award Requirements §...

  18. Recruiting Teachers to High-Need Schools: A Career Pathway that Builds on California's Afterschool Infrastructure. Afterschool Policy Brief

    ERIC Educational Resources Information Center

    Children Now, 2010

    2010-01-01

    Effective teachers are the most important component in high-quality education systems. Teachers are on the front line of education every day, carrying the responsibility for ensuring students are college- and career-ready upon graduation. As such, teachers also play a pivotal role in California's economic engine and prosperity. The state's current…

  19. Perceived effects of specialty nurse certification: a review of the literature.

    PubMed

    Wade, Charlene H

    2009-01-01

    Recent evidence suggests that specialty nurse education and certification may improve the quality of patient care. Specialty nurse certification also may improve nurses' job satisfaction and sense of empowerment, as well as positively affect collaboration with other health care team members. Despite the evidence that there are intrinsic rewards for specialty certification, the lack of extrinsic value to nurses makes it unlikely that greater numbers of nurses will be attracted to certification unless health care administrators increase opportunities for recognition and greater compensation.

  20. 34 CFR 86.6 - When must an IHE submit a drug prevention program certification?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false When must an IHE submit a drug prevention program certification? 86.6 Section 86.6 Education Office of the Secretary, Department of Education DRUG AND ALCOHOL ABUSE PREVENTION General § 86.6 When must an IHE submit a drug prevention program certification?...

  1. An investigation into the validity of specifying 5 "O' levels in the General Certificate of Education as an entry requirement for the education and training of district nurses.

    PubMed

    Jarvis, P; Gibson, S J

    1981-11-01

    District nursing, like many other professionalizing occupations, has stipulated that possession of five ordinary level GCE passes might constitute one criterion of entry. This paper reports a longitudinal study over four intakes of district nurse students in one teaching centre and examines the relationship between selection criteria, in particular educational achievement prior to entry to the course, and the students' achievement during this. The research explored the relationship between educational achievement prior to commencing their course of study and the level of academic and practical performance during it. Additionally other factors, including the results of aptitude and personality tests, were examined to see if they would provide indication of the level of the students; grades during training. No factors were discovered that might provide an adequate basis for selection, which raises questions about trying to specify any pre-requisite for selection other than state registration and appropriate professional experience until further research has been undertaken.

  2. Supporting the goals and ideals of "Lights On Afterschool!", a national celebration of after-school programs.

    THOMAS, 111th Congress

    Rep. Lowey, Nita M. [D-NY-18

    2009-10-06

    11/16/2009 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

  3. Supporting the goals and ideals of "Lights On Afterschool!", a national celebration of after-school programs.

    THOMAS, 111th Congress

    Rep. Lowey, Nita M. [D-NY-18

    2010-09-16

    11/18/2010 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

  4. Summer Programs. Afterschool Alert. Issue Brief No. 12

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2002

    2002-01-01

    The need for youth to be supervised and safe does not end with the school year. For this reason, summer programs like those funded by the US Department of Education's 21st Century Community Learning Centers (21st CCLC) program are vital for the well-being of youth. Summer schools have traditionally served youth who are in need of remedial academic…

  5. Math Blitz Afterschool Program: Reclaiming Excellence for African American Boys

    ERIC Educational Resources Information Center

    Smalls, Ruth R.

    2013-01-01

    An academic achievement gap exists between European American and African American students in the United States elementary educational system. At present, the achievement gap is currently being measured by local, state, and national standardized assessments and reveals that there is a great disparity among African American and European American…

  6. Career Pathways Partnerships. K-12 & Afterschool Policy Brief

    ERIC Educational Resources Information Center

    Children Now, 2010

    2010-01-01

    On June 30, 2010, California awarded $3 million to support teacher recruitment and training through the California Gang Reduction, Intervention and Prevention (CalGRIP) initiative, which assists young adults at risk of joining gangs in finding employment or pursuing an education. California chose to fund six Career Pathways Partnership projects as…

  7. Determination of Periodicity of Certification Electrical Personal

    NASA Astrophysics Data System (ADS)

    Sidorov, Aleksandr I.; Khanzhina, Olga A.

    2016-10-01

    The article presents the data on electrical injuries to staff caused by violation of labour protection rules. Proposed and justified system of certification of electrotechnical personnel, taking into account the education (higher, secondary professional, primary professional group for electrical, the result of the previous test knowledge of electrical safety, floors appraise. The results of the knowledge test using the developed system.

  8. 28 CFR 32.15 - Prerequisite certification.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 32.15 Judicial Administration DEPARTMENT OF JUSTICE PUBLIC SAFETY OFFICERS' DEATH, DISABILITY, AND EDUCATIONAL ASSISTANCE BENEFIT CLAIMS Death Benefit Claims § 32.15 Prerequisite certification. (a) Except as... received (or legally are entitled to receive) the maximum death benefits legally payable by the agency...

  9. Tolerance Education in Morocco. "Anne Frank: A History for Today"--Learning about Our Past--Contributing to Our Future

    ERIC Educational Resources Information Center

    Polak, Karen

    2010-01-01

    This paper describes recent developments in the field of history education and human rights education in Morocco. Educational reform in Morocco is ongoing and includes measures such as mandating that all schools create after-school Human Rights Clubs. These developments are then related to the possibility of teaching about the history of the…

  10. Education and Certification Qualifications of Public Middle Grades Teachers of Selected Subjects: Evidence from the 2011-12 Schools and Staffing Survey. NCES 2015-815

    ERIC Educational Resources Information Center

    Baldi, Stéphane; Warner-Griffin, Catharine; Tadler, Chrystine

    2015-01-01

    This report examines the postsecondary majors and teaching certifications of middle grades teachers in public schools in selected subject areas by using data from the 2011-12 Schools and Staffing Survey (SASS). SASS is a sample survey of elementary and secondary schools in the United States that collects data on American public and private…

  11. Certification Programs for Citrus

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Citrus certification programs designed to ensure that healthy plants of the highest genetic potential are being planted in the field are the basic building block of an integrated pest management program. Certification programs began for citrus began with the discovery that the diseases were graft t...

  12. Directory of Fitness Certifications.

    ERIC Educational Resources Information Center

    Parks, Janet B.

    1990-01-01

    This article discusses the need for certification of fitness instructors in the aerobic dance/dance-exercise industry and presents results of a survey of 18 agencies that certify instructors. Survey data has been compiled and published. An excerpt is included which lists organizations, training, certification and renewal procedures, publications,…

  13. All That Money and for What Purpose? Examining Selected State Departments' of Education Accountability for Implementation, Monitoring, and Evaluation of Supplemental Education Services

    ERIC Educational Resources Information Center

    Giles, Bethany A.

    2013-01-01

    This study examined the accountability of selected state departments of education on how they implemented, monitored, and evaluated Supplemental Education Services (SES). No Child Left Behind (NCLB) requires low-performing Title I schools to use federal funds to extend the school day for at-risk children by providing SES afterschool programs. This…

  14. Certification of training

    NASA Technical Reports Server (NTRS)

    Gibson, Richard S.

    1994-01-01

    Training has been around as an informal process for countless years. Most higher order animals require some level of training in hunting, social skills, or other survival related skills to continue their existence beyond early infancy. Much of the training is accomplished through imitation, trial and error, and good luck. In some ways the essentials of training in aviation have not deviated from this original formula a great deal. One of the major changes in aviation and other technical areas is that more complex response chains based on a broader base of knowledge are now required. 'To certify' means many things according to the American Heritage dictionary of the English Language. These meanings range from 'to guarantee as meeting a standard' to 'to declare legally insane'. For this discussion, we will use the definition 'an action taken by some authoritative body that essentially guarantees that the instruction meets some defined standard'. In order to make this certification, the responsible body subjects the educational process, training, training device, or simulator to some type of examination to determine its adequacy or validity.

  15. Afterschool: Middle School and Science, Technology, Engineering and Math (STEM). MetLife Foundation Afterschool Alert. Issue Brief No. 44

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2010

    2010-01-01

    The 21st Century's information economy has been creating more jobs that require not only a college education but also a fair amount of expertise in the fields of science, technology, engineering and math--collectively known as STEM. The last several decades have seen the industrial- and manufacturing-based economy shift to a service economy fueled…

  16. A Model of Shared Leadership for Graduate Certificate Programs.

    ERIC Educational Resources Information Center

    Patterson, Wayne

    1999-01-01

    A survey of 34 continuing-education institutions found that diverse units administer graduate certificate programs. A better model would involve shared governance by graduate schools and continuing education schools. Each brings different strengths: graduate schools offer quality assurance, and continuing education has a market orientation and…

  17. A Proposed Certification Process for Business Teachers in Jamaica

    ERIC Educational Resources Information Center

    Phillips, Gareth

    2007-01-01

    At the heart of teacher certification is the issue of teacher quality within an education system. Every education system depends upon the quality of the teachers to realize its goals. A major challenge within the wider context of an education system is meeting the needs of students who must be able to function within the world of work. In order…

  18. 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'…

  19. 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…

  20. 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…