Science.gov

Sample records for afterschool tutoring program

  1. 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…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  3. 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…

  4. 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…

  5. After-School Programs.

    ERIC Educational Resources Information Center

    Lumsden, Linda

    2003-01-01

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

  6. 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…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  8. 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…

  9. Afterschool in Action: Innovative Afterschool Programs Supporting Middle School Youth

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2013

    2013-01-01

    The Afterschool Alliance and MetLife Foundation are proud to celebrate a fifth round of the MetLife Foundation Afterschool Innovator Awards. For the past five years, we have collaborated to highlight the work of quality afterschool programs that support children, families and communities across the nation. This compendium is a compilation of four…

  10. 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…

  11. Afterschool Alliance Backgrounder: Formal Evaluations of Afterschool Programs.

    ERIC Educational Resources Information Center

    Afterschool Alliance, Washington, DC.

    Noting that various types of evaluations of after-school programming conducted over the last several years have provided useful information to providers and to policymakers, this report summarizes the lessons learned from independent evaluations of after-school programs. The following overall findings are supported with a delineation of findings…

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

    ERIC Educational Resources Information Center

    Sebastian, JoAnn

    2013-01-01

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

  13. 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…

  14. 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…

  15. Making Policy Practice in Afterschool Programs

    PubMed Central

    Beets, Michael W.; Weaver, R. Glenn; Turner-McGrievy, Gabrielle; Huberty, Jennifer; Ward, Dianne S.; Pate, Russell R.; Freedman, Darcy; Hutto, Brent; Moore, Justin B.; Beighle, Aaron

    2015-01-01

    Introduction In the U.S., afterschool programs are asked to promote moderate to vigorous physical activity. One policy that has considerable public health importance is California’s afterschool physical activity guidelines that indicate all children attending an afterschool program accumulate 30 minutes each day the program is operating. Few effective strategies exist for afterschool programs to meet this policy goal. The purpose of this study was to evaluate a multistep adaptive intervention designed to assist afterschool programs in meeting the 30-minute/day moderate to vigorous physical activity policy goal. Design A 1-year group randomized controlled trial with baseline (spring 2013) and post-assessment (spring 2014). Data were analyzed 2014. Setting/participants Twenty afterschool programs, serving >1,700 children (aged 6–12 years), randomized to either an intervention (n=10) or control (n=10) group. Intervention The employed framework, Strategies To Enhance Practice, focused on intentional programming of physical activity opportunities in each afterschool program’s daily schedule, and included professional development training to establish core physical activity competencies of staff and afterschool program leaders with ongoing technical assistance. Main outcome measures The primary outcome was accelerometry-derived proportion of children meeting the 30-minute/day moderate to vigorous physical activity policy. Results Children attending intervention afterschool programs had an OR of 2.37 (95% CI=1.58, 3.54) to achieve the physical activity policy at post-assessment compared to control afterschool programs. Sex-specific models indicated that the percentage of intervention girls and boys achieving the physical activity policy increased from 16.7% to 21.4% (OR=2.85, 95% CI=1.43, 5.68) and 34.2% to 41.6% (OR=2.26, 95% CI=1.35, 3.80), respectively. At post-assessment, six intervention afterschool programs increased the proportion of boys achieving the

  16. 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…

  17. 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…

  18. Uncertain Times 2012: Afterschool Programs Still Struggling in Today's Economy

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2012

    2012-01-01

    "Uncertain Times 2012," conducted by the Afterschool Alliance between April 25 and June 8, 2012, assesses the impact of economic conditions on afterschool programs. While many studies have evaluated the impact of programs, "Uncertain Times" is the only research to examine the fiscal health of afterschool programs and their ability to meet the…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. Developing Social Inclusion through After-School Homework Tutoring: A Study of African Refugee Students in Greater Western Sydney

    ERIC Educational Resources Information Center

    Naidoo, Loshini

    2009-01-01

    Schools represent the primary setting where refugee children learn about Australian life and culture. They serve as a broad context for acculturation not only for academic development and language acquisition but for cultural learning too. This paper focuses on the after-school homework tutoring programme that uses University of Western Sydney…

  4. 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…

  5. Do School-Based Tutoring Programs Significantly Improve Student Performance on Standardized Tests?

    ERIC Educational Resources Information Center

    Rothman, Terri; Henderson, Mary

    2011-01-01

    This study used a pre-post, nonequivalent control group design to examine the impact of an in-district, after-school tutoring program on eighth grade students' standardized test scores in language arts and mathematics. Students who had scored in the near-passing range on either the language arts or mathematics aspect of a standardized test at the…

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

    ERIC Educational Resources Information Center

    Hollister, Robinson G.

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

  7. 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…

  8. 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…

  9. Looking at the Data: Afterschool Programs Using Data to Better Serve Students. Metlife Foundation Afterschool Alert. Issue Brief No. 66

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2014

    2014-01-01

    The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the final 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 brief explores afterschool and data utilization to improve…

  10. 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'…

  11. Utilizing Wisconsin Afterschool Programs to Increase Physical Activity in Youth

    ERIC Educational Resources Information Center

    Cavanagh, Bradley D.; Meinen, Amy

    2015-01-01

    Background: Approximately 31.7% of children in the United States are overweight or obese. Interventions in the afterschool setting may help combat childhood obesity. Research exists on interventions in school settings, but a few data exist for interventions about afterschool programs. This study investigates increasing physical activity (PA) in…

  12. Measuring afterschool program quality using setting-level observational approaches

    PubMed Central

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

    2016-01-01

    As the importance of afterschool hours for youth development is widely acknowledged, afterschool settings have recently received increasing attention as an important venue for youth interventions. A range of intervention programs have been in place, generally aiming at positive youth development through enhancing the quality of programs. A growing need has thus arisen for reliable and valid measures of afterschool quality. This study examined the extent to which the two observational tools, i.e., Caregiver Interaction Scales (CIS) and Promising Practices Rating Scales (PPRS), could serve as reliable and valid tools for assessing the various dimensions of afterschool setting quality. The study shows the potential promise of the instruments, on the one hand, and suggests future directions for improvement of measurement design and development of the field, on the other hand. In particular, our findings suggest the importance of addressing the effect of day-to-day fluctuations in observed afterschool quality. PMID:26819487

  13. 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…

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

    NASA Astrophysics Data System (ADS)

    Krishnamurthi, A.; Porro, I.

    2008-06-01

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

  15. Tutoring Struggling Adolescent Readers: A Program Investigation

    ERIC Educational Resources Information Center

    Harmon, Janis M.; Keehn, Susan; Kenney, Michelle S.

    2005-01-01

    This study examined a reading tutoring program for struggling adolescent readers. The major objectives of the tutoring program were to help struggling adolescent readers develop an understanding of the strategic nature of reading and to encourage these reluctant readers to take control of their reading. The results of the study hold implications…

  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. 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. PMID:25586132

  18. 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.

  19. 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…

  20. 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…

  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. An Evaluation of Urban Compass After-School Program

    ERIC Educational Resources Information Center

    Kolberg, Todd Michael

    2013-01-01

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

  3. 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…

  4. 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…

  5. Networks Analysis of a Regional Ecosystem of Afterschool Programs

    ERIC Educational Resources Information Center

    Russell, Martha G.; Smith, Marc A.

    2011-01-01

    Case studies have documented the impact of family-school-community collaboration in afterschool programs on increasing awareness about the problems of at-risk youth, initiating dialogue among leaders and community representatives, developing rich school-based information systems, and demonstrating how to build strong relationships between public…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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.…

  11. 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, 2013

    2013-01-01

    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…

  12. 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…

  13. 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, 2015

    2015-01-01

    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…

  14. 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, 2011

    2011-01-01

    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…

  15. Visual Tutoring System for Programming Multiprocessor Networks.

    ERIC Educational Resources Information Center

    Trichina, Elena

    1996-01-01

    Describes a visual tutoring system for programming distributive-memory multiprocessor networks. Highlights include difficulties of parallel programming, and three instructional modes in the system, including a hypertext-like lecture, a question-answer mode, and an expert aid mode. (Author/LRW)

  16. 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…

  17. Building an Afterschool Workforce: Regulations and beyond

    ERIC Educational Resources Information Center

    Cole, Patricia

    2011-01-01

    In the space of an afternoon, an afterschool worker may perform many roles--homework tutor, mentor, athletic director, games master, role model, reading coach, top chef, bridge to parents, and, above all, an adult who develops positive relationships that can change children's lives. Program staff is a critical ingredient of the quality of…

  18. 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 investigation--whether…

  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. 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…

  1. A Case Study of the Tutor/Mentor Connection of Cabrini Connections: An Effort To Build a Supportive Infrastructure for Tutoring and Mentoring Programs in Chicago. Working Paper.

    ERIC Educational Resources Information Center

    Kohm, Amelia

    This report details a case study of the Tutor-Mentor Connection (T/MC), an organization designed to build infrastructures to expand and improve after-school tutoring and mentoring opportunities for inner-city children in Chicago. The case study was conducted over a 3-month period in 1997 and was intended as a limited exploration of one model for…

  2. 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 in school…

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

    ERIC Educational Resources Information Center

    Rajan, Sonali; Basch, Charles E.

    2012-01-01

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

  4. 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 and…

  5. 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…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  8. 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…

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

    ERIC Educational Resources Information Center

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

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

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

    ERIC Educational Resources Information Center

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

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

  11. 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'…

  12. 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…

  13. 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,…

  14. A Peer Mentor Tutor Program in Physics

    NASA Astrophysics Data System (ADS)

    Nossal, S. M.; Jacob, A. T.; Buehlman, J. D.; Middlecamp, C. H.

    2001-05-01

    The Peer Mentor Tutor (PMT) program in the University of Wisconsin-Madison's Physics Department matches upper level undergraduate physics majors in small groups with students potentially at-risk for having academic trouble with their gateway introductory non-calculus physics course or for feeling isolated at the University. The program enhances students'learning and confidence by providing an emphasis on problem solving, a supportive environment for asking questions, and opportunities for acquiring missing math skills. The students assisted include, among others, returning adults, students of color,students with English as a second language, and students who have never taken physics in high school. The tutors acquire teaching and leadership experience with ongoing training throughout the year. The Physics PMT program is run in collaboration with a similar program in Chemistry. The peer model is also being applied to other science courses at the University of Wisconsin. We will describe the structure of the Physics PMT program and our current efforts to expand the program into a broader Physics Learning Center that may serve multiple purposes and courses.

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

    ERIC Educational Resources Information Center

    Fight Crime: Invest in Kids, Washington, DC.

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

  16. Afterschool Essentials: Research and Polling

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2013

    2013-01-01

    This 2-page resource summarizes statistical findings highlighting the need and demand for more afterschool programs for children and youth. Focal points include: (1) The Afterschool Hours in America; (2) Afterschool Offers a Range of Benefits to Youth and their Families; (3) Afterschool Supports Student Success; (4) Afterschool Programs Are Seen…

  17. The Changing Landscape of Afterschool Programs

    ERIC Educational Resources Information Center

    Hynes, Kathryn; Sanders, Felicia

    2010-01-01

    In the past 15 years, the need for quality school-age child care has combined with concerns about children's academic performance, delinquency, and safety to create tremendous momentum around out-of-school time (OST) programming. Public funding for programs has simultaneously increased, bringing greater demand from policymakers and private funders…

  18. 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…

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

    ERIC Educational Resources Information Center

    Shumow, Lee

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

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

    PubMed

    Shernoff, David J

    2010-06-01

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

  1. Teacher Perceptions of an Online Tutoring Program for Elementary Mathematics

    ERIC Educational Resources Information Center

    Whetstone, Patti; Clark, Amy; Flake, Mari Wheeler

    2014-01-01

    This study explores elementary teacher perceptions related to the implementation of an online tutoring program. Teachers were surveyed regarding factors that affected use of the online tutoring program as a supplement to mathematics instruction. Results indicated that teachers overwhelmingly reported positive views of the training and support…

  2. Cross-Age Tutoring and the Reading Together Program

    ERIC Educational Resources Information Center

    Hattie, John

    2006-01-01

    This article presents three related evaluation studies looking at the effectiveness on achievement and motivation of Reading Together, a cross-age peer-tutoring reading program. The effects on tutees, tutors, teachers, and parents were monitored. The advantages of Reading Together began to accrue during the second and third phases of the program.…

  3. Integrating a Library Strategies Peer Tutoring Program.

    ERIC Educational Resources Information Center

    Deese-Roberts, Susan; Keating, Kathleen

    2000-01-01

    Describes a pilot project at the University of New Mexico library that offered peer tutoring services through the undergraduate learning center to teach students library skills and strategies for successful research. Discusses tutors assisting during other library instruction and future plans for tutors to provide electronic resource assistance in…

  4. 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.…

  5. 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 school while…

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

    NASA Astrophysics Data System (ADS)

    Nelson, B.; Shipp, S.

    2008-03-01

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

  7. 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.

  8. How Is the Afterschool Field Defining Program Quality? A Review of Effective Program Practices and Definitions of Program Quality

    ERIC Educational Resources Information Center

    Palmer, Kristi L.; Anderson, Stephen A.; Sabatelli, Ronald M.

    2009-01-01

    While research on program effectiveness offers ample evidence that afterschool programs can benefit young people in a variety of ways, this same body of research demonstrates that not all programs are equally effective (Granger, 2008). Some programs show positive results in many or all major outcome categories. Other programs are associated with…

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

    PubMed

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

    1999-01-01

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

  10. Improving Reading Comprehension through Holistic Intervening and Tutoring During After-School with High Risk Minority Elementary School Students

    ERIC Educational Resources Information Center

    Johnson, Kaprea F.; Gupta, Abha; Rosen, Hana; Rosen, Howard

    2013-01-01

    The current study took a quasi-experimental approach investigating the effect of a holistic after-school intervention, on reading comprehension measured by the Gray Oral Reading Test (GORT)-4 on at-risk students in Grade 2 through Grade 5. Analysis of Variance was used to investigate the relationship between pre- and post-intervention scores. The…

  11. 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…

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

    PubMed Central

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

    2013-01-01

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

  13. 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…

  14. 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…

  15. 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%…

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

    ERIC Educational Resources Information Center

    Granger, Robert C.

    2008-01-01

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

  17. 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…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  19. 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…

  20. 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…

  1. The Impact of an Online Tutoring Program on Mathematics Achievement

    ERIC Educational Resources Information Center

    Clark, Amy K.; Whetstone, Patti

    2014-01-01

    The authors explored the impact of an online tutoring program, Math Whizz (Whizz Education, 2014), on student mathematics achievement at 15 elementary schools. Students participated in the use of the Math Whizz program for the duration of the school year as a supplement to mathematics instruction. The Math Whizz program recorded such information…

  2. Developing a Peer Tutoring Program for Year-Round Education.

    ERIC Educational Resources Information Center

    Zsiray, Stephen W., Jr.; Peterson, Holly

    This paper summarizes an effective peer tutoring program used in both elementary and middle school programs in the Cache School District (North Logan, Utah). In year-round education programs, students have off-track time during the school year at four different intervals. This time is often utilized by school districts to give students additional…

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

    ERIC Educational Resources Information Center

    Kraft, Nancy P.

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

  4. 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…

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

    ERIC Educational Resources Information Center

    2001

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

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

    ERIC Educational Resources Information Center

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

    1999-01-01

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

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

    ERIC Educational Resources Information Center

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

    1997-01-01

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

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

    ERIC Educational Resources Information Center

    Greaser, Thomas C., Jr.

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

  9. 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…

  10. 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.…

  11. 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…

  12. Analysing Student Programs in the PHP Intelligent Tutoring System

    ERIC Educational Resources Information Center

    Weragama, Dinesha; Reye, Jim

    2014-01-01

    Programming is a subject that many beginning students find difficult. The PHP Intelligent Tutoring System (PHP ITS) has been designed with the aim of making it easier for novices to learn the PHP language in order to develop dynamic web pages. Programming requires practice. This makes it necessary to include practical exercises in any ITS that…

  13. 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…

  14. 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…

  15. 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…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  17. 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…

  18. 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,…

  19. 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…

  20. 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…

  1. 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…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

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

    ERIC Educational Resources Information Center

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

    2007-01-01

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

  4. 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…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  6. 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. Currently,…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  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. 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…

  10. 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…

  11. 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…

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

    ERIC Educational Resources Information Center

    Chinen, Marjorie Harue

    2010-01-01

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

  13. 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…

  14. 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…

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

    ERIC Educational Resources Information Center

    Neiva, Betsy MacIver; Pepe, Diane

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Jayroe, Teresa B.; Brenner, Devon

    2005-01-01

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

  17. 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

  18. 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,…

  19. 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…

  20. 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…

  1. MENO-II: An AI-Based Programming Tutor.

    ERIC Educational Resources Information Center

    Soloway, Elliot; And Others

    This report examines the features and performance of the BUG-FINDing component of MENO-II, a computer-based tutor for beginning PASCAL programming students. A discussion of the use of artificial intelligence techniques is followed by a summary of the system status and objectives. The two main components of MENO-II are described, beginning with the…

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

    ERIC Educational Resources Information Center

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

    2007-01-01

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

  3. 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…

  4. The classwide peer tutoring program: implementation factors moderating students' achievement.

    PubMed Central

    Greenwood, C R; Terry, B; Arreaga-Mayer, C; Finney, R

    1992-01-01

    We conducted a study designed to assess implementation of the classwide peer tutoring program and the relationship between implementation variation and student outcome. A clinical replication design was used. Five volunteer elementary teachers were trained to implement the program; their implementation was monitored for 19 consecutive weeks during 1 school year. Overall, the results indicated that specific variations in program implementation were associated with students' responses to treatment. It was also demonstrated that different teachers' applications of the program produced differential levels of student outcome. Implementation factors related to lower spelling achievement were (a) reduced opportunities to receive program sessions, (b) reduced probabilities of students' participation in program opportunities, (c) too many students assigned unchallenging spelling words, and (d) reduced rates of daily point earning reflecting lower levels of spelling practice during tutoring sessions. The implications of these findings and methods of preventing these implementation problems are discussed in the context of quality assurance and social validity. PMID:1582960

  5. National Household Education Surveys Program of 2005 After-School Programs and Activities: 2005. E.D. TAB. NCES 2006-076

    ERIC Educational Resources Information Center

    Carver, Priscilla R.; Iruka, Iheoma U.

    2006-01-01

    This report presents data on participation in after-school activities and programs in the United States. The data are from the After-School Programs and Activities Survey (ASPA), a nationally representative survey of the 2005 National Household Education Surveys Program (NHES:2005). The data presented in the report are based on a sample of 11,684…

  6. 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.

  7. Promising Afterschool Practices: A Showcase of Innovative, Creative and Successful Afterschool Programs. Fourth Annual

    ERIC Educational Resources Information Center

    National Institute on Out-of-School Time, 2009

    2009-01-01

    A "Promising Practice" is a system, process, or activity in a program that works and leads to good results. It is something that would work in other programs, if only they were aware about it. "Promising Practices" capture some of the most innovative, creative and successful ways that programs serve youth. This publication provides a selection of…

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

    PubMed

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

    2015-03-01

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

  9. A Utilization-Focused Program Evaluation of a Supplemental Educational Services Third-Party Tutoring Model

    ERIC Educational Resources Information Center

    Grainger, Michael J.

    2013-01-01

    Under the mandates of No Child Left Behind, supplemental educational services (SES) in the form of tutoring are provided to eligible students who attend schools in the 3rd year of program improvement status. A local suburban school district in the southern California currently uses a 3rd party tutoring model to provide tutoring services in both…

  10. Direct Replication of a Cross-Age Tutoring Program Involving Handicapped Adolescents and Children.

    ERIC Educational Resources Information Center

    Mahler, Charles A.

    1986-01-01

    A cross-age tutoring program designed to improve school performance of tutors (adolescents classified as emotionally disturbed) and tutees (children classified as educable mentally retarded) was replicated in an urban public school district. Results showed that both tutors and tutees improved on academic and social measures of school performance.…

  11. Evaluation of the Early Start to Emancipation Preparation Tutoring Program, Los Angeles County, California: Final Report

    ERIC Educational Resources Information Center

    Courtney, Mark E.; Zinn, Andrew; Zielewski, Erica H.; Bess, Roseana J.; Malm, Karin E.; Stagner, Matthew; Pergamit, Michael

    2008-01-01

    This report presents findings from a rigorous evaluation of the Early Start to Emancipation Preparation (ESTEP)-Tutoring Program in Los Angeles. ESTEP-Tutoring provides up to 50 hours of remedial one-on-one tutoring in reading and math to foster youths ages 14 to 15 who are one to three years behind grade level in either reading or math. The…

  12. Evaluation of the 1979-80 Title-I Migrant Tutoring Program.

    ERIC Educational Resources Information Center

    Rincon, Ramon; Zepeda, R. A.

    Using Spanish and/or English according to each student's need, the Migrant Tutoring Program (MTP) provided 20 minutes of tutoring daily in oral language development, language arts, and reading to 238 migrant students (K-6) in 17 schools during the year. Questionnaires designed for principals, teachers, and tutors were used to obtain process…

  13. A peer mentor tutor program for academic success in nursing.

    PubMed

    Robinson, Erin; Niemer, Louise

    2010-01-01

    Due to the difficult and rigorous nature of nursing education, student retention and attrition are major concerns for faculty. This article describes the implementation and outcomes of a peer-based mentor tutor program (PMTP) for at-risk students in a traditional baccalaureate program. Funding was obtained to provide scholarship incentives for student participants and cover costs of training and materials. Criteria were determined for the selection of student mentors-tutors and the identification of at-risk students. Interventions consisted of weekly PMTP sessions offered for the first four semesters of nursing courses. Course grades were used to determine outcome differences between control and intervention groups. Students in the intervention group were found to score significantly higher than the control group on both summative and final grades. PMID:21086865

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

    NASA Astrophysics Data System (ADS)

    Eisenhart, Margaret

    2008-04-01

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

  15. 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…

  16. Automatic program debugging for intelligent tutoring systems

    SciTech Connect

    Murray, W.R.

    1986-01-01

    This thesis explores the process by which student programs can be automatically debugged in order to increase the instructional capabilities of these systems. This research presents a methodology and implementation for the diagnosis and correction of nontrivial recursive programs. In this approach, recursive programs are debugged by repairing induction proofs in the Boyer-Moore Logic. The potential of a program debugger to automatically debug widely varying novice programs in a nontrivial domain is proportional to its capabilities to reason about computational semantics. By increasing these reasoning capabilities a more powerful and robust system can result. This thesis supports these claims by examining related work in automated program debugging and by discussing the design, implementation, and evaluation of Talus, an automatic degugger for LISP programs. Talus relies on its abilities to reason about computational semantics to perform algorithm recognition, infer code teleology, and to automatically detect and correct nonsyntactic errors in student programs written in a restricted, but nontrivial, subset of LISP.

  17. 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

  18. 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

  19. Introductory Guide for Implementing and Evaluating Volunteer Reading Tutoring Programs. A SERVE Special Report.

    ERIC Educational Resources Information Center

    Bond, Sally

    With a continuing emphasis on improving student reading achievement across the nation, many elementary educators are exploring the idea of initiating a volunteer reading tutoring program. Although individuals associated with tutoring programs may think about implementation issues, often the focus is on program location, the recruitment and…

  20. The Impact of a Peer-Tutoring Program on Quality Standards in Higher Education

    ERIC Educational Resources Information Center

    Arco-Tirado, Jose L.; Fernandez-Martin, Francisco D.; Fernandez-Balboa, Juan-Miguel

    2011-01-01

    The purposes of this study were, on one had, to determine the impact of a peer tutoring program on preventing academic failure and dropouts among first-year students (N = 100), from Civil Engineering, Economics, Pharmacy, and Chemical Engineering careers; while, on the other hand, to identify the potential benefits of such tutoring program on the…

  1. Applying Matched Sampling to Evaluate a University Tutoring Program for First-Year Students

    ERIC Educational Resources Information Center

    Walvoord, Mark E.; Pleitz, Jacob D.

    2016-01-01

    Our study used a case-control matching design to assess the influence of a voluntary tutoring program in improving first-year students' Grade Point Averages (GPA). To evaluate program effectiveness, we applied case-control matching to obtain 215 pairs of students with or without participation in tutoring, but matched on high school GPA and…

  2. Evidence to Support Peer Tutoring Programs at the Undergraduate Level

    ERIC Educational Resources Information Center

    Colver, Mitchell; Fry, Trevor

    2016-01-01

    The present study examined undergraduate peer tutoring in three phases. Phase I qualitatively surveyed students' perceptions about the effectiveness of tutoring. Phase II examined the usefulness of promoting regular use of services through a tutoring contract. Phase III utilized an archival, quasi-experimental approach to estimate the effect of…

  3. Outcome-Based Community-Schools Partnerships: The Impact of the After-School Programs on Non-Academic and Academic Indicators.

    ERIC Educational Resources Information Center

    Munoz, Marco A.

    Afterschool programs enable inner city public schools to plan, implement, or expand projects that benefit the educational, health, social services, cultural, and recreational needs of the community. This study investigated the impact of afterschool programs on various non-cognitive and cognitive measures (e.g., attendance, suspensions, and grade…

  4. Green Youth of Russia, Kazakhstan and Ukraine: After-School Naturalist Programs in Post-Soviet Space

    ERIC Educational Resources Information Center

    Blinnikov, Mikhail S.; Lindsey, Jason Royce

    2010-01-01

    This paper compares the status of young naturalist after-school programs in three post-Soviet republics: Russia, Ukraine and Kazakhstan. In the past, the region's environmental teachers, leaders and activists have emerged from such youth programs. Thus, the health of these programs is a leading indicator for the long-term viability of broader…

  5. What Works? Common Practices in High Functioning Afterschool Programs across the Nation in Math, Reading, Science, Arts, Technology, and Homework--A Study by the National Partnership. The Afterschool Program Assessment Guide. CRESST Report 768

    ERIC Educational Resources Information Center

    Huang, Denise; Cho, Jamie; Mostafavi, Sima; Nam, Hannah H.; Oh, Christine; Harven, Aletha; Leon, Seth

    2010-01-01

    In an effort to identify and incorporate exemplary practices into existing and future afterschool programs, the U.S. Department of Education commissioned a large-scale evaluation of the 21st Century Community Learning Center (CCLC) program. The purpose of this evaluation project was to develop resources and professional development that addresses…

  6. After-school program to reduce obesity in minority children: a pilot study.

    PubMed

    Madsen, Kristine A; Thompson, Hannah R; Wlasiuk, Lidya; Queliza, Emily; Schmidt, Colin; Newman, Thomas B

    2009-12-01

    This study explored a community-based after-school program's effect on obesity in minority children. Study participants included 178 third through fifth graders (47% Latino, 25% Asian, and 18% African-American) enrolled in America SCORES Bay Area. Outcomes were attendance, change in fitness (20-meter shuttle test), and body mass index (BMI) z-score over eight months. At baseline, 52 percent of children were overweight or obese. Children attended SCORES > 4 days/week and fitness significantly improved (p < 0.01). BMI z-score decreased by 0.04 (p = 0.10) overall, and by 0.05 (p = 0.08) among obese children, but increased among African-American children. These results suggest that SCORES increases fitness and may improve BMI in some minority children. Effect modification by race may relate to differential growth patterns or engagement in SCORES. These findings suggest community-based programs could effectively address obesity. A randomized trial of the SCORES program is warranted to rigorously examine this type of after-school program's impact on child health.

  7. Back to the Future: The Brownstone and FutureLink After-School Programs for Homeless Children.

    ERIC Educational Resources Information Center

    Homes for the Homeless, Inc., New York, NY.

    Homes for the Homeless initiated a family and community approach to learning at its American Family Inns (homeless shelters) via a customized, shelter-based, accelerated after-school program, Brownstone/FutureLink. The program helps improve students' grades, self-confidence, and academic potential. It requires parents, shelter staff, and public…

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

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2015

    2015-01-01

    Afterschool programs continue to make advances when it comes to providing students with nutritious foods, keeping them physically fit and promoting health. Such programs have great potential to help prevent obesity and instill lifelong healthy habits, serving more than 10 million children and youth across America, with more than 19 million more…

  9. Young Women's Leadership Alliance: Youth-Adult Partnerships in an All-Female After-School Program

    ERIC Educational Resources Information Center

    Denner, Jill; Meyer, Beth; Bean, Steve

    2005-01-01

    This article describes program strategies and adult practices that can build youth-adult partnerships. In particular, it focuses on strategies to empower girls in all-female after-school programs. The Young Women's Leadership Alliance has involved 164 girl leaders and five adult women leaders over three years. To build the partnerships, adults…

  10. A Snapshot of After-School Program Research Literature. Research Watch. D&A Report No. 13.10

    ERIC Educational Resources Information Center

    Rhea, Anisa

    2013-01-01

    After-school programs, also commonly referred to as out-of-school time and expanded learning opportunities, are typically described as safe, structured programs that offer an array of adult supervised activities to promote the learning and development of kindergarten through high school students outside of the school day (Beckett et al., 2009;…

  11. 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…

  12. Don't You Want to Do Better? Implementing a Goal-Setting Intervention in an Afterschool Program

    ERIC Educational Resources Information Center

    Hallenbeck, Amy; Fleming, David

    2011-01-01

    Goal setting is not an innate skill. Adults who are successful at reaching their goals have learned to set realistic goals and to plan to attain them. Afterschool programs, because they have latitude in their curricular offerings and program elements, can provide strong backdrops for goal-setting initiatives. While studies have shown that goal…

  13. Constructing Adult Literacies at a Local Literacy Tutor-Training Program

    ERIC Educational Resources Information Center

    Roderick, Ryan

    2013-01-01

    This study investigates how literacy was constructed at an adult literacy organization's volunteer tutor-training program. By drawing on qualitative analysis of training texts used during training, such as training evaluations, and data gathered from interviews with experienced tutors, it is possible to identify the assumptions about literacy…

  14. Valued Youth Partnership Program: Dropout Prevention through Cross-Age Tutoring [Summary].

    ERIC Educational Resources Information Center

    Sosa, Alicia Salinas

    1986-01-01

    In 1984 the Edgewood and South San Antonio Independent School Districts implemented the Valued Youth Partnership Program (VYP). VYP identifies Hispanic junior high and high school students at high risk of dropping out and gives them an opportunity to serve as tutors of younger children. As they tutor, the older students also learn basic skills,…

  15. Grade Level and Gender Differences in a School-Based Reading Tutoring Program

    ERIC Educational Resources Information Center

    Chang, Sau Hou

    2011-01-01

    The purpose of the present study is to investigate the grade level and gender differences in a school-based reading tutoring program. The treatment group included 10 first-grade and 12 second-grade struggling readers, and the control group included 41 first-grade and 63 second-grade nonstruggling readers. The tutors were teacher candidates in an…

  16. Volunteer Motivations and Satisfaction in a Tutoring Program: Implications for Recruitment and Retention

    ERIC Educational Resources Information Center

    Gonzalez, Kimberly

    2009-01-01

    The present study employed a functional approach to assess the motivations of tutors volunteering at a non-profit tutoring program. Based on the work of Clary et al. (1998), the "Volunteer Functions Inventory" (VFI) was used to differentiate between six different functions or motivations; values, understanding, social, career, protective and…

  17. Describing weight status and fitness in a community sample of children attending after-school programming.

    PubMed

    Huberty, J L; Rosenkranz, R R; Balluff, M A; High, R

    2010-06-01

    Although the body of research on public-health aspects of after-school programs is growing, little is known with regard to physical fitness levels of attending children. The purpose of this study was to describe the health-related fitness in a community sample (N.=826) of under-served children attending after-school programming. Health-related fitness was assessed via Fitnessgram(R) and body mass index. In this population, numerous children failed to meet national standards for the push-up (54%), curl-up (24%) and pacer (47%) tests. Many of those failing to meet national standards were unable to perform a single push-up (32%), or curl-up (12%), and over half (51%) of the children were overweight or obese. Significant differences by race/ethnicity, gender, and weight status emerged for some fitness measures. Based on these data, fitness aspects beyond weight status should be considered when designing PA programs for children, especially those in communities of underserved youth.

  18. Recruiting and Retaining Older African American and Hispanic Boys in After-School Programs: What We Know and What We Still Need to Learn. GroundWork

    ERIC Educational Resources Information Center

    Kauh, Tina J.

    2010-01-01

    With funding from the Collaborative for Building After-School Systems (CBASS)--through support from The Atlantic Philanthropies--Public/Private Ventures (P/PV) conducted a small study to begin identifying promising strategies currently used by after-school programs to recruit and retain middle- and high-school-aged African American and Hispanic…

  19. 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…

  20. 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'…

  1. Making Healthy Eating and Physical Activity Policy Practice: Process Evaluation of a Group Randomized Controlled Intervention in Afterschool Programs

    ERIC Educational Resources Information Center

    Weaver, R. Glenn; Beets, Michael W.; Hutto, Brent; Saunders, Ruth P.; Moore, Justin B.; Turner-McGrievy, Gabrielle; Huberty, Jennifer L.; Ward, Dianne S.; Pate, Russell R.; Beighle, Aaron; Freedman, Darcy

    2015-01-01

    This study describes the link between level of implementation and outcomes from an intervention to increase afterschool programs' (ASPs) achievement of healthy eating and physical activity (HE-PA) Standards. Ten intervention ASPs implemented the Strategies-To-Enhance-Practice (STEPs), a multi-component, adaptive intervention framework identifying…

  2. 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…

  3. Bodily Play in the After-School Program: Fulfillment of Intentionality in Interaction between Body and Place

    ERIC Educational Resources Information Center

    Londal, Knut

    2011-01-01

    This article investigates the relationship between children in an after-school program (ASP) and the places where they play. It focuses on the kind of bodily play the children themselves choose and control. The author applies a life-world approach to this study, and his theoretical perspective is based on phenomenological philosophy. The…

  4. Diverging Experiences during Out-of-School Time: The Race Gap in Exposure to After-School Programs

    ERIC Educational Resources Information Center

    Hynes, Kathryn; Sanders, Felicia

    2011-01-01

    There is considerable interest in identifying ways to close the Black-White achievement gap. This study examines race differences in children's participation in after-school programs, an out-of-school time experience that may influence children's achievement. Using nationally representative data spanning 1995-2005, the authors find that African…

  5. Achievement Goals and Their Relations to Children's Disruptive Behaviors in an After-School Physical Activity Program

    ERIC Educational Resources Information Center

    Agbuga, Bulent; Xiang, Ping; McBride, Ron

    2010-01-01

    This study used a trichotomous achievement goal model to explore and describe what actually happened in terms of students' achievement goals and disruptive behaviors in an after-school physical activity program. Participants included 158 students in grades 3-6. They completed questionnaires assessing their achievement goals and disruptive…

  6. A Randomized Controlled Trial Evaluation of an After-School Prosocial Behavior Program in an Area of Socioeconomic Disadvantage

    ERIC Educational Resources Information Center

    O'Hare, Liam; Biggart, Andy; Kerr, Karen; Connolly, Paul

    2015-01-01

    A randomized controlled trial was used to evaluate the effects of a prosocial behavior after-school program called Mate-Tricks for 9- and 10-year-old children and their parents living in an area of significant socioeconomic disadvantage. The children were randomly assigned to an intervention (n = 220) or a control group (n = 198). Children were…

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

    ERIC Educational Resources Information Center

    Ferreira, Maria M.

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  9. Twenty-first century learning in afterschool.

    PubMed

    Schwarz, Eric; Stolow, David

    2006-01-01

    Twenty-first century skills increasingly represent the ticket to the middle class. Yet, the authors argue, in-school learning is simply not enough to help students develop these skills. The authors make the case that after-school (or out-of-school) learning programs are emerging as one of the nation's most promising strategies for preparing young people for the workforce and civic life. Most school systems have significant limitations for teaching twenty-first century skills. They have the limits of time: with only six hours per day there is barely enough time to teach even the basic skills, especially for those students starting already behind. They have the limits of structure: typical school buildings and classrooms are not physically set up for innovative learning. They have the limits of inertia and bureaucracy: school systems are notoriously resistant to change. And perhaps most important, they have the limits of priorities: especially with the onset of the No Child Left Behind Act, schools are laserlike in their focus on teaching the basics and therefore have less incentive to incorporate twenty-first century skills. Meanwhile, the authors argue that after-school programs are an untapped resource with three competitive advantages. First, they enable students to work collaboratively in small groups, a setup on which the modern economy will increasingly rely. Second, they are well suited to project-based learning and the development of mastery. Third, they allow students to learn in the real-world contexts that make sense. Yet the after-school sector is fraught with challenges. It lacks focus-Is it child care, public safety, homework tutoring? And it lacks rigorous results. The authors argue that the teaching of twenty-first century skills should become the new organizing principle for afterschool that will propel the field forward and more effectively bridge in-school and out-of-school learning.

  10. The Military Language Tutor (MILT) Program: An Advanced Authoring System.

    ERIC Educational Resources Information Center

    Kaplan, Jonathan D.; Sabol, Mark A.; Wisher, Robert A.; Seidel, Robert J.

    1998-01-01

    Discusses the Military Language Tutor (MILT), a language-tutor authoring system, examining the development of a proof of principal version of MILT's two-dimensional Arabic microworld, which uses speech input to control an animated agent in solving an authored problem and describing an evaluation of the speech-driven microworld at Fort Campbell,…

  11. Easier Said than Done: Intervention Sustainability in an Urban After-School Program

    PubMed Central

    Frazier, Stacy L.; Mehta, Tara; Atkins, Marc S.; Weisbach, Jessica

    2011-01-01

    Although sustainability is frequently described as a project goal in community-based programs, concentrated efforts to sustain interventions beyond the conclusion of research funding have only recently emerged as a focus of implementation research. The current paper describes a study of behavioral consultation to after-school program staff in low-SES, urban communities. Following consultation, staff use of four recommended tools and strategies was examined, emphasizing facilitators and barriers to sustainability. Results indicated high perceived utility and intention to use intervention components, but low sustainability at two follow-up time points within 1 year after the initial consultation concluded. Findings suggest that ongoing implementation support in community settings may be necessary to ensure the sustainability of interventions and meet the mental health needs of participating high-risk youth. PMID:21416160

  12. 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…

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

    PubMed Central

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

    2015-01-01

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

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

    PubMed Central

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

    2011-01-01

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

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

    PubMed

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

    2012-05-01

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

  16. 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…

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

    ERIC Educational Resources Information Center

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

    2003-01-01

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

  18. 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…

  19. The Volunteer Tutor's Toolbox.

    ERIC Educational Resources Information Center

    Herrmann, Beth Ann, Ed.

    Intended for volunteers in community literacy programs, one-on-one tutors, or parents who want to support classroom learning, this book presents tutoring ideas, teaching activities, and evaluation suggestions. The book guides tutors as they teach students to become independent learners and shows tutors how to provide support but not "do" the work…

  20. 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,…

  1. Democracy in Action: Experiential Civics Learning in Afterschool Advocacy Days

    ERIC Educational Resources Information Center

    Blank, Susan

    2006-01-01

    Cosponsored by Coalition for After-School Funding (CASF) and The After-School Corporation (TASC), After-School Advocacy Days have been held annually in Albany, NY since 2000. These events are enormously helpful to the two sponsors' efforts to influence officials who make decisions about funding afterschool programs. The annual event is designed to…

  2. The Tutoring and Dropout Prevention Program at Boys and Girls High School.

    ERIC Educational Resources Information Center

    Bedford-Stuyvesant Restoration Corp., Brooklyn, NY.

    In this project report problems with the tutoring program, objectives of the program and strategies employed by the program to deal with the problems are outlined. The school, Boys and Girls High School, its environment, and the program's sponsor, the Bedford Stuyvesant Restoration Corporation, Brooklyn, are described briefly. Results of the…

  3. Reading Tutors' Perceptions of the Effectiveness of Tutorial Programs on Reading Achievement of At-Risk Students in a South Texas School District

    ERIC Educational Resources Information Center

    Barganski, Linda M.

    2010-01-01

    The purpose of the study was to understand reading tutors' perceptions of the effectiveness of tutorial programs on reading achievement of at-risk students in a South Texas school district. Fifty-eight reading tutors tutoring at-risk students in grades 3-8 were asked to complete a survey entitled "Reading Tutor Survey" and "Characteristics of a…

  4. Pedometers and aerobic capacity: evaluating an elementary after-school running program.

    PubMed

    Wanless, Elizabeth; Judge, Lawrence W; Dieringer, Shannon T; Bellar, David; Johnson, James; Plummer, Sheli

    2014-01-01

    Childhood obesity affects 1 of every 6 youth in the United States. One contributing factor to this statistic is a lack of physical activity (PA). Demands related to accountability which are placed on educators to demonstrate academic achievement often result in resistance to allocating time during the school day for PA. One possible solution is to consider utilizing time after school to integrate PA programs. The purpose of this study was to assess the impact of a 12-week after-school pedometer-focused PA program on aerobic capacity and to examine the relationship between step count and aerobic capacity in elementary school aged children. A group of elementary students (n = 24; 9.5 ± 0.9 years) participated in a 12-week pedometer-focused PA program that included pretraining and posttraining fitness testing via the 20-meter version of the PACER test. Paired sample t-tests revealed significant differences between the pretest (M = 21.0 laps, SD = 9.9) and posttest (M = 25.2 laps, SD = 12.2) scores (t = 4.04, P ≤ 0.001). A Pearson correlation revealed no significant relationship between individual step count and the difference between PACER pre- and posttest (r = 0.318, P = 0.130). The program improved aerobic capacity, but an increase in pedometer-calculated step count was not a predictor.

  5. Pre-admission factors and utilization of tutoring services in health professions educational programs.

    PubMed

    Olivares-Urueta, Mayra; Williamson, Jon W

    2013-01-01

    Pre-admission factors tend to serve as indicators of student success in health professions educational programs, but less is known about the effects that academic assistance programs have on student success. This study sought to determine whether specific pre-admission factors could help to identify students who may require academic support during their health professions education. This retrospective analysis aimed to identify differences in pre-admission variables between those students requiring tutoring and a matched sample of students who did not require tutoring. One-way ANOVA was used to assess differences for dependent variables-age, cumulative GPA (cGPA), science GPA (sGPA), verbal graduate record examination (GRE) score, quantitative GRE score, analytical GRE score and combined GRE score, community college hours, average credit hours per semester, and highest semester credit hour load-across three groups of students who received no tutoring (NT 0 hrs), some tutoring (ST <8 hrs), and more tutoring (MT >8 hrs). Total GRE and average semester hours differentiated NT from ST from MT (p<0.05). A linear regression model with these pre-admission factors found only four of the independent variables to be significant (r2=0.41; p<0.05) in predicting hours of tutoring: quantitative GRE, sGPA, cGPA and average semester hours taken. The combination of lower GRE scores and lighter average semester course load were most predictive of the need for academic assistance as defined by hours of tutoring. While the value of the GRE in admissions processes is generally accepted, the average semester hour load in college can also provide important information regarding academic preparation and the need for tutoring services. PMID:23752233

  6. The New Stories/New Cultures after-school enrichment program: a direct cultural intervention.

    PubMed

    Frank, G; Fishman, M; Crowley, C; Blair, B; Murphy, S T; Montoya, J A; Hickey, M P; Brancaccio, M V; Bensimon, E M

    2001-01-01

    This article describes the organization, curriculum, and outcomes for New Stories/New Cultures, an activity-based program for after-school enrichment in five schools in the low-income neighborhood near a major American university. The program encourages students (70% Hispanic-American, 30% African-American) to experience themselves as producers of culture, not just as consumers. Its methods include (a) creative team use of video equipment and other expressive media and (b) lessons about media literacy (i.e., making critical choices about images and activities depicted in popular culture and commercials). Outcome measures with the cohort of fifth and sixth graders support the programs occupation-based philosophy. They show that students are more likely to experience themselves as building skills when engaged in activities that are both challenging and enjoyable. The students reported greatest engagement and enjoyment in activities that were creative, team-based, and involving media production. These same activities were correlated with increased self-esteem. The term direct cultural intervention is used to describe the application of occupational principles and critical perspectives to provide a population with conceptual tools and skills for interpreting and successfully navigating the social world. PMID:14601809

  7. The Study Skill Competency Program of the Tri-County Master Tutors Network of South Carolina.

    ERIC Educational Resources Information Center

    Wilson, Sally J. S.

    The objective of the Master Tutors Network Study Skill Competency Program is to equip students with study skills that will improve the quality of their academic work. The program can be tailored to fit the needs of primary through postsecondary level students. The core of the program is eight study skills which are presented to the learner in a…

  8. 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…

  9. 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…

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

    PubMed

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

    2013-01-01

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

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

    PubMed

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

    2013-01-01

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

  12. Significance of after-school programming for immigrant children during middle childhood: opportunities for school social work.

    PubMed

    Greenberg, Joy Pastan

    2014-07-01

    School social workers and other school personnel can find meeting the educational and social needs of immigrant children a challenge, particularly if these children are also experiencing poverty and other educational barriers, including limited English language proficiency. Quality after-school programming has been associated with a variety of positive effects such as increased educational attainment and positive social and emotional development and could, therefore, prove significant in the lives of immigrant children. Yet, immigrant children participate less. The purpose of this article is to discuss ways in which school social workers can increase enrollment in after-school programming among immigrant children, six to 12 years of age, by becoming both advocates for children and families and leaders in developing and maintaining these services. School social workers are poised to play a number of roles related to practice, administration, research, and policy. Because this particular age group of children begins to look beyond the family for guidance and support, middle childhood is an opportune time for school social workers to work toward involving children in positive after-school experiences.

  13. Bilingual Mini-School Tutoring Project. Evaluation Progress Report Number 2, Final Evaluation Program Year 1, July 1974.

    ERIC Educational Resources Information Center

    McConnell, Beverly

    An early childhood education program for children of migrant and seasonal farm workers, the Project provides tutoring, usually outside of regular school hours, to kindergarten and first grade children. The tutoring is done by adult paraprofessionals who are former migrants or seasonal farm workers. Program focus is to: (1) develop the child's…

  14. The Florida State University's Learning District: A Case Study of an Academic Library-Run Peer Tutoring Program

    ERIC Educational Resources Information Center

    Demeter, Michelle

    2011-01-01

    In March 2010, the first floor of the main library at The Florida State University was renovated as a learning commons. With this change in design, all tutoring that existed throughout the library was moved into the commons. The crown jewel of these programs is the library's in-house, late-night peer tutoring program that has seen incredible…

  15. The Effectiveness of a Tutoring Program for Junior High Latino Students.

    ERIC Educational Resources Information Center

    Valenzuela-Smith, Marina

    Evaluation of effectiveness of an experimental tutoring program for 22 Latino junior high students in Antelope Valley, California, sought to determine whether the program would change students' school achievement, school-related behaviors, and self-esteem positively. The tutorial system was based on personal analysis of the students' learning…

  16. Developing an Embedded Peer Tutor Program in Design Studio to Support First Year Design Students

    ERIC Educational Resources Information Center

    Zamberlan, Lisa; Wilson, Stephanie

    2015-01-01

    An improved first year student experience is a strategic focus for higher education in an increasingly competitive marketplace. A successful peer tutoring program creates a visible community of practice, supports the student learning experience, elevates senior students as ambassadors of the program, and reinforces an emphasis on learning through…

  17. Struggling Reader to Struggling Reader: High School Students' Responses to a Cross-Age Tutoring Program

    ERIC Educational Resources Information Center

    Paterson, Patricia O.; Elliott, Lori N.

    2006-01-01

    This qualitative study examines the perceptions and responses of struggling ninth-grade readers who are teaching reading to struggling second- and third-grade students in a cross-age tutoring program. The program was designed to overcome the entrenched, negative affective barriers that older students often bring to the required reading class by…

  18. Evaluation of the Cleveland Scholarship and Tutoring Program, 1998-2001. Summary Report [and] Technical Report.

    ERIC Educational Resources Information Center

    Metcalf, Kim K.; West, Stephen D.; Legan, Natalie; Paul, Kelli; Boone, William J.

    This is the second annual report of a study examining the operation and impact of the Cleveland Scholarship and Tutoring Program (CSTP). The longitudinal project is investigating a wide range of issues associated with the operation and impact of the publicly funded voucher program. For the current project year, the evaluation focused on the…

  19. Tutoring Programs for Struggling Readers: The America Reads Challenge. Rutgers Invitational Symposia on Education.

    ERIC Educational Resources Information Center

    Morrow, Lesley Mandel, Ed.; Woo, Deborah Gee, Ed.

    As a result of the America Reads Challenge Act of 1997, numerous tutoring programs have been established to help ensure that every child reads independently by the end of third grade. This book describes exemplary America Reads programs across the country as well as other effective early literacy interventions, including Reading Recovery, the…

  20. Impact of policy environment characteristics on physical activity and sedentary behaviors of children attending afterschool programs.

    PubMed

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

    2013-06-01

    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. Currently, little is known about the impact of existing PA policies on children's PA and sedentary behaviors in ASPs. A sample of 18 community-based ASPs serving 1,241 children (5-12 years) were audited for environment features outlined in existing PA policies (i.e., presence of a written policy to promote PA, collecting child feedback, staff training to promote PA and the quality of that training, holding parent workshops, use of PA curricula, evaluating PA, allocating time in the schedule for PA opportunities, and providing activities that appeal to both boys and girls). Children's PA and sedentary behavior were measured via accelerometry. Unexpectedly, the presence of a written policy, collecting child feedback, and receiving 1 to 4 hours of staff training for PA was associated with an increase in time spent sedentary and a decrease in PA. Conversely, allocating 50% or more time in an ASP schedule for PA and providing activities that appealed to boys and girls was associated with a decrease of time spent sedentary and an increase in PA. The present state of practice in ASPs suggests that policy environment characteristics are largely unrelated to the amount of PA children accumulate while attending ASPs.

  1. Network Interventions on Physical Activity in an Afterschool Program: An Agent-Based Social Network Study

    PubMed Central

    Zhang, Jun; Shoham, David A.; Tesdahl, Eric

    2015-01-01

    Objectives. We studied simulated interventions that leveraged social networks to increase physical activity in children. Methods. We studied a real-world social network of 81 children (average age = 7.96 years) who lived in low socioeconomic status neighborhoods, and attended public schools and 1 of 2 structured afterschool programs. The sample was ethnically diverse, and 44% were overweight or obese. We used social network analysis and agent-based modeling simulations to test whether implementing a network intervention would increase children’s physical activity. We tested 3 intervention strategies. Results. The intervention that targeted opinion leaders was effective in increasing the average level of physical activity across the entire network. However, the intervention that targeted the most sedentary children was the best at increasing their physical activity levels. Conclusions. Which network intervention to implement depends on whether the goal is to shift the entire distribution of physical activity or to influence those most adversely affected by low physical activity. Agent-based modeling could be an important complement to traditional project planning tools, analogous to sample size and power analyses, to help researchers design more effective interventions for increasing children’s physical activity. PMID:25689202

  2. Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: a systematic review and meta-analysis.

    PubMed

    Kremer, Kristen P; Maynard, Brandy R; Polanin, Joshua R; Vaughn, Michael G; Sarteschi, Christine M

    2015-03-01

    The popularity, demand, and increased federal and private funding for after-school programs have resulted in a marked increase in after-school programs over the past two decades. After-school programs are used to prevent adverse outcomes, decrease risks, or improve functioning with at-risk youth in several areas, including academic achievement, crime and behavioral problems, socio-emotional functioning, and school engagement and attendance; however, the evidence of effects of after-school programs remains equivocal. This systematic review and meta-analysis, following Campbell Collaboration guidelines, examined the effects of after-school programs on externalizing behaviors and school attendance with at-risk students. A systematic search for published and unpublished literature resulted in the inclusion of 24 studies. A total of 64 effect sizes (16 for attendance outcomes; 49 for externalizing behavior outcomes) extracted from 31 reports were included in the meta-analysis using robust variance estimation to handle dependencies among effect sizes. Mean effects were small and non-significant for attendance and externalizing behaviors. A moderate to large amount of heterogeneity was present; however, no moderator variable tested explained the variance between studies. Significant methodological shortcomings were identified across the corpus of studies included in this review. Implications for practice, policy and research are discussed. PMID:25416228

  3. Effects of After-School Programs with At-Risk Youth on Attendance and Externalizing Behaviors: A Systematic Review and Meta-Analysis

    PubMed Central

    Maynard, Brandy R.; Polanin, Joshua R.; Vaughn, Michael G.; Sarteschi, Christine M.

    2015-01-01

    The popularity, demand, and increased federal and private funding for after-school programs have resulted in a marked increase in after-school programs over the past two decades. After-school programs are used to prevent adverse outcomes, decrease risks, or improve functioning with at-risk youth in several areas, including academic achievement, crime and behavioral problems, socio-emotional functioning, and school engagement and attendance; however, the evidence of effects of after-school programs remains equivocal. This systematic review and meta-analysis, following Campbell Collaboration guidelines, examined the effects of after-school programs on externalizing behaviors and school attendance with at-risk students. A systematic search for published and unpublished literature resulted in the inclusion of 24 studies. A total of 64 effect sizes (16 for attendance outcomes; 49 for externalizing behavior outcomes) extracted from 31 reports were included in the meta-analysis using robust variance estimation to handle dependencies among effect sizes. Mean effects were small and non-significant for attendance and externalizing behaviors. A moderate to large amount of heterogeneity was present; however, no moderator variable tested explained the variance between studies. Significant methodological shortcomings were identified across the corpus of studies included in this review. Implications for practice, policy and research are discussed. PMID:25416228

  4. 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…

  5. Peer and Cross-Age Tutoring. ERIC Digest, Number 79.

    ERIC Educational Resources Information Center

    Gaustad, Joan

    One-to-one tutoring programs, such as peer and cross-age tutoring, can result in emotional and learning benefits for the tutor and the tutee. Peer tutoring involves two students of the same age. In cross-age tutoring, the tutor is older than the tutee. The Willamette High School Peer Tutoring Program in Eugene, Oregon; the Coca-Cola Valued Youth…

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

    PubMed

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

    2015-08-01

    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 observations of 7 ASPs serving underserved youth (minority, low income) was conducted using the System for Observing Play and Leisure Activity in Youth and a social-motivational climate observation tool founded on self-determination theory. For five program days at each site, teams of two coders conducted continuous observations of youth PA (sedentary, moderate, vigorous), five physical features (e.g., equipment availability), eight staff interactions (e.g., encourage PA), and seven motivational climate components (e.g., inclusive). Aligned with previous research, regressions controlling for variations by site indicated that organized PA, provision of portable equipment, and staff PA participation and supervision are key correlates of youth PA. Moreover, as the first study to systematically observe motivational-context characteristics of ASPs, we identified several key modifiable motivational features that are necessary to address in order to increase youth engagement in PA during the out-of-school hours. Among motivational features assessed, "relatedness" components (positive peer relations, inclusive/cooperative activities) were primary correlates of girls' PA. In contrast, all three motivational features specified by self-determination theory (support for autonomy, mastery/competence, and inclusion/relatedness) were correlated with boys' PA. Findings are discussed in terms of policy and practice for understanding strengths and needs of ASPs to effectively engage youth in PA. PMID:25588937

  7. The Effects of Scripted Peer Tutoring and Programming Common Stimuli on Social Interactions of a Student with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Petursdottir, Anna-Lind; McComas, Jennifer; McMaster, Kristen; Horner, Kathy

    2007-01-01

    This study examined the effects of scripted peer-tutoring reading activities, with and without programmed common play-related stimuli, on social interactions between a kindergartner with autism spectrum disorder and his typically developing peer-tutoring partners during free play. A withdrawal design with multiple baselines across peers showed no…

  8. Complementary Machine Intelligence and Human Intelligence in Virtual Teaching Assistant for Tutoring Program Tracing

    ERIC Educational Resources Information Center

    Chou, Chih-Yueh; Huang, Bau-Hung; Lin, Chi-Jen

    2011-01-01

    This study proposes a virtual teaching assistant (VTA) to share teacher tutoring tasks in helping students practice program tracing and proposes two mechanisms of complementing machine intelligence and human intelligence to develop the VTA. The first mechanism applies machine intelligence to extend human intelligence (teacher answers) to evaluate…

  9. Mobilizing Volunteer Tutors to Improve Student Literacy: Implementation, Impacts, and Costs of the Reading Partners Program

    ERIC Educational Resources Information Center

    Tepper Jacob, Robin; Armstrong, Catherine; Willard, Jacklyn Altuna

    2015-01-01

    This study reports on an evaluation of the "Reading Partners" program, which uses community volunteers to provide one-on-one tutoring to struggling readers in underresourced elementary schools. Established in 1999 in East Menlo Park, California, the mission of "Reading Partners" is to help children become lifelong readers by…

  10. Infant Education Research Project: Implementation and Implications of a Home Tutoring Program.

    ERIC Educational Resources Information Center

    Schaefer, Earl S.; Aaronson, May

    The Infant Education Research Project was designed to facilitate the intellectual development of disadvantaged children through a program of home tutoring during the second and third years of life. An experimental group of 31 Negro male infants and a control group of 33 Negro male infants were selected from door-to-door surveys of two…

  11. Top-Down, Bottom-Up, and Around the Jungle Gym: A Social Exchange and Networks Approach to Engaging Afterschool Programs in Implementing Evidence-Based Practices

    PubMed Central

    Smith, E. P.; Wise, E.; Rosen, H.; Childs, S.; McManus, M.

    2015-01-01

    This paper describes the use of concepts from Social Networks and Social Exchange theories to implement an evidence-based practice in afterschool programs. The members of the LEGACY Together Afterschool Project team conduct collaborative research to design and deliver a behavioral strategy that has been documented to reduce disruptive behaviors in classroom settings to a new setting—that of afterschool programs. We adapted the Paxis Institute’s version of the Good Behavior Game (PaxGBG) to context of afterschool, which exhibits many differences from in-school settings, including more fluid attendance, multiple age groupings, diverse activities that may take place simultaneously, and differences in staff training and experience (Barrish, Saunders, & Wolf, 1969; Embry, Straatemeier, Richardson, Lauger, & Mitich, 2003; Hynes, Perkins, & Smith, 2009; Kellam et al., 2008). This paper presents the experiences of the three adult groups involved in the implementation process who give first-person accounts of implementation: 1) university-based scientist, 2) community partners who trained and provided technical assistance/coaching, and 3) an afterschool program administrator. We introduce here the AIMS model used to frame the implementation process conceptualized by this town-gown collaborative team. AIMS builds upon previous work in implementation science using four phases in which the three collaborators have overlapping roles: Approach/engagement, Implementation, Monitoring, and Sustainability. Within all four phases principles of Social Exchange Theory (SET) and Social Network Theory (SNT) are highlighted. PMID:24781678

  12. Community Partnership to Address Snack Quality and Cost in Afterschool Programs

    PubMed Central

    Tilley, Falon; Turner-McGrievy, Gabrielle; Weaver, Robert Glenn; Jones, Sonya

    2014-01-01

    Background Policies call on afterschool 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 each day) and a single local grocery store chain participated in the study. The nutritional quality of snacks served was recorded pre-intervention (18 weeks spring/fall 2011) and post-intervention (7 weeks spring 2012) via direct observation, along with cost/child/snack/day. Results Pre-intervention snacks were low-nutrient-density salty snacks (eg, chips, 3.0 servings/week), sugar-sweetened beverages (eg, powdered-lemonade, 1.9 servings/week), and desserts (eg, cookies, 2.1servings/week), with only 0.4 servings/week of fruits and no vegetables. By post-intervention, fruits (3.5 servings/week) and vegetables (1.2 servings/week) increased, while sugar-sweetened beverages and desserts were eliminated. Snack expenditures were $0.26 versus $0.24 from pre-intervention to post-intervention. Partnership savings versus purchasing snacks at full retail cost was 24.5% or $0.25/serving versus $0.34/serving. Conclusions This innovative partnership can serve as a model in communities where ASPs seek to identify low-cost alternatives to providing nutritious snacks. PMID:25040123

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

    ERIC Educational Resources Information Center

    Noam, Gil G.; Bernstein-Yamashiro, Beth

    2013-01-01

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

  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. 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…

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

    ERIC Educational Resources Information Center

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

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

  17. 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…

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

    ERIC Educational Resources Information Center

    Halpern, Robert

    2006-01-01

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

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

    ERIC Educational Resources Information Center

    Gormley, Kathleen; McDermott, Peter

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Seidel, Steven; Aryeh, Laura; Steinberg, Adria

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

  1. The Back-Up Brigade: Volunteer Tutors Lend a Hand.

    ERIC Educational Resources Information Center

    Grindstaff, Gordon

    1981-01-01

    Describes three tutoring centers--two in churches, one in an office building--where adults from the community provide voluntary after-school help to children from Chicago's disadvantaged Cabrini Green housing project. (SJL)

  2. 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…

  3. Feasibility and Preliminary Efficacy of an After-School Program for Middle Schoolers with ADHD: A Randomized Trial in a Large Public Middle School

    ERIC Educational Resources Information Center

    Molina, Brooke S. G.; Flory, Kate; Bukstein, Oscar G.; Greiner, Andrew R.; Baker, Jennifer L.; Krug, Vicky; Evans, Steven W.

    2008-01-01

    Objective: This pilot study tests the feasibility and preliminary efficacy of an after-school treatment program for middle schoolers with ADHD using a randomized clinical trial design. Method: A total of 23 students with ADHD (25% female, 48% African American) from a large public middle school were randomly assigned to a 10-week program or to…

  4. Fiscal Fitness for Non-Profits: Project Puts Chicago After-School Programs and Funders through a Financial Workout. Stories from the Field

    ERIC Educational Resources Information Center

    Field, Anne

    2011-01-01

    Strengthening after-school programming for city youngsters has long been an objective of The Wallace Foundation, a national philanthropy based in New York City. In its work over the years, Wallace has found that weak financial management of the nonprofits running many high-quality programs hampers their ability to improve and expand. In 2009,…

  5. Urban High School Students' IT/STEM Learning: Findings from a Collaborative Inquiry- and Design-Based Afterschool Program

    NASA Astrophysics Data System (ADS)

    Duran, Mesut; Höft, Margret; Lawson, Dan B.; Medjahed, Brahim; Orady, Elsayed A.

    2013-06-01

    This exploratory study examines the impact of a collaborative inquiry- and design-based afterschool program on urban high school students' IT/STEM learning—using information technology (IT) within the context of science, technology, engineering, and mathematics (STEM). The study used a mixed methods design, involving 77 participants within two cohort groups, each participating in an eighteen-month intervention period. Data were collected from the pre- and post-surveys, analysis of the participants' IT/STEM projects, external evaluation reports, and follow-up interviews. Findings indicate that the program had a significant impact on students' technology and IT/STEM skills, frequency of technology use, and understanding of IT use in STEM-oriented fields. Some degree of impact on attitude changes toward IT/STEM and career aspirations in these fields was also in evidence. The study demonstrates that IT/STEM experiences supported through technology-enhanced, inquiry- and design-based collaborative learning strategies have significant impact on urban high school students' IT/STEM learning. Effect of afterschool programs on attitude changes and IT/STEM-related career aspirations of urban high school students are recommended areas of further investigation.

  6. Wasting our time? Allocated versus accumulated physical activity in afterschool programs

    PubMed Central

    Brazendale, Keith; Beets, Michael W.; Weaver, Robert G.; Huberty, Jennifer L.; Pate, Russell R.; Beighle, Aaron

    2015-01-01

    Background Afterschool programs (ASPs) can provide opportunities for children to accumulate moderate-to-vigorous physical activity (MVPA). The optimal amount of time ASPs should allocate for physical activity (PA) on a daily basis to ensure children achieve policy-stated PA recommendations remains unknown. Methods Children (n = 1248, 5–12 years) attending 20 ASPs wore accelerometers up to 4 non-consecutive week days for the duration of the ASPs during spring 2013 (February-April). Daily schedules were obtained from each ASP. Results Across 20 ASPs, three programs allocated ≤30 min, five approximately 45 min, four 60 min, four 75 min, and four ≥105 min for PA opportunities daily (min.d−1). Children accumulated the highest levels of MVPA in ASPs that allocated ≥60 min.d−1 for PA opportunities (24.8–25.1 min.d−1 for boys and 17.1–19.4 min.d−1 for girls) versus ASPs allocating ≤45 min.d−1 for PA opportunities (19.7 min.d−1 and 15.6 min.d−1 for boys and girls, respectively). There were no differences in the amount of MVPA accumulated by children among ASPs that allocated 60 min.d−1 (24.8 min.d−1 for boys and 17.1 min.d−1 for girls), 75 min.d−1 (25.1 min.d−1 for boys and 19.4 min.d−1 for girls) or ≥105 min.d−1 (23.8 min.d−1 for boys and 17.8 min.d−1 for girls). Across ASPs, 26% of children (31% for boys and 14% for girls) met the recommended 30 minutes of MVPA. Conclusions Allocating more than one hour of PA opportunities is not associated with an increase in MVPA during ASPs. Allocating 60 min.d−1, in conjunction with enhancing PA opportunities, can potentially serve to maximize children’s accumulation of MVPA during ASPs. PMID:25271393

  7. From Policy to Practice: Strategies to Meet Physical Activity Standards in YMCA Afterschool Programs

    PubMed Central

    Beets, Michael W.; Weaver, Robert G.; Moore, Justin; Turner-McGrievy, Gabriel; Pate, Russell R.; Webster, Collin; Beighle, Aaron

    2014-01-01

    Background In 2011, the U.S. YMCA adopted activity standards recommending that afterschool programs (ASPs) ensure all children engage in a minimum of 30 minutes of moderate to vigorous physical activity (MVPA) daily during the ASP. ASPs decide how to accomplish this standard, for which few effective strategies exist. Purpose To evaluate strategies designed to help ASPs meet the MVPA standard. Design Single group intervention with pretest and three follow-up measures repeated-cross-sectional design with a subsample cohort. Setting/participants Four large-scale YMCA ASPs, serving approximately 500 children each day. Intervention Community-based participatory development of strategies focused on modification of program schedules, professional development training, and weekly checklists to evaluate activity opportunities. Main outcome measures Accelerometry-derived MVPA classified as meet or fail-to-meet the 30min/d MVPA standard collected over a minimum of four nonconsecutive days at baseline (fall 2011) and 3 follow-up assessments (spring 2011, fall 2012, spring 2013). Random intercept logistic regression models evaluated the probability of meeting the standard for boys and girls, separately (analyzed summer 2013). Results A total of 895 children (aged 5–12 years, 48.4% girls) representing 3,654 daily measures were collected across the four assessments. The percentage of girls and boys meeting the MVPA standard at baseline was 13.3% and 28.0%, respectively. By spring 2013 this increased to 29.3% and 49.6%. These changes represented an increase in the odds of meeting the 30min MVPA/d standard by 1.5 (95CI 1.1 to 2.0) and 2.4 (95CI 1.2 to 4.8) for girls and boys, respectively. Conclusions The strategies developed herein represent an effective approach to enhancing current practice within YMCA ASPs to achieve existing MVPA standards. Additional work is necessary to identify the cost associated with using the strategies, as well as to evaluate the scalability of the

  8. 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 &…

  9. Urban High School Students' IT/STEM Learning: Findings from a Collaborative Inquiry- and Design-Based Afterschool Program

    ERIC Educational Resources Information Center

    Duran, Mesut; Höft, Margret; Lawson, Dan B.; Medjahed, Brahim; Orady, Elsayed A.

    2014-01-01

    This exploratory study examines the impact of a collaborative inquiry- and design-based afterschool program on urban high school students' IT/STEM learning--using information technology (IT) within the context of science, technology, engineering, and mathematics (STEM). The study used a mixed methods design, involving 77 participants within…

  10. An Ecological Analysis of After-School Program Participation and the Development of Academic Performance and Motivational Attributes for Disadvantaged Children

    ERIC Educational Resources Information Center

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

    2005-01-01

    This longitudinal study evaluated after-school program (ASP) participation and the development of academic performance (school grades, reading achievement) and teacher-rated motivational attributes (expectancy of success, effectance motivation) over a school year. Participants were 599 boys and girls (6.3 to 10.6 years) from an urban,…

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

    ERIC Educational Resources Information Center

    Springer, Ken; Diffily, Deborah

    2012-01-01

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

  12. Effects of After-School Programs on Attendance and Externalizing Behaviors with Primary and Secondary School Students: A Systematic Review and Meta-Analysis

    ERIC Educational Resources Information Center

    Maynard, Brandy R.; Kremer, Kristen P.; Polanin, Joshua R.; Vaughn, Michael G.; Sarteschi, Christine M.

    2015-01-01

    Over the past two decades, the number and types of after-school programs (ASPs) have increased substantially as a result of increased federal and private spending and because ASPs are perceived to provide wide-ranging and far-reaching benefits to students, families, schools and the public. The purpose of this systematic review and meta-analysis is…

  13. "Niggaz Dyin' Don't Make No News": Exploring the Intellectual Work of an African American Urban Adolescent Boy in an After-School Program

    ERIC Educational Resources Information Center

    Staples, Jeanine M.

    2012-01-01

    In this article, and from the standpoint of an African American woman teacher/researcher, the author explores what happened when one African American adolescent boy known inside of school as a "severely disengaged" student cultivated literacy practices and events of his own volition in an after-school program. The author asks, how does race and…

  14. Using Culture as a Resource in Mathematics: The Case of Four Mexican-American Prospective Teachers in a Bilingual After-School Program

    ERIC Educational Resources Information Center

    Vomvoridi-Ivanovic, Eugenia

    2012-01-01

    This paper explores Mexican-American prospective teachers' use of culture--defined as social practices and shared experiences--as an instructional resource in mathematics. The setting is an after-school mathematics program for the children of Mexican heritage. Qualitative analysis of the prospective teachers' and children's interactions reveals…

  15. Bringing Up Girls in Science (BUGS): The Effectiveness of an Afterschool Environmental Science Program for Increasing Female Students' Interest in Science Careers

    ERIC Educational Resources Information Center

    Tyler-Wood, Tandra; Ellison, Amber; Lim, Okyoung; Periathiruvadi, Sita

    2012-01-01

    Bringing Up Girls in Science (BUGS) was an afterschool program for 4th and 5th grade girls that provided authentic learning experiences in environmental science as well as valuable female mentoring opportunities in an effort to increase participants' academic achievement in science. BUGS participants demonstrated significantly greater amounts of…

  16. Translanguaging Practices as Mobilization of Linguistic Resources in a Spanish/English Bilingual After-School Program: An Analysis of Contradictions

    ERIC Educational Resources Information Center

    Martínez-Roldán, Carmen María

    2015-01-01

    This article discusses the results of an empirical study that examined the translanguaging practices of primary-grade, bilingual Latino students, as mediated by bilingual teacher candidates (TCs), in an after-school program in the southwestern United States. Expansive Learning theory, within the cultural-historical activity tradition, guided the…

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

    ERIC Educational Resources Information Center

    Rahm, Jrene; Ash, Doris

    2008-01-01

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

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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)…

  4. 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…

  5. Bilingual Mini-School Tutoring Project. A State of Washington URRD (Urban, Rural, Racial, Disadvantaged) Program. Mid-Year Evaluation, 1975-76 Program Year.

    ERIC Educational Resources Information Center

    McConnell, Beverly

    Combining URRD and other funding sources, the program provides an interstate and interdistrict tutoring service, usually outside of regular school hours, to children of migrant and seasonal farm worker families. The tutoring is done by adult paraprofessionals, many of whom are parents or relatives of the children served. Parents also participate…

  6. Top-down, bottom-up, and around the jungle gym: a social exchange and networks approach to engaging afterschool programs in implementing evidence-based practices.

    PubMed

    Smith, Emilie Phillips; Wise, Eileen; Rosen, Howard; Rosen, Alison; Childs, Sharon; McManus, Margaret

    2014-06-01

    This paper uses concepts from social networks and social exchange theories to describe the implementation of evidence-based practices in afterschool programs. The members of the LEGACY Together Afterschool Project team have been involved in conducting collaborative research to migrate a behavioral strategy that has been documented to reduce disruptive behaviors in classroom settings to a new setting-that of afterschool programs. We adapted the Paxis Institute's version of the Good Behavior Game to afterschool settings which differ from in-school settings, including more fluid attendance, multiple age groupings, diverse activities that may take place simultaneously, and differences in staff training and experience (Barrish et al. in J Appl Behav Anal 2(2):119-124, 1969; Embry et al. in The Pax Good Behavior Game. Hazelden, Center City, 2003; Hynes et al. in J Child Serv 4(3):4-20, 2009; Kellam et al. in Drug Alcohol Depend 95:S5-S28, 2008; Tingstrom et al. in Behav Modif 30(2):225-253, 2006). This paper presents the experiences of the three adult groups involved in the implementation process who give first-person accounts of implementation: (1) university-based scientist-practitioners, (2) community partners who trained and provided technical assistance/coaching, and (3) an afterschool program administrator. We introduce here the AIMS model used to frame the implementation process conceptualized by this town-gown collaborative team. AIMS builds upon previous work in implementation science using four phases in which the three collaborators have overlapping roles: approach/engagement, implementation, monitoring, and sustainability. Within all four phases principles of Social Exchange Theory and Social Network Theory are highlighted.

  7. Afterschool Partnerships with Higher Education. Afterschool Alert. Issue Brief No. 2

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2007

    2007-01-01

    Community partnerships are the cornerstone of some of the most successful afterschool programs. For example, the average afterschool program funded by a 21st Century Community Learning Centers (21st CCLC) grant leverages resources through relationships with at least six local organizations. Higher education institutions are one of the most…

  8. 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…

  9. USE OF EXPLORATORY RESEARCH AND INDIVIDUAL TUTORING TECHNIQUES FOR THE DEVELOPMENT OF PROGRAMING METHODS AND THEORY, FINAL REPORT.

    ERIC Educational Resources Information Center

    SILBERMAN, H.; AND OTHERS

    FOUR SELF-INSTRUCTIONAL PROGRAMS WERE STUDIED AND REVISED BY USE OF TUTORING TECHNIQUES WITH INDIVIDUAL STUDENTS TO CREATE MODIFIED PROGRAMS SUPERIOR TO THE ORIGINAL ONES. THE PROGRAMS USED IN THE STUDY WERE FIRST-GRADE READING, FIRST-GRADE ARITHMETIC, JUNIOR HIGH SCHOOL SPANISH, AND SENIOR HIGH SCHOOL GEOMETRY. PROGRAMS THAT LED TO IMPROVED…

  10. Intensity vs. Duration: Comparing the Effects of a Fluency-Based Reading Intervention Program, in After-School vs. Summer School Settings

    ERIC Educational Resources Information Center

    Katzir, Tami; Goldberg, Alyssa; Aryeh, Terry Joffe Ben; Donnelley, Katharine; Wolf, Maryanne

    2013-01-01

    Two versions of RAVE-O, a fluency-based reading intervention were examined over a 2-intervention period: a 9-month, 44-hour afterschool intervention program, and a month long, 44-hour summer intervention program. 80 children in grades 1-3 were tested on the two subtests of the Test of Word-Reading Efficiency and were assigned to one of 6 groups…

  11. 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!

  12. Bilingual Mini-School Tutoring Project. Evaluation Progress Report Number 4, Final Evaluation, Program Year 2, July 1975.

    ERIC Educational Resources Information Center

    McConnell, Beverly

    The Bilingual Mini-School Tutoring Project offers parents a major role in their children's education as decision makers responsible for hiring and other areas of program operations and as teachers providing bilingual, bicultural instruction. The program design has two components: the mobile and the non-mobile component. The non-mobile program has…

  13. The Reading Tutor.

    ERIC Educational Resources Information Center

    Rosberg, Merilee A.

    As a direct result of the passage of the America Reads Challenge Act in 1997, Mt. Mercy College, Cedar Rapids, Iowa, has developed a reading tutor program. The program includes a college credit course and on-site visits by college faculty supervising student tutors. This article includes the rationale for development of a credit course for reading…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. An after-school physical activity program for obesity prevention in children: the Medical College of Georgia FitKid Project.

    PubMed

    Yin, Zenong; Hanes, John; Moore, Justin B; Humbles, Patricia; Barbeau, Paule; Gutin, Bernard

    2005-03-01

    This article describes the process of setting up a 3-year, school-based after-school physical activity intervention in elementary schools. The primary aim of the study is to determine whether adiposity and fitness will improve in children who are exposed to a fitogenic versus an obesogenic environment. Eighteen schools were randomized to the control (obesogenic) or intervention (fitogenic) group. The study design, program components, and evaluation of the intervention are described in detail. The intervention consists of (a) academic enrichment, (b) a healthy snack, and (c) physical activity in a mastery-oriented environment. Successful implementation would show the feasibility of schools' being able to provide a fitogenic environment. Significant differences between the groups would provide evidence that a fitogenic environment after school has positive health benefits. If feasibility and efficacy are demonstrated, implementing an after-school program like this one in elementary schools could play a major role in preventing and reducing childhood obesity.

  19. Peer Tutoring: An Economical Instructional Model.

    ERIC Educational Resources Information Center

    Lundell, Kerth T.; Brown, William E.

    1979-01-01

    A peer tutoring model is described and suggestions for implementing peer tutoring programs are provided. The seven steps in the development of a peer tutoring program are: establishing a need, considering curriculum, assessing, selecting learners, selecting tutors, monitoring, and coordinating. (PHR)

  20. A faculty development program integrating cross-cultural care into a gastrointestinal pathophysiology tutorial benefits students, tutors, and the course.

    PubMed

    Shields, Helen M; Leffler, Daniel A; Peters, Antoinette S; Llerena-Quinn, Roxana; Nambudiri, Vinod E; White, Augustus A; Hayward, Jane N; Pelletier, Stephen R

    2015-06-01

    A specific faculty development program for tutors to teach cross-cultural care in a preclinical gastrointestinal pathophysiology course with weekly longitudinal followup sessions was designed in 2007 and conducted in the same manner over a 6-yr period. Anonymous student evaluations of how "frequently" the course and the tutor were actively teaching cross-cultural care were performed. The statements "This tutor actively teaches culturally competent care" and "Issues of culture and ethnicity were addressed" were significantly improved over baseline 2004 data. These increases were sustained over the 6-yr period. A tutor's overall rating as a teacher was moderately correlated with his/her "frequently" actively teaching cross-cultural care (r = 0.385, P < 0. 001). Course evaluation scores were excellent and put the course into the group of preclinical courses with the top ratings. Students in the Race in Curriculum Group asked that the program be expanded to other preclinical courses. In conclusion, from 2007 to 2012, a faculty development program for teaching cross-cultural care consistently increased the discussion of cross-cultural care in the tutorial and course over each year beginning with 2007 compared with the baseline year of 2004. Our data suggest that cross-cultural care can be effectively integrated into pathophysiology tutorials and helps improve students' satisfaction and tutors' ratings. Teaching cross-cultural care in a pathophysiology tutorial did not detract from the course's overall evaluations, which remained in the top group over the 6-yr period.

  1. Longitudinal Effect of a Volunteer Tutoring Program on Reading Skills of Students Identified as At-Risk for Reading Failure: A Two-Year Follow-Up Study

    ERIC Educational Resources Information Center

    Burns, Matthew K.; Senesac, Barbara J.; Silberglitt, Benjamin

    2008-01-01

    There is a recent interest in volunteer tutoring programs and research has suggested effectiveness in improving reading skills. Previous research found that the Help One Student to Succeed (HOSTS) volunteer tutoring program increased reading fluency and comprehension over a 5-month interval (Burns, Senesac, & Symington, 2004). The current study…

  2. The After-School Alternatives.

    ERIC Educational Resources Information Center

    Pekow, Charles

    1998-01-01

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

  3. Staff's perceptions of the use of evidence-based physical activity promotion strategies for promoting girls' physical activity at afterschool programs: a qualitative study.

    PubMed

    Dinkel, Danae; Huberty, Jennifer; Beets, Michael; Tibbits, Melissa

    2014-08-01

    There is a need to improve girls' physical activity (PA) in afterschool programs as girls' PA levels are consistently lower than boys'. An evidence-based professional development framework, the 5 Ms, has been effective in helping staff to improve PA in both girls and boys but further improvements in girls' PA are needed. Little is known about staff's perceptions of using PA promotion strategies to promote girls' PA. Therefore, the purpose of this study was to explore staff perceptions of the use of evidence-based PA promotion strategies for promoting PA in girls. Semi-structured interviews were conducted with staff from three community-based afterschool programs located within a school setting (n=18). Data were analyzed using the process of immersion/crystallization. A majority of staff had some knowledge of PA promotion strategies but few staff consistently utilized these strategies and a majority felt several strategies were unnecessary (i.e., having a PA policy). Newer staff reported depending on senior staff to promote PA in girls. Overall, findings suggest that staff's perceptions may impact their use of PA promotions strategies. The results of this study will contribute to the enhancement of an existing staff training framework (the 5 Ms) to improve girls' PA in afterschool programs.

  4. Intelligent Tutor

    NASA Technical Reports Server (NTRS)

    1990-01-01

    NASA also seeks to advance American education by employing the technology utilization process to develop a computerized, artificial intelligence-based Intelligent Tutoring System (ITS) to help high school and college physics students. The tutoring system is designed for use with the lecture and laboratory portions of a typical physics instructional program. Its importance lies in its ability to observe continually as a student develops problem solutions and to intervene when appropriate with assistance specifically directed at the student's difficulty and tailored to his skill level and learning style. ITS originated as a project of the Johnson Space Center (JSC). It is being developed by JSC's Software Technology Branch in cooperation with Dr. R. Bowen Loftin at the University of Houston-Downtown. Program is jointly sponsored by NASA and ACOT (Apple Classrooms of Tomorrow). Other organizations providing support include Texas Higher Education Coordinating Board, the National Research Council, Pennzoil Products Company and the George R. Brown Foundation. The Physics I class of Clear Creek High School, League City, Texas are providing the classroom environment for test and evaluation of the system. The ITS is a spinoff product developed earlier to integrate artificial intelligence into training/tutoring systems for NASA astronauts flight controllers and engineers.

  5. Marketized Private Tutoring as a Supplement to Regular Schooling: Liberal Studies and the Shadow Sector in Hong Kong Secondary Education

    ERIC Educational Resources Information Center

    Chan, Claudia; Bray, Mark

    2014-01-01

    Around the world, increasing numbers of students receive after-school private supplementary tutoring. Such tutoring may be provided through informal channels or by companies, and it may be received one-to-one, in small groups or in large classes. The tutoring is commonly called shadow education since its content mimics that of regular schooling.…

  6. The TUTOR Manual.

    ERIC Educational Resources Information Center

    Avner, R. A.; Tenczar, Paul

    The TUTOR logic-building language to be used with the PLATO (Programmed Logic for Automated Teaching Operations) system is explained in this manual. TUTOR is designed to transcend the difficulties of FORTRAN for a computer-based educational system utilizing graphical screen displays. The language consists of about seventy words or "commands" which…

  7. Tooth Tutoring: The Findings.

    ERIC Educational Resources Information Center

    Cone, Richard; And Others

    Findings are reported on a three year cross-age tutoring program in which undergraduate dental hygiene students and college students from other disciplines trained upper elementary students to tutor younger students in the techniques of dental hygiene. Data includes pre-post scores on the Oral Hygiene Index of plaque for both experimental and…

  8. Intelligent Tutoring Systems

    NASA Astrophysics Data System (ADS)

    Anderson, John R.; Boyle, C. Franklin; Reiser, Brian J.

    1985-04-01

    Cognitive psychology, artificial intelligence, and computer technology have advanced to the point where it is feasible to build computer systems that are as effective as intelligent human tutors. Computer tutors based on a set of pedagogical principles derived from the ACT theory of cognition have been developed for teaching students to do proofs in geometry and to write computer programs in the language LISP.

  9. Intelligent Tutoring Systems.

    ERIC Educational Resources Information Center

    Anderson, John R.; And Others

    1985-01-01

    Cognitive psychology, artificial intelligence, and computer technology have advanced so much that it is feasible to build computer systems that are as effective as intelligent human tutors. Computer tutors have been developed for teaching students to do proofs in geometry and to write computer programs in the LISP language. (JN)

  10. A Place for the Arts: Lessons Learned from an Afterschool Art Experience with Reclaimed Materials

    ERIC Educational Resources Information Center

    Eckhoff, Angela; Hallenbeck, Amy; Spearman, Mindy

    2011-01-01

    Afterschool programs are becoming an increasingly important part of many elementary students' educational experience. Though individual afterschool programs vary, arts experiences are often a part of the curriculum. This article discusses a three-day art project in an afterschool program with no specific arts component which illustrates the…

  11. Tutoring Strategies: A Case Study Comparing Learning Center Tutors and Academic Department Tutors

    ERIC Educational Resources Information Center

    Bailey, Geoffrey K.

    2010-01-01

    Peer tutoring at the postsecondary level has been studied extensively, particularly over the last twenty years. Peer tutoring programs are common across institutional type and size in the United States (Boylan, Bonham, Bliss, & Saxon, 1995; Maxwell, 2001) given students' preferences for tutors who share age and status similarity (Cohen, 1986;…

  12. A Review of the Effects of Peer Tutoring on Students with Mild Disabilities in Secondary Settings

    ERIC Educational Resources Information Center

    Stenhoff, Donald M.; Lignugaris/Kraft, Benjamin

    2007-01-01

    Researchers reviewed 20 articles on peer tutoring research in secondary settings and addressed demographics of tutors and tutees, content areas in which peer tutors were employed, tutor training required for implementing effective tutoring programs, and the effects of peer tutoring on tutee performance. Generally, peer tutoring in secondary…

  13. Pedagogical Strategies for Human and Computer Tutoring.

    ERIC Educational Resources Information Center

    Reiser, Brian J.

    The pedagogical strategies of human tutors in problem solving domains are described and the possibility of incorporating these techniques into computerized tutors is examined. GIL (Graphical Instruction in LISP), an intelligent tutoring system for LISP programming, is compared to human tutors teaching the same material in order to identify how the…

  14. Intervention leads to improvements in the nutrient profile of snacks served in afterschool programs: a group randomized controlled trial.

    PubMed

    Beets, Michael W; Turner-McGrievy, Brie; Weaver, R Glenn; Huberty, Jennifer; Moore, Justin B; Ward, Dianne S; Freedman, Darcy A

    2016-09-01

    Widely adopted nutrition policies for afterschool programs (ASPs) focus on serving a fruit/vegetable daily and eliminating sugar-sweetened foods/beverages. The impact of these policies on the nutrient profile of snacks served is unclear. Evaluate changes in macro/micronutrient content of snacks served in ASPs. A 1-year group randomized controlled trial was conducted in 20 ASPs serving over 1700 elementary-age children. Intervention ASPs received a multistep adaptive framework intervention. Direct observation of snack served was collected and nutrient information determined using the USDA Nutrient Database, standardized to nutrients/100 kcal. By post-assessment, intervention ASPs reduced total kcal/snack served by 66 kcal (95CI -114 to -19 kcal) compared to control ASPs. Total fiber (+1.7 g/100 kcal), protein (+1.4 g/100 kcal), polyunsaturated fat (+1.2 g/100 kcal), phosphorous (+49.0 mg/100 kcal), potassium (+201.8 mg/100 kcal), and vitamin K (+21.5 μg/100 kcal) increased in intervention ASPs, while added sugars decreased (-5.0 g/100 kcal). Nutrition policies can lead to modest daily caloric reductions and improve select macro/micronutrients in snacks served. Long-term, these nutritional changes may contribute to healthy dietary habits. PMID:27528522

  15. 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…

  16. Reading Partners: The Implementation and Effectiveness of a One-on-One Tutoring Program Delivered by Community Volunteers. Policy Brief

    ERIC Educational Resources Information Center

    Jacob, Robin Tepper; Smith, Thomas J.; Willard, Jacklyn A.; Rifkin, Rachel E.

    2014-01-01

    This policy brief summarizes the positive results of a rigorous evaluation of Reading Partners, a widely used program that offers one-on-one tutoring provided by community volunteers to struggling readers in low-income elementary schools. A total of 1,265 students in 19 schools in three states were randomly assigned to receive Reading…

  17. Gifted Children as Tutors of Educable Mental Retardates. Mental Retardation Training Program Technical Report Series 68-1.

    ERIC Educational Resources Information Center

    Warner, Valerie A.

    Nine gifted fifth grade students received a 2-week training program, tutored 36 educable mentally retarded (EMR) first grade students for 12 weeks, and later gave responses on an attitude scale (as did 15 gifted nonparticipating controls). During training the experimental Ss were taught to use materials such as readiness books and a flannel board,…

  18. Pathways to Youth Empowerment and Community Connectedness: A Study of Youth-Adult Partnership in Malaysian After-School, Co-Curricular Programs.

    PubMed

    Zeldin, Shepherd; Krauss, Steven Eric; Kim, Taehan; Collura, Jessica; Abdullah, Haslinda

    2016-08-01

    After-school programs are prevalent across the world, but there is a paucity of research that examines quality within the "black box" of programs at the point of service. Grounded in current theory, this research examined hypothesized pathways between the experience of youth-adult partnership (youth voice in decision-making; supportive adult relationships), the mediators of program safety and engagement, and the developmental outcomes of youth empowerment (leadership competence, policy control) and community connectedness (community connections, school attachment). Surveys were administered to 207 ethnically diverse (47.3 % female; 63.3 % Malay) youth, age 15-16, attending after-school co-curricular programs in Kuala Lumpur, Malaysia. Results showed that youth voice in program decision-making predicted both indicators of youth empowerment. Neither youth voice nor supportive adult relationships was directly associated with community connectedness, however. Program engagement mediated the associations between youth-adult partnership and empowerment. In contrast, program safety mediated the associations between youth-adult partnership and community connectedness. The findings indicate that the two core components of youth-adult partnership-youth voice and supportive adult relationships-may operate through different, yet complementary, pathways of program quality to predict developmental outcomes. Implications for future research are highlighted. For reasons of youth development and youth rights, the immediate challenge is to create opportunities for youth to speak on issues of program concern and to elevate those adults who are able and willing to help youth exercise their voice.

  19. 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…

  20. Examining Levels of Alignment between School and Afterschool and Associations with Student Academic Achievement

    ERIC Educational Resources Information Center

    Bennett, Tracy Leeann

    2013-01-01

    In recent years, attention has been given to the academic impact of afterschool programs. Some schools collaborate with afterschool programs in an attempt to align the learning that occurs during the school day with the learning that occurs during afterschool hours, and thus maximize the potential to positively impact student academic achievement.…

  1. 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 for…

  2. 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…

  3. An Intelligent Tutoring System.

    ERIC Educational Resources Information Center

    Corbett, Albert

    1988-01-01

    Discusses a research project that uses artificial intelligence techniques to help teach programing. Describes principles and implementation of the LISP Intelligent Tutoring System (LISPITS). Explains how the artificial intelligence technique was developed and possible future research. (MVL)

  4. Technology Education Students: E-Tutors for School Children

    ERIC Educational Resources Information Center

    Johnson, Genevieve Marie; Bratt, Sharon E.

    2009-01-01

    E-tutoring refers to individualized learning support mediated by Internet technology. While increased demand for tutors has led to a surge in commercial e-tutoring services, volunteer e-tutoring programs for children are rare. To test the viability of volunteer e-tutoring for elementary school students, 10 undergraduate students enrolled in a…

  5. The Promote Yourself Career Development Program. Worksheets/Tutor Tips. Faculty Student Association.

    ERIC Educational Resources Information Center

    State Univ. of New York, Brockport. Coll. at Brockport.

    The worksheets and tutor tips included in this document were created to tutor the employees of the Faculty Student Association at the State University of New York College at Brockport. They contain general objectives for all workers as well as those related to their jobs in operating the dining rooms at the university. The materials list 39 job…

  6. The Promote Yourself Career Development Program. Worksheets/Tutor Tips. Physical Plant.

    ERIC Educational Resources Information Center

    State Univ. of New York, Brockport. Coll. at Brockport.

    The worksheets and tutor tips included in this document were created to tutor the physical plant employees at the State University of New York College at Brockport. They contain general objectives for all workers as well as those related to their jobs in maintenance of the buildings and grounds of the university. The materials list 44 job…

  7. 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…

  8. Shared Use of School Facilities with Community Organizations and Afterschool Physical Activity Program Participation: A Cost-Benefit Assessment

    ERIC Educational Resources Information Center

    Kanters, Michael A.; Bocarro, Jason N.; Filardo, Mary; Edwards, Michael B.; McKenzie, Thomas L.; Floyd, Myron F.

    2014-01-01

    Background: Partnerships between school districts and community-based organizations to share school facilities during afterschool hours can be an effective strategy for increasing physical activity. However, the perceived cost of shared use has been noted as an important reason for restricting community access to schools. This study examined…

  9. College Students' Engagement in E-Tutoring Children in Remote Areas

    ERIC Educational Resources Information Center

    ChanLin, Lih-Juan; Lin, Hong-Yen; Lu, Tze-Han

    2016-01-01

    To bridge the digital divide and learning gap among children in remote areas, an online tutoring service has been initiated for after-school learning in remote schools. College students were recruited for the role of teaching and supporting remote learners through online tutoring. This research aimed to study college students' involvement in…

  10. Teaching the Teacher: Tutoring SimStudent Leads to More Effective Cognitive Tutor Authoring

    ERIC Educational Resources Information Center

    Matsuda, Noboru; Cohen, William W.; Koedinger, Kenneth R.

    2015-01-01

    SimStudent is a machine-learning agent initially developed to help novice authors to create cognitive tutors without heavy programming. Integrated into an existing suite of software tools called Cognitive Tutor Authoring Tools (CTAT), SimStudent helps authors to create an expert model for a cognitive tutor by tutoring SimStudent on how to solve…

  11. Example-Tracing Tutors: Intelligent Tutor Development for Non-Programmers

    ERIC Educational Resources Information Center

    Aleven, Vincent; McLaren, Bruce M.; Sewall, Jonathan; van Velsen, Martin; Popescu, Octav; Demi, Sandra; Ringenberg, Michael; Koedinger, Kenneth R.

    2016-01-01

    In 2009, we reported on a new Intelligent Tutoring Systems (ITS) technology, example-tracing tutors, that can be built without programming using the Cognitive Tutor Authoring Tools (CTAT). Creating example-tracing tutors was shown to be 4-8 times as cost-effective as estimates for ITS development from the literature. Since 2009, CTAT and its…

  12. Something to Say: Success Principles for Afterschool Arts Programs from Urban Youth and Other Experts

    ERIC Educational Resources Information Center

    Montgomery, Denise; Rogovin, Peter; Persaud, Neromanie

    2013-01-01

    How can high-quality arts programs attract and retain low-income urban tweens? Drawing on hundreds of interviews with young people, their families, leaders of exemplary programs and others nationwide, this report offers some answers, including 10 principles for developing effective programming. An infographic illustrating key findings, a report…

  13. Improved Fronto-Parietal White Matter Integrity in Overweight Children is Associated with Attendance in an After-School Exercise Program

    PubMed Central

    Krafft, Cynthia E.; Schaeffer, David J.; Schwarz, Nicolette F.; Chi, Lingxi; Weinberger, Abby L.; Pierce, Jordan E.; Rodrigue, Amanda L.; Allison, Jerry D.; Yanasak, Nathan E.; Liu, Tianming; Davis, Catherine L.; McDowell, Jennifer E.

    2014-01-01

    Aerobic fitness is associated with white matter integrity (WMI) in adults as measured by diffusion tensor imaging (DTI). This study examined the effect of an 8-month exercise intervention on WMI in children. Participants were 18 sedentary, overweight (body mass index ≥ 85th percentile) 8- to 11-year-old children (94% Black), randomly assigned to either an aerobic exercise (n=10) or sedentary attention control group (n=8). Each group was offered an instructor-led after-school program every school day for approximately 8 months. Before and after the program, all subjects participated in DTI scans. Tractography was conducted to isolate the superior longitudinal fasciculus and investigate whether the exercise intervention affected WMI in this region. There was no group by time interaction for WMI in the superior longitudinal fasciculus. There was a group by time by attendance interaction, however, such that higher attendance at the exercise intervention, but not the control intervention, was associated with increased WMI. Heart rate and the total dose of exercise correlated with WMI changes in the exercise group. In the overall sample, increased WMI was associated with improved scores on a measure of attention and improved teacher ratings of executive function. This study indicates that participating in an exercise intervention improves WMI in children as compared to a sedentary after-school program. PMID:24457421

  14. Supporting Success: Why and How to Improve Quality in After-School Programs

    ERIC Educational Resources Information Center

    Sheldon, Jessica; Hopkins, Leigh

    2008-01-01

    This report examines the program improvement strategies, step-by-step, that allowed The James Irvine Foundation's Communities Organizing to Advance Learning (CORAL) initiative to achieve the levels of quality needed to boost the academic success of participating students, and makes policy and funding suggestions for improving program performance.…

  15. Effectiveness of the Challenging Horizons After-School Program for Young Adolescents with ADHD

    ERIC Educational Resources Information Center

    Evans, Steven W.; Schultz, Brandon K.; DeMars, Christine E.; Davis, Heather

    2011-01-01

    There are no empirically supported psychosocial treatments for adolescents with attention-deficit hyperactivity disorder (ADHD). This study examined the treatment benefits of the Challenging Horizons Program (CHP), a psychosocial treatment program designed to address the impairment and symptoms associated with this disorder in young adolescents.…

  16. 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;…

  17. Intelligent tutoring systems

    SciTech Connect

    Anderson, J.R.; Boyle, C.F.; Reiser, B.J.

    1985-04-26

    Cognitive psychology, artificial intelligence, and computer technology have advanced to the point where it is feasible to build computer systems that are as effective as intelligent human tutors. Computer tutors based on a set of pedagogical principles derived from the ACT theory of cognition have been developed for teaching students to do proofs in geometry and to write computer programs in the language LISP. 19 references, 2 figures.

  18. Intelligent tutoring systems.

    PubMed

    Anderson, J R; Boyle, C F; Reiser, B J

    1985-04-26

    Cognitive psychology, artificial intelligence, and computer technology have advanced to the point where it is feasible to build computer systems that are as effective as intelligent human tutors. Computer tutors based on a set of pedagogical principles derived from the ACT theory of cognition have been developed for teaching students to do proofs in geometry and to write computer programs in the language LISP. PMID:17746875

  19. Promoting Caring and Supportive Relationships between Adults and High School Age Youth. Promising Practices in Citywide Afterschool Initiatives

    ERIC Educational Resources Information Center

    National Institute on Out-of-School Time, 2004

    2004-01-01

    The After School Program in Lincoln Square at the MLK Jr. High School Campus is one of several high school afterschool programs funded by The After-School Corporation (TASC), a nonprofit organization dedicated to enhancing the quality and availability of in school afterschool programs in New York City and New York state. TASC presently funds…

  20. 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…

  1. 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…

  2. An after-school dance and lifestyle education program reduces risk factors for heart disease and diabetes in elementary school children

    PubMed Central

    Hogg, Jeannette; Diaz, Alejandro; Cid, Margareth Del; Mueller, Charles; Lipman, Elizabeth Grace; Cheruvu, Sunita; Chiu, Ya-lin; Vogiatzi, Maria; Nimkarn, Saroj

    2013-01-01

    Background Forty-three percent of New York City's (NYC) school-age children are overweight or obese, placing them at risk for heart disease and type 2 diabetes mellitus (T2DM). Objective The objective of this study was to determine if an intensive after-school dance and lifestyle education program would reduce risk factors for heart disease, T2DM, and improve lifestyle choices. Subjects Subject include 64 fourth- and fifth-grade students at an elementary school in NYC. Methods Students received freestyle dance and lifestyle classes for 16 weeks and were evaluated for changes in body composition, endurance, biochemical measurements, and lifestyle choices. Results Significant improvements in BMI percentiles were found among children in the overweight and obese categories as well as in endurance and biochemical measurements that reflect heart disease and diabetes risk. Improvement was also reported in lifestyle choices. Conclusion An intensive after-school dance and lifestyle education program can reduce risk factors for heart disease and T2DM and improve lifestyle choices among elementary school children. PMID:22876547

  3. Exploring implementation of the 2010 Institute of Medicine’s Child and Adult Food Care Program recommendations for after-school snacks

    PubMed Central

    Nanney, Marilyn S; Glatt, Carissa

    2012-01-01

    Objective The aim of the present study was to explore the implementation of nutrition recommendations made in the 2010 Institute of Medicine (IOM) report, Child and Adult Care Food Program: Aligning Dietary Guidance for All, in school-based after-school snack programmes. Design A descriptive study. Setting One large suburban school district in Minneapolis, Minnesota, USA. Subjects None. Results Major challenges to implementation included limited access to product labelling and specifications inconsistent with the IOM’s Child and Adult Care Food Program (CACFP) recommendations, limited access to healthier foods due to current school district buying consortium agreement, and increased costs of wholegrain and lower-sodium foods and pre-packaged fruits and vegetables. Conclusions Opportunities for government and industry policy development and partnerships to support schools in their efforts to promote healthy after-school food environments remain. Several federal, state and industry leadership opportunities are proposed: provide product labelling that makes identifying snacks which comply with the 2010 IOM CACFP recommended standards easy; encourage compliance with recommendations by providing incentives to programmes; prioritize the implementation of paperwork and technology that simplifies enrolment and accountability systems; and provide support for food safety training and/or certification for non-food service personnel. PMID:22050891

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

    ERIC Educational Resources Information Center

    Brass, Jory J.

    2008-01-01

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

  5. Growing Our Own: Former Participants as Staff in Afterschool Youth Development Programs

    ERIC Educational Resources Information Center

    Matloff-Nieves, Susan

    2007-01-01

    This article grew out of a participatory research project conducted with support of the Robert Bowne Foundation from January 2003 through January 2004. Six young people who had been participants in Forest Hills Community House (FHCH) programs for eight years or longer agreed to be interviewed in depth about experiences that had affected their…

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

    ERIC Educational Resources Information Center

    McGriff, Maggie Caroline

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

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

  8. Examining Practices of Staff Recruitment and Retention in Four High-Functioning Afterschool Programs: Extended Study from the National Afterschool Partnership Report. CRESST Report 769

    ERIC Educational Resources Information Center

    Huang, Denise; Cho, Jamie; Nam, Hannah H.; La Torre, Deborah; Oh, Christine; Harven, Aletha; Huber, Lindsay Perez; Rudo, Zena; Caverly, Sarah

    2010-01-01

    This study describes how staff qualifications, decisions on staffing procedures, and professional development opportunities support the recruitment and retention of quality staff members. Four high-functioning programs were identified. Qualitative procedures and instruments were designed to capture staff and parents' academic perspectives about…

  9. Facilitators, barriers, and components of a culturally-tailored afterschool physical activity program in preadolescent African-American girls and their mothers

    PubMed Central

    Alhassan, Sofiya; Greever, Cory; Nwaokelemeh, Ogechi; Mendoza, Albert; Barr-Anderson, Daheia J.

    2013-01-01

    Objectives Traditional physical activity (PA) programs have not been effective in increasing PA in African-American girls. Currently, there is limited information regarding the components of PA programs that drive participation in African-American girls. The purpose of this investigation was to describe the facilitators, barriers, and components of a culturally-tailored afterschool PA program that will potentially inspire the participation of African-American mother-daughter dyads. Methods Six focus groups (n=12 mother-daughter dyads; daughters, 7–10 yrs in age) were conducted between March and May 2012. Focus group semi-structured interviews were transcribed, coded, and systematically analyzed using NVivo. Results Mothers reported a preference for non-traditional (dancing, household chores) types of PA. While daughters preferred to participate in both dance-based and traditional types (walking, riding bikes) of PA. Participants felt that the use of a culturally-tailored dance program would be appealing because it highlights the cultural and historical legacy of the African-American culture. Mothers wanted programs that would allow them time to spend with their daughters. Top three dance styles that mothers wanted to participate in were African, Hip-hop, and Salsa/samba. While, daughters reported that they would enjoy participating in Hip-hop, African, and Jazz. The most common responses given for resources needed for participating in a culturally-tailored afterschool dance program were the location of the program, transportation, and childcare for siblings. Conclusions The present investigation highlights some cultural factors related to facilitators and barriers of PA that should be addressed in designing PA studies for African-American girls and their mothers. PMID:24620442

  10. The Relationship between Gender, Ethnicity, and Technology on the Impact of Mathematics Achievement in an After-School Program

    ERIC Educational Resources Information Center

    Huang, Xudong; Craig, Scotty D.; Xie, Jun; Graesser, Arthur C.; Okwumabua, Theresa; Cheney, Kyle R.; Hu, Xiangen

    2013-01-01

    The gap among ethnicities and gender in mathematics achievement is a well-known problem. While the gap has been shrinking over the past three decades, it has not completely diminished (Jencks & Phillips, 1998; McGraw, Lubienski, & Strutchens, 2006). The ALEKS, Assessment and LEarning in Knowledge Spaces, tutoring system is one promising…

  11. Effects of collateral peer supportive behaviors within the classwide peer tutoring program.

    PubMed Central

    Kohler, F W; Greenwood, C R

    1990-01-01

    A classwide peer tutoring procedure was implemented in an urban elementary school classroom to improve students' spelling performance. Three students combined untrained or collateral tutoring behaviors with the core behaviors initially taught. To explore the function of these natural and spontaneous behaviors, a multielement single-subject experiment with replications was conducted. Results indicated that the additional tutoring behaviors increased (a) the academic response frequencies of 3 tutees and (b) the weekly spelling achievement of 1 target tutee. The remaining class members were successfully taught and continued to use these behaviors over the final 3 weeks of the school year. These findings are discussed with regard to academic instruction, natural communities of peer reinforcement, and the social validation of intervention procedures. PMID:2249967

  12. Instructional Aspects of Intelligent Tutoring Systems.

    ERIC Educational Resources Information Center

    Pieters, Jules M., Ed.

    This collection contains three papers addressing the instructional aspects of intelligent tutoring systems (ITS): (1) "Some Experiences with Two Intelligent Tutoring Systems for Teaching Computer Programming: Proust and the LISP-Tutor" (van den Berg, Merrienboer, and Maaswinkel); (2) "Some Issues on the Construction of Cooperative ITS" (Kanselaar,…

  13. 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,…

  14. Association of Environment and Policy Characteristics on Children’s Moderate-to-Vigorous Physical Activity and Time Spent Sedentary in Afterschool Programs

    PubMed Central

    Ajja, Rahma; Clennin, Morgan N.; Weaver, R. Glenn; Moore, Justin B.; Huberty, Jennifer L.; Ward, Dianne S.; Pate, Russell R.; Beets, Michael W.

    2014-01-01

    Background Afterschool programs (ASPs) are an important setting in which to promote children’s physical activity. This study examines the association of environmental and policy characteristics on the moderate-to-vigorous physical activity (MVPA) and sedentary behavior of children attending ASPs. Methods A total of 1,302 children attending 20 ASPs across South Carolina wore accelerometers (ActiGraph GT3X+) for up to 4 non-consecutive days. Policy-level characteristics were evaluated using the Healthy Afterschool Program Index-Physical Activity (HAPI-PA) scale. Physical activity space was measured using a measuring wheel (indoor, ft2) and GIS (outdoor, acres). The structure (free-play or organized) of activity opportunities, was evaluated via direct observation. Time spent in MVPA and sedentary, both indoors and outdoors, was estimated using accelerometry. Results For every 5000ft2 of utilized indoor activity space an additional 2.4 and 3.3 minutes/day of sedentary behavior was observed among boys and girls, respectively. A higher ratio of free-play to organized play was associated with higher indoor sedentary behavior among boys and girls (3.9 minutes/day and 10.0 minutes/day, respectively). For every one acre of outdoor activity space used, an additional 2.7 minutes/day of MVPA was observed for boys. A higher free-play to organized play ratio was associated with higher outdoor MVPA for boys and girls (4.4 and 3.4 minutes/day increase, respectively). Policy characteristics were unrelated to MVPA levels and time spent sedentary. Conclusion Findings indicate that policies and the size of activity space had limited influence on MVPA and sedentary behavior, suggesting that programmatic structure may be a more effective option to improve MVPA levels of children attending ASPs. PMID:25251100

  15. The Healthy Afterschool Activity and Nutrition Documentation Instrument

    PubMed Central

    Ajja, Rahma; Beets, Michael W.; Huberty, Jennifer; Kaczynski, Andrew T.; Ward, Dianne S.

    2012-01-01

    Background Policies call on afterschool programs to improve the physical activity and nutrition habits of youth attending. No tool exists to assess the extent to which the afterschool program environment meets physical activity and nutrition policies. Purpose To describe the development of the Healthy Afterschool Activity and Nutrition Documentation (HAAND) instrument, which consists of two subscales: Healthy Afterschool Program Index for Physical Activity (HAPI-PA) and the HAPI-Nutrition (HAPI-N). Methods Thirty-nine afterschool programs took part in the HAAND evaluation during fall/spring 2010–2011. Inter-rater reliability data were collected at 20 afterschool programs during a single site visit via direct observation, personal interview and written document review. Validity of the HAPI-PA was established by comparing HAPI-PA scores to pedometer steps collected in a subsample of 934 children attending 25 of the afterschool programs. Validity of the HAPI-N scores was compared against the mean number of times/week that fruits/vegetables (FV) and whole grains were served in the program. Results Data were analyzed in June/July 2011. Inter-rater percent agreement was 85%–100% across all items. Increased pedometer steps were associated with the presence of a written policy related to physical activity, amount/quality of staff training, use of a physical activity curriculum, and offering activities that appeal to both genders. Higher servings of FV and whole grains per week were associated with the presence of a written policy regarding the nutritional quality of snacks. Conclusions The HAAND instrument is a reliable and valid measurement tool that can be used to assess the physical activity and nutritional environment of afterschool programs. PMID:22898119

  16. 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…

  17. Impact of Science Tutoring on African Americans' Science Scores on the High School Students' Graduation Examination

    NASA Astrophysics Data System (ADS)

    Davis, Edward

    This study investigated the relationship between an after-school tutorial program for African American high school students at a Title I school and scores on the science portion of the High School Graduation Examination (HSGE). Passing the examination was required for graduation. The target high school is 99% African American and the passing rate of the target high school was 42%---lower than the state average of 76%. The purpose of the study was to identify (a) the relationship between a science tutorial program and scores on the science portion of the HSGE, (b) the predictors of tutoring need by analyzing the relationship between biology grades and scores on the science portion of the HSGE, and (c) the findings between biology grades and scores on the science portion of the HSGE by analyzing the relationship between tutorial attendance and HSGE scores. The study was based on Piaget's cognitive constructivism, which implied the potential benefits of tutorials on high-stakes testing. This study used a 1-group pretest-posttest, quantitative methodology. Results showed a significant relationship between tutoring and scores on the biology portion of the HSGE. Results found no significant relationship between the tutorial attendance and the scores on the biology portion of the HSGE or between the biology grades and scores on the biology portion of the HSGE before tutoring. It has implications for positive social change by providing educational stakeholders with empirically-based guidance in determining the potential benefit of tutorial intervention strategies on high school graduation examination scores.

  18. Literacy Tutoring Handbook

    ERIC Educational Resources Information Center

    Siljander, Raymond P.; Reina, Jacqueline A.; Siljander, Roger A.

    2005-01-01

    This book investigates the depth of the illiteracy problem in the United States and the rationale and administration of a literacy-learning program. Based on some of the latest reading research, the authors provide a comprehensive up-to-date look at literacy tutoring. Following an introduction to the illiteracy problem, the book focuses on…

  19. A Typology of Approaches to Peer Tutoring: Unraveling Peer Tutors' Behavioural Strategies

    ERIC Educational Resources Information Center

    Berghmans, Inneke; Neckebroeck, Fanny; Dochy, Filip; Struyven, Katrien

    2013-01-01

    Peer tutors' behaviour has been stated to have the power to create and increase learning opportunities within peer tutoring programs. However, previous studies have shown that peer tutors struggle to adopt facilitative and constructivist-oriented strategies, as they lean more towards directive and knowledge-telling strategies. This study aims…

  20. 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,…

  1. Success in tutoring electronic troubleshooting

    NASA Technical Reports Server (NTRS)

    Parker, Ellen M.

    1990-01-01

    Two years ago Dr. Sherrie Gott of the Air Force Human Resources Laboratory described an avionics troubleshooting tutor being developed under the Basic Job Skills Research Program. The tutor, known as Sherlock, is directed at teaching the diagnostic procedures necessary to investigate complex test equipment used to maintain F-15 fighter aircraft. Since Dr. Gott's presentation in 1987, the tutor has undergone field testing at two Air Force F-15 flying wings. The results of the field test showed that after an average of 20 hours on the tutor, the 16 airmen in the experimental group (who average 28 months of experience) showed significant performance gains when compared to a control group (having a mean experience level of 37 months) who continued participating in the existing on-the-job training program. Troubleshooting performance of the tutored group approached the level of proficiency of highly experienced airmen (averaging approximately 114 months of experience), and these performance gains were confirmed in delayed testing six months following the intervention. The tutor is currently undergoing a hardware and software conversion form a Xerox Lisp environment to a PC-based environment using an object-oriented programming language. Summarized here are the results of the successful field test. The focus is on: (1) the instructional features that contributed to Sherlock's success; and (2) the implementation of these features in the PC-based version of the avionics troubleshooting tutor.

  2. The Impact of Web Conferencing Training on Peer Tutors' Attitudes toward Distance Education

    ERIC Educational Resources Information Center

    Dvorak, Johanna; Roessger, Kevin

    2012-01-01

    This study investigated the attitudes of peer tutors who received web conferencing training in preparation for synchronous online tutoring. A quasi-experimental design was employed to evaluate changes in peer tutors' attitudes toward distance learning following participation in an online tutor training program. Peer tutors were found to have: (a)…

  3. TUTOR User's Memo; Execution of TUTOR Statements.

    ERIC Educational Resources Information Center

    Avner, R. A.

    The information in this memo allows the advanced TUTOR author to predict the effect or outcome of any TUTOR statement in a given situation. Each TUTOR lesson consists of an ordered list of TUTOR statements. During use of the lesson, the computer is required to examine portions of this list and to perform operations specified by some or all of the…

  4. Introducing a curricular program culminating in a certificate for training peer tutors in medical education.

    PubMed

    Fellmer-Drüg, Erika; Drude, Nina; Sator, Marlene; Schultz, Jobst-Hendrik; Irniger, Erika; Chur, Dietmar; Neumann, Boris; Resch, Franz; Jünger, Jana

    2014-01-01

    Zielsetzung: Studentische Tutorien sind in der medizinischen Lehre inzwischen fest verankert. Bislang gibt es jedoch lediglich vereinzelte Bestrebungen, eine strukturierte medizindidaktische Ausbildung für studentische TutorInnen zu etablieren. Um diese Lücke zu schließen, wurde an der Medizinischen Fakultät Heidelberg ein zentrales didaktisches Qualifizierungsprogramm für TutorInnen implementiert, das mit einem universitären Zertifikat abschließt und im Rahmen des postgraduellen „Baden-Württemberg Zertifikat für Hochschuldidaktik“ angerechnet wird. Methodik: Auf Basis einer Bedarfsanalyse wurde in Kooperation mit der Abteilung Schlüsselkompetenzen und Hochschuldidaktik der Universität Heidelberg ein modulares Programm bestehend aus vier Bausteinen und insgesamt 200 Unterrichtseinheiten (UE) entwickelt, das im Sommersemester 2010 implementiert wurde. Dieses beinhaltet sowohl themenspezifische Schulungen als auch eine eigenständige Lehrtätigkeit sowie eine integrierte Auswertung des Lernprozesses, welche den AbsolventInnen in Form eines strukturierten Feedback rückgemeldet wird. Zudem wurden halbstrukturierte Interviews (N=18) zur Bewertung des Gesamtkonzepts mit den AbsolventInnen geführt. Ergebnisse: Bislang wurden 495 TutorInnen im Grundlagenbaustein zu Medizindidaktik geschult, der mit einer durchschnittlichen Gesamtnote von 1,7 (SW: 0,6) bewertet wird und seit 2010 den Baustein I des Programms bildet. Insgesamt 17% (N=83) dieser TutorInnen haben sich seitdem in das aufbauende Qualifizierungsprogramm eingeschrieben, 27 von Ihnen (m=12, w=15) haben es bereits erfolgreich abgeschlossen. Anhand qualitativer Analysen wird ersichtlich, dass das übergeordnete didaktische Zertifikat und dessen Anrechenbarkeit im Rahmen der hochschuldidaktischen Ausbildung für Dozierende ein großer Anreiz für die AbsolventInnen ist. Für die erfolgreiche Implementierung erweisen sich insbesondere eine zentrale Koordinationsstelle, eine umfangreiche Abstimmung auf

  5. Evaluation of a Voluntary Tutoring Program in Chemistry, Physics and Mathematics for First-Year Undergraduates at Universidad Andres Bello, Chile

    ERIC Educational Resources Information Center

    Jiménez, Verónica A.; Acuña, Fabiola C.; Quiero, Felipe J.; López, Margarita; Zahn, Carmen I.

    2015-01-01

    This work describes the preliminary results of a tutoring program that provides personalized academic assistance to first-year undergraduates enrolled in introductory chemistry, physics and mathematics courses at Universidad Andres Bello (UNAB), in Concepción, Chile. Intervened courses have historically large enrolments, diverse student population…

  6. 45 CFR 2522.940 - What are the requirements for a program in which AmeriCorps members serve as tutors?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... requirements in § 2522.910. (b) Identify the strategies or tools it will use to assess student progress and... content are high-quality and research-based, consistent with the instructional program of the local... individuals with expertise in tutoring; and (e) Provide specialized high-quality and research-based,...

  7. 45 CFR 2522.940 - What are the requirements for a program in which AmeriCorps members serve as tutors?

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... content are high-quality and research-based, consistent with the instructional program of the local educational agency and with State academic content standards. (d) Include appropriate member supervision by individuals with expertise in tutoring; and (e) Provide specialized high-quality and research-based,...

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. Afterschool and Students with Special Needs. Afterschool Alert Issue Brief No. 34

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2008

    2008-01-01

    Children with activity limitations are often referred to as having special needs, or being disabled or differently-abled. This simply means that they are unable to participate fully in age-appropriate activities because of chronic physical, mental, emotional or behavioral conditions. This brief examines the role of afterschool programs in…

  13. 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…

  14. 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…

  15. Keeping the Faith: How Moving from School to Afterschool Kept Me an Educator

    ERIC Educational Resources Information Center

    Rabinoff-Goldman, Lily

    2007-01-01

    Following a difficult two year teaching commitment with Teach for America as a sixth-grade teacher in the Bronx, Lily Rabinoff-Goldman joined the staff of an effective, child-centered after-school program. Ex-teachers and after-school programming have a mutually beneficial relationship. Schoolteachers know how to build curriculum, discipline…

  16. 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…

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

    NASA Astrophysics Data System (ADS)

    Rahm, Jrène

    2008-04-01

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

  18. Developmental Process Model for the Java Intelligent Tutoring System

    ERIC Educational Resources Information Center

    Sykes, Edward

    2007-01-01

    The Java Intelligent Tutoring System (JITS) was designed and developed to support the growing trend of Java programming around the world. JITS is an advanced web-based personalized tutoring system that is unique in several ways. Most programming Intelligent Tutoring Systems require the teacher to author problems with corresponding solutions. JITS,…

  19. Evaluating Computer-Tutors: A Protocol Study.

    ERIC Educational Resources Information Center

    Strickland, James

    A protocol study investigated whether computer tutors (programs that interactively guide writers while they freewrite with a word processing program) promote or hinder a richer understanding of the composing process. The analysis focused on writers' attitudes toward computer tutors in the invention process. Data were collected by tape recording a…

  20. 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…

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  2. Taking a Deeper Dive into Afterschool: Positive Outcomes and Promising Practices

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2014

    2014-01-01

    Over the past 15 years, knowledge of the afterschool field has grown substantially. A large body of evidence exists that confirms quality afterschool programs help children become more engaged in school, reduce their likelihood of taking part in at-risk behaviors or acting out in school, and help raise their academic performance. A greater…

  3. "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…

  4. Making Healthy Eating and Physical Activity Policy Practice: The Design and Overview of a Group Randomized Controlled Trial in Afterschool Programs

    PubMed Central

    Beets, Michael W.; Weaver, R. Glenn; Turner-McGrievy, Gabrielle; Huberty, Jennifer; Ward, Dianne S.; Freedman, Darcy A.; Saunders, Ruth; Pate, Russell R.; Beighle, Aaron; Moore, Justin B.

    2014-01-01

    National and state organizations have developed policies calling upon afterschool programs (ASPs, 3-6pm) to serve a fruit or vegetable (FV) each day for snack, while eliminating foods and beverages high in added-sugars, and to ensure children accumulate a minimum of 30 min/d of moderate-to-vigorous physical activity (MVPA). Few efficacious and cost-effective strategies exist to assist ASP providers in achieving these important public health goals. This paper reports on the design and conceptual framework of Making Healthy Eating and Physical Activity (HEPA) Policy Practice in ASPs, a 3-year group randomized controlled trial testing the effectiveness of strategies designed to improve snacks served and increase MVPA in children attending community-based ASPs. Twenty ASPs, serving over 1,800 children (6-12yrs) will be enrolled and match-paired based on enrollment size, average daily min/d MVPA, and days/week FV served, with ASPs randomized after baseline data collection to immediate intervention or a 1-year delayed group. The framework employed, STEPs (Strategies To Enhance Practice), focuses on intentional programming of HEPA in each ASPs’ daily schedule, and includes a grocery store partnership to reduce price barriers to purchasing FV, professional development training to promote physical activity to develop core physical activity competencies, as well as ongoing technical support/assistance. Primary outcome measures include children’s accelerometry-derived MVPA and time spend sedentary while attending an ASP, direct observation of staff HEPA promoting and inhibiting behaviors, types of snacks served, and child consumption of snacks, as well as, cost of snacks via receipts and detailed accounting of intervention delivery costs to estimate cost-effectiveness. PMID:24893225

  5. Making healthy eating and physical activity policy practice: the design and overview of a group randomized controlled trial in afterschool programs.

    PubMed

    Beets, Michael W; Glenn Weaver, R; Turner-McGrievy, Gabrielle; Huberty, Jennifer; Ward, Dianne S; Freedman, Darcy A; Saunders, Ruth; Pate, Russell R; Beighle, Aaron; Hutto, Brent; Moore, Justin B

    2014-07-01

    National and state organizations have developed policies calling upon afterschool programs (ASPs, 3-6 pm) to serve a fruit or vegetable (FV) each day for snack, while eliminating foods and beverages high in added-sugars, and to ensure children accumulate a minimum of 30 min/d of moderate-to-vigorous physical activity (MVPA). Few efficacious and cost-effective strategies exist to assist ASP providers in achieving these important public health goals. This paper reports on the design and conceptual framework of Making Healthy Eating and Physical Activity (HEPA) Policy Practice in ASPs, a 3-year group randomized controlled trial testing the effectiveness of strategies designed to improve snacks served and increase MVPA in children attending community-based ASPs. Twenty ASPs, serving over 1800 children (6-12 years) will be enrolled and match-paired based on enrollment size, average daily min/d MVPA, and days/week FV served, with ASPs randomized after baseline data collection to immediate intervention or a 1-year delayed group. The framework employed, STEPs (Strategies To Enhance Practice), focuses on intentional programming of HEPA in each ASPs' daily schedule, and includes a grocery store partnership to reduce price barriers to purchasing FV, professional development training to promote physical activity to develop core physical activity competencies, as well as ongoing technical support/assistance. Primary outcome measures include children's accelerometry-derived MVPA and time spend sedentary while attending an ASP, direct observation of staff HEPA promoting and inhibiting behaviors, types of snacks served, and child consumption of snacks, as well as, cost of snacks via receipts and detailed accounting of intervention delivery costs to estimate cost-effectiveness.

  6. [The Education Program of Work for Health of the University of São Paulo (capital campus): the viewpoint of the tutors].

    PubMed

    Fonsêca, Graciela Soares; Junqueira, Simone Rennó

    2014-04-01

    In order to bring about positive changes in the education process of health professionals, the Ministries of Health and Education established the Education Program of Work for Health in 2008. The study aimed to achieve the consensus of a group of experts about the Program established at the University of São Paulo, Capital Campus, Brazil. The subjects of the study were the tutors who joined the program in 2010-2012. A qualitative approach was used based on the Delphi Technique. Among the data collected, tutors believe the program provides benefits to teaching practices and contributes to qualification of professionals involved in health services, and offers improvements for training in the health area. From the subjects' point of view, the tutors are the link between academia and the health services and the instructors are critical to ensure the effectiveness of activities. The staging of regular meetings and seminars help in the process. The main limitations are the lack of explicit commitment shown by some students and the high workload of undergraduate courses.

  7. Tutoring with Technology

    ERIC Educational Resources Information Center

    Wood, Charles L.; Mackiewicz, Sara M.; Van Norman, Renee K.; Cooke, Nancy L.

    2007-01-01

    Peer tutoring is an evidence-based strategy used across a wide range of age groups and settings. Teachers may find it challenging to successfully pair students for tutoring because the tutor must be able to evaluate the tutee's response as correct or incorrect. This article describes four examples of electronic devices that prompt tutors to…

  8. The Development of an After-School Music Program for At-Risk Children: Student Musical Preferences and Pre-Service Teacher Reflections

    ERIC Educational Resources Information Center

    Ward-Steinman, Patrice Madura

    2006-01-01

    An urban university music education department and an outreach organization partnered to provide after-school music classes for at-risk children. Fourteen music education majors were recruited to teach 125 first through fifth graders (6-12 years of age), whose ethnicity was 55 percent Hispanic and 45 percent African-American. Classes included…

  9. 28 CFR 544.83 - Inmate tutors.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 28 Judicial Administration 2 2010-07-01 2010-07-01 false Inmate tutors. 544.83 Section 544.83 Judicial Administration BUREAU OF PRISONS, DEPARTMENT OF JUSTICE INSTITUTIONAL MANAGEMENT EDUCATION Education, Training and Leisure-Time Program Standards § 544.83 Inmate tutors. Institutions may establish...

  10. 28 CFR 544.83 - Inmate tutors.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 28 Judicial Administration 2 2011-07-01 2011-07-01 false Inmate tutors. 544.83 Section 544.83 Judicial Administration BUREAU OF PRISONS, DEPARTMENT OF JUSTICE INSTITUTIONAL MANAGEMENT EDUCATION Education, Training and Leisure-Time Program Standards § 544.83 Inmate tutors. Institutions may establish...

  11. 28 CFR 544.83 - Inmate tutors.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 28 Judicial Administration 2 2013-07-01 2013-07-01 false Inmate tutors. 544.83 Section 544.83 Judicial Administration BUREAU OF PRISONS, DEPARTMENT OF JUSTICE INSTITUTIONAL MANAGEMENT EDUCATION Education, Training and Leisure-Time Program Standards § 544.83 Inmate tutors. Institutions may establish...

  12. 28 CFR 544.83 - Inmate tutors.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 28 Judicial Administration 2 2012-07-01 2012-07-01 false Inmate tutors. 544.83 Section 544.83 Judicial Administration BUREAU OF PRISONS, DEPARTMENT OF JUSTICE INSTITUTIONAL MANAGEMENT EDUCATION Education, Training and Leisure-Time Program Standards § 544.83 Inmate tutors. Institutions may establish...

  13. 28 CFR 544.83 - Inmate tutors.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 28 Judicial Administration 2 2014-07-01 2014-07-01 false Inmate tutors. 544.83 Section 544.83 Judicial Administration BUREAU OF PRISONS, DEPARTMENT OF JUSTICE INSTITUTIONAL MANAGEMENT EDUCATION Education, Training and Leisure-Time Program Standards § 544.83 Inmate tutors. Institutions may establish...

  14. A Comparison of Peer and Tutor Feedback

    ERIC Educational Resources Information Center

    Hamer, John; Purchase, Helen; Luxton-Reilly, Andrew; Denny, Paul

    2015-01-01

    We report on a study comparing peer feedback with feedback written by tutors on a large, undergraduate software engineering programming class. Feedback generated by peers is generally held to be of lower quality to feedback from experienced tutors, and this study sought to explore the extent and nature of this difference. We looked at how…

  15. 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…

  16. Positive Youth Development: Minority Male Participation in a Sport-Based Afterschool Program in an Urban Environment

    ERIC Educational Resources Information Center

    Fuller, Rhema D.; Percy, Vernon E.; Bruening, Jennifer E.; Cotrufo, Raymond J.

    2013-01-01

    Purpose: As there is little research that investigates the experiences of minority boys participating in youth development programs (Fashola, 2003), the current research focused on a sport-based youth development program for early adolescent Black and Latino boys in Hartford, CT. Specifically, the present study explored (a) what attracted minority…

  17. Family MAASAI (Maintaining African-American Survival Achievement Integrity) Rites of Passage After-School Prevention Program. Operational Manual.

    ERIC Educational Resources Information Center

    Ford, Jerome, Comp.; Jackson, Anthony, Comp.; James, D'Borah, Comp.; Smith, Bryce, Comp.; Robinson, Luke, Comp.; Cherry, Jennifer, Comp.; Trotter, Jennie, Comp.; Harris, Archie, Comp.; Lenior, Sheila, Comp.; Bellinger, Mary Anne, Comp.

    Family MAASAI is a multiservice substance abuse prevention and intervention program for African American at-risk urban youth. The program commemorates the Maasai people of Africa and uses MAASAI as an acronym that stands for Maintaining African American Survival, Achievement, and Integrity. Cultural awareness, pride, and respect for self, elders,…

  18. Hours of Opportunity, Volume 3: Profiles of Five Cities Improving After-School Programs through a Systems Approach. Technical Report

    ERIC Educational Resources Information Center

    McCombs, Jennifer Sloan; Bodilly, Susan J.; Orr, Nate; Scherer, Ethan; Constant, Louay; Gershwin, Daniel

    2010-01-01

    High-quality out-of-school-time (OST) programs have a positive effect on youth development, but many cities have found it difficult to address the challenges of expanding and improving the quality of programs offered to underserved and high-need students. In response, The Wallace Foundation sponsored an initiative to help five cities increase…

  19. Hours of Opportunity, Volume 2: The Power of Data to Improve After-School Programs Citywide. Monograph

    ERIC Educational Resources Information Center

    McCombs, Jennifer Sloan; Orr, Nate; Bodilly, Susan J.; Naftel, Scott; Constant, Louay; Scherer, Ethan; Gershwin, Daniel

    2010-01-01

    High-quality out-of-school-time (OST) programs have a positive effect on youth development, but many cities have found it difficult to address the challenges of expanding and improving the quality of programs offered to underserved and high-need students. In response, The Wallace Foundation sponsored an initiative to help five cities increase…

  20. Assessing the 21st Century After-School Program and the Educational Gains of LEP Participants: A Contextual Approach

    ERIC Educational Resources Information Center

    Ward, Carol; Gibbs, Benjamin G.; Buttars, Rilee; Gaither, Patricia Grace; Burraston, Bert

    2015-01-01

    This study examines math and English standardized test score progress of students who participated in the 21st century program across 2 years of involvement with a focus on the learning trajectories of limited English proficiency (LEP) students. We find that math and English scores are highly associated with the school and program type--even…

  1. 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…

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

    NASA Astrophysics Data System (ADS)

    Snow, Sarah Elizabeth

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

  3. Impact of the Twenty-First Century Afterschool Program on Student Achievement in Mathematics and Language Arts

    ERIC Educational Resources Information Center

    Venzen, Marc A.

    2011-01-01

    The purpose of this quantitative study was to examine the academic impacts of the Twenty-First Century Community Learning Centers on students who participated in this program. The following research questions guided the study: (a) are there significant differences between the Criterion Reference Competency Test English Language Arts scores of…

  4. Preadolescence Female Development through Sport and Physical Activity: A Case Study of an Urban After-School Program

    ERIC Educational Resources Information Center

    Bruening, Jennifer E.; Dover, Kydani M.; Clark, Brianna S.

    2009-01-01

    Youth development research has found that children become more engaged and benefit more from being incorporated as decision makers. Thus participation helps promote development and encourages engagement. Based in theories of engagement and free-choice learning, the current research focused on a program combining sport/physical activity, life…

  5. Gathering Evidence on an After-School Supplemental Instruction Program: Design Challenges and Early Findings in Light of NCLB

    ERIC Educational Resources Information Center

    Chatterji, Madhabi; Kwon, Young Ae; Sng, Clarice

    2006-01-01

    The No Child Left Behind (NCLB) Act of 2001 requires that public schools adopt research-supported programs and practices, with a strong recommendation for randomized controlled trials (RCTs) as the "gold standard" for scientific rigor in empirical research. Within that policy framework, this paper compares the relative utility of…

  6. Valued Youth Partnerships: Programs in Caring. Cross-Age Tutoring Dropout Prevention Strategies.

    ERIC Educational Resources Information Center

    Intercultural Development Research Association, San Antonio, TX.

    This booklet provides information about the Valued Youth Partnership (VYP) program for dropout prevention. Begun in 1984 with the support of the Coca-Cola Company and the collaboration of the Intercultural Development Research Association, the VYP program is being implemented in the Edgewood and South San Antonio school districts in San Antonio,…

  7. The Relative Effectiveness of Human Tutoring, Intelligent Tutoring Systems, and Other Tutoring Systems

    ERIC Educational Resources Information Center

    VanLehn, Kurt

    2011-01-01

    This article is a review of experiments comparing the effectiveness of human tutoring, computer tutoring, and no tutoring. "No tutoring" refers to instruction that teaches the same content without tutoring. The computer tutoring systems were divided by their granularity of the user interface interaction into answer-based, step-based, and…

  8. 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…

  9. 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…

  10. 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…

  11. 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:…

  12. 7 CFR 226.17a - At-risk afterschool care center provisions.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... served to children who are participating in an approved afterschool care program and who either are age..., middle, or high school in which at least 50 percent of the enrolled children are certified eligible...

  13. Preparing Tutors to Hit the Ground Running: Lessons from New Tutors' Experiences

    ERIC Educational Resources Information Center

    Calma, Angelito

    2013-01-01

    Tutor development is an essential part of academic staff development, yet is comparatively under-researched. This article examines what tutors value as most and least important in a program. Using data from more than 300 participants in three years, and using the dimensions or worth, merit and success as an analytical framework, the article…

  14. The Appreciative Tutor

    ERIC Educational Resources Information Center

    Grogan, Jenna

    2011-01-01

    Maximizing student potential requires explicit (yet flexible) guidelines for tutors and advisors. Many tutors enhance student potential by utilizing an effective process known as the "The Tutoring Cycle," which promotes content knowledge and facilitates independent success (MacDonald, 2000). Similarly, when students attend advising sessions in…

  15. Strategic Tutor Monitoring.

    ERIC Educational Resources Information Center

    Chee-kwong, Kenneth Chao

    1996-01-01

    Discusses effective tutor monitoring strategies based on experiences at the Open Learning Institute of Hong Kong. Highlights include key performance and strategic control points; situational factors, including tutor expectations and relevant culture; Theory X versus Theory Y leadership theories; and monitoring relationships with tutors. (LRW)

  16. Feedback Control and Learning To Program with the CMU Lisp Tutor.

    ERIC Educational Resources Information Center

    Corbett, Albert T.; Anderson, John R.

    This study manipulated the timing and control of error feedback in problem solving and examined their effects on skill acquisition by 40 undergraduate students learning to program in the computer language Lisp under four error feedback conditions. These four conditions included two types of symbol-by-symbol feedback that vary in content, a…

  17. When Schools Stay Open Late: The National Evaluation of the 21st Century Community Learning Centers Program. Final Report

    ERIC Educational Resources Information Center

    James-Burdumy, Susanne; Dynarski, Mark; Moore, Mary; Deke, John; Mansfield, Wendy; Pistorino, Carol; Warner, Elizabeth

    2005-01-01

    The 21st Century Community Learning Centers program has supported after-school programs since 1998. Research on the effects of after-school programs has been inconclusive, leading to an ongoing debate about the effects of after-school programs. To examine the implementation of the 21st Century Community Learning Centers after-school program and…

  18. Aligning Afterschool with the Regular School Day: The Perfect Complement. MetLife Foundation Afterschool Alert. Issue Brief No. 50

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2011

    2011-01-01

    Afterschool programs that are aligned with the school day curriculum can support student learning and attack the achievement gap by offering additional supports to struggling students that complement and reinforce learning that takes place in the classroom in new and exciting ways. Collaboration and alignment among schools, expanded learning…

  19. The Nature of a Literacy-Based Tutoring Program for At-Risk Youth: Mentorship, Professional Development, and Implementation

    ERIC Educational Resources Information Center

    Lopez-Guerra, Maria Asusena

    2013-01-01

    The purpose of this research was to gain and provide an in-depth, holistic description and interpretation of the knowledge and literacy instruction tutors at Readers Advance provide students. Guided by a post-positivist realist framework and grounded theory methodology, qualitative inquiry design strategies were used to guide this research. This…

  20. 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

  1. 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…

  2. After-School Program for urban youth: Evaluation of a health careers course in New York City high schools

    PubMed Central

    Holden, Lynne; Berger, Wallace; Zingarelli, Rebecca; Siegel, Elliot

    2015-01-01

    Mentoring in Medicine (MIM) addresses an urgent national need for minority health professionals and promotes careers in health care for urban youth. The MIM After School Program (ASP or The Course) has as its primary objectives to provide academic enrichment in human biology and motivate disadvantaged youth to pursue a career in the health professions. Secondary objectives of The Course, although not evaluated here, are to improve students’ health literacy and knowledge of healthy living behaviors. Since 2009, over 1500 middle and high school students have completed the New York City based Course, which is offered once a week over a 10 week semester in an out-of-school venue. This study assesses the success of The Course in achieving its primary objectives with 84 students at five New York City high schools during the fall 2014 semester. The Course curriculum was created especially for MIM, comprises the body’s 11 organ systems, and is presented in discrete modules (one each semester), along with complementary educational activities, including field trips and class projects. This study reports on a formal evaluation using quantitative and qualitative methods. The quantitative evaluation found that the students significantly increased their knowledge of the Gastrointestinal System. Students across the academic spectrum appeared to have learned the MIM ASP Course content – high school GPA was not a predictor of knowledge acquisition. The students also reported that The Course significantly increased their self-confidence in their ability to succeed (self-efficacy). The students expressed a significant increase in five health care related attitudes and an additional increase in their ability to overcome personal issues to succeed in their career and significantly improving their feeling toward, and likely pursuit of, a health career. The students stated that The Course significantly increased their interest and intent to seek out more information about health

  3. Pygmalion effects among outreach supervisors and tutors: extending sex generalizability.

    PubMed

    Natanovich, Gloria; Eden, Dov

    2008-11-01

    Students who supervised other students who tutored grade-school pupils in a university-based outreach program were randomly assigned to Pygmalion and control conditions. Experimental supervisors were told that their tutors were ideally qualified for their tutoring role; control supervisors were told nothing about their tutors' qualifications. A manipulation check revealed that the experimental supervisors expected more of their tutors. Analysis of variance of tutorial success measures confirmed the Pygmalion effect among supervisors of both sexes. No main effect or interaction involving either supervisor sex or tutor sex was significant. As predicted, the experimental supervisors also provided better leadership and the experimental tutors increased their self-efficacy. This was the first demonstration of the Pygmalion effect among women leading men. Pygmalion effects may be produced without regard for sex. PMID:19025254

  4. Pygmalion effects among outreach supervisors and tutors: extending sex generalizability.

    PubMed

    Natanovich, Gloria; Eden, Dov

    2008-11-01

    Students who supervised other students who tutored grade-school pupils in a university-based outreach program were randomly assigned to Pygmalion and control conditions. Experimental supervisors were told that their tutors were ideally qualified for their tutoring role; control supervisors were told nothing about their tutors' qualifications. A manipulation check revealed that the experimental supervisors expected more of their tutors. Analysis of variance of tutorial success measures confirmed the Pygmalion effect among supervisors of both sexes. No main effect or interaction involving either supervisor sex or tutor sex was significant. As predicted, the experimental supervisors also provided better leadership and the experimental tutors increased their self-efficacy. This was the first demonstration of the Pygmalion effect among women leading men. Pygmalion effects may be produced without regard for sex.

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

    PubMed Central

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

    2014-01-01

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

  6. 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…

  7. 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

  8. Instruction Matters: Lessons from a Mixed-Method Evaluation of Out-of-School Time Tutoring under No Child Left Behind

    ERIC Educational Resources Information Center

    Good, Annalee G.; Burch, Patricia Ellen; Stewart, Mary S.; Acosta, Rudy; Heinrich, Carolyn

    2014-01-01

    Background/Context: Under supplemental educational services ("supplemental services"), a parental choice provision of the No Child Left Behind Act (NCLB), schools that have not made adequate yearly progress in increasing student achievement are required to offer low-income families free, afterschool tutoring. Existing research shows low…

  9. PC Tutor. Bericht uber ein PC-gestutzes Tutorensystem = PC Tutor. Report on a Tutoring System with Personal Computer. ZIFF Papiere 75.

    ERIC Educational Resources Information Center

    Fritsch, Helmut

    A project was conducted to increase as well as to professionalize communication between tutors and learners in a West German university's distance education program by the use of personal computers. Two tutors worked on the systematic development of a PC-based correcting system. The goal, apart from developing general language skills in English,…

  10. Tutoring Your Child.

    ERIC Educational Resources Information Center

    Cohn, Joanne

    The parents' role as teacher is important to a child's learning process. Parents tutoring their children are advised to remain positive and patient, be aware of the child's feelings, keep the tutoring time short, select a quiet place away from distractions, use games and manipulative objects rather than more abstract experiences, etc. Informal…

  11. Computer Tutors Get Personal

    ERIC Educational Resources Information Center

    Johnson, David L.

    2005-01-01

    After decades of research in artificial intelligence (AI) and cognitive psychology, a number of companies have emerged that offer intelligent tutor system (ITS) soft ware to schools. These systems try to mimic the help that a human tutor would provide to an individual student, something nearly impossible for teachers to accomplish in the…

  12. A Case Study of E-Tutors' Teaching Practice: Does Technology Drive Pedagogy?

    ERIC Educational Resources Information Center

    Chuang, Hsueh-Hua

    2013-01-01

    This article presents a case study of e-tutoring teaching practice during a 20-week e-tutoring program aimed at improving the English proficiency of targeted students. The study revealed what and why certain online tools were used by e-tutors and investigated how different technological proficiency and face-to-face (f2f) teaching experience shaped…

  13. A Window into Mathematical Support: How Parents' Perceptions Change Following Observations of Mathematics Tutoring

    ERIC Educational Resources Information Center

    Westenskow, Arla; Boyer-Thurgood, Jennifer; Moyer-Packenham, Patricia S.

    2015-01-01

    This research study examined the perceptions of 24 parents of rising 5th-grade students with mathematics learning difficulties as part of a 10-week summer mathematics tutoring experience. During the summer tutoring program, parents observed their children participating in mathematics learning experiences during one-to-one tutoring sessions. At the…

  14. Peer Tutoring with or without Home-Based Reinforcement, for Reading Remediation.

    ERIC Educational Resources Information Center

    Trovato, Joseph; Bucher, Bradley

    1980-01-01

    An operant-based corrective reading program was established to study effectiveness of peer tutoring for 69 reading deficient second- to fourth-grade students who were matched on measures of initial reading ability and level of reading retardation and randomly assigned to three groups (peer tutoring only, peer tutoring with home based…

  15. Summary of the uTutor Language. Second Edition.

    ERIC Educational Resources Information Center

    Avner, Elaine

    This summary presents features of the uTUTOR programming language. Intended for the experienced author who needs a quick reference for the form of a tag and for some of the restrictions on commands, it does not discuss fine details of the uTUTOR language. Topics covered are: (1) calculating, including operations and symbols, system functions,…

  16. Tutoring Southeast Asian Students at a Social Service Site.

    ERIC Educational Resources Information Center

    Jaasma, Marjorie A.; Center-Anthony, Linda S.

    1998-01-01

    Analyzes tutoring and other educational programs offered for Southeast Asian refugees at a social service site. Data gathered by observers show the importance of the supportive climate and the teaching occurring during tutoring, English-as-a-Second-Language classes, and informal play. (SLD)

  17. Peer Tutoring Effects on Omani Students' English Self-Concept

    ERIC Educational Resources Information Center

    Alrajhi, Marwa N.; Aldhafri, Said S.

    2015-01-01

    Based on the social cognitive learning theory (1997), peer learning can be viewed as an effective way of enhancing learning. In this study, peer tutoring, a form of peer learning, was examined. The current study investigated the influence of a peer tutoring program implemented at Sultan Qaboos University on students' English self-concept. 125…

  18. A Hypermedia Computer-Aided Parasitology Tutoring System.

    ERIC Educational Resources Information Center

    Theodoropoulos, Georgios; Loumos, Vassili

    A hypermedia tutoring system for teaching parasitology to college students was developed using an object oriented software development tool, Knowledge Pro. The program was designed to meet four objectives: knowledge incorporation, tutoring, indexing of key words for Boolean search, and random generation of quiz questions with instant scoring. The…

  19. Using Cognitive Tutor Software in Learning Linear Algebra Word Concept

    ERIC Educational Resources Information Center

    Yang, Kai-Ju

    2015-01-01

    This paper reports on a study of twelve 10th grade students using Cognitive Tutor, a math software program, to learn linear algebra word concept. The study's purpose was to examine whether students' mathematics performance as it is related to using Cognitive Tutor provided evidence to support Koedlinger's (2002) four instructional principles used…

  20. Peer Tutoring with Child-Centered Play Therapy Language

    ERIC Educational Resources Information Center

    Vavreck, Sarah; Esposito, Judy

    2012-01-01

    The focus of this paper is on responses from fifth grade peer tutors who were trained to use child-centered play therapy language during tutoring sessions with kindergarteners. The focus of this project was to identify academic and social/emotional benefits of participating in the program. Results indicated that participation in the program…

  1. Hands Off: Ten Techniques for Tutoring on Word Processors.

    ERIC Educational Resources Information Center

    Morgan, M. C.

    This paper presents 10 techniques for tutoring college-level writing students on word processors. Good teaching and tutoring techniques enable writers rather than simply demand compliance. A good technique: must not rely on a fancy word processing program; will take advantage of the basic word processing functions; will ask that the writer do…

  2. 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:…

  3. Afterschool Programs Strengthen Communities. Afterschool Alert. Issue Brief No. 18

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2004

    2004-01-01

    Some say America's attention to community is in decline. As people work longer hours, endure longer commutes, and have less time to socialize and join community organizations, they are not getting to know their neighbors and communities. Schools exist in a vacuum, having little or no association with the surrounding neighborhood, and many…

  4. Lecturing skills as predictors of tutoring skills in a problem-based medical curriculum

    PubMed Central

    Kassab, Salah Eldin; Hassan, Nahla; Abu-Hijleh, Marwan F; Sequeira, Reginald P

    2016-01-01

    Purpose Recruitment of tutors to work in problem-based learning (PBL) programs is challenging, especially in that most of them are graduated from discipline-based programs. Therefore, this study aims at examining whether lecturing skills of faculty could predict their PBL tutoring skills. Methods This study included evaluation of faculty (n=69) who participated in both tutoring and lecturing within particular PBL units at the College of Medicine and Medical Sciences (CMMS), Arabian Gulf University, Bahrain. Each faculty was evaluated by medical students (n=45±8 for lecturing and 8±2 for PBL tutoring) using structured evaluation forms based on a Likert-type scale (poor to excellent). The prediction of tutoring skills using lecturing skills was statistically analyzed using stepwise linear regression. Results Among the parameters used to judge lecturing skills, the most important predictor for tutoring skills was subject matter mastery in the lecture by explaining difficult concepts and responding effectively to students’ questions. Subject matter mastery in the lecture positively predicted five tutoring skills and accounted for 25% of the variance in overall effectiveness of the PBL tutors (F=22.39, P=0.000). Other important predictors for tutoring skills were providing a relaxed class atmosphere and effective use of audiovisual aids in the lecture. Conclusion Predicting the tutoring skills based on lecturing skills could have implications for recruiting tutors in PBL medical programs and for tutor training initiatives. PMID:26793014

  5. 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…

  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. 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…

  8. 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…

  9. 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…

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

    ERIC Educational Resources Information Center

    Neufeld, Jerry; And Others

    1995-01-01

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

  11. 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…

  12. My Science Tutor: A Conversational Multimedia Virtual Tutor

    ERIC Educational Resources Information Center

    Ward, Wayne; Cole, Ron; Bolaños, Daniel; Buchenroth-Martin, Cindy; Svirsky, Edward; Weston, Tim

    2013-01-01

    My Science Tutor (MyST) is an intelligent tutoring system designed to improve science learning by elementary school students through conversational dialogs with a virtual science tutor in an interactive multimedia environment. Marni, a lifelike 3-D character, engages individual students in spoken dialogs following classroom investigations using…

  13. Tutoring Center Effectiveness: The Effect of Drop-In Tutoring

    ERIC Educational Resources Information Center

    Cooper, Erik

    2010-01-01

    While tutoring as a whole has been demonstrated to improve student learning across a variety of subjects and age groups, there is little published evidence for the effectiveness of drop-in tutoring at the undergraduate level. This type of tutoring can be derided as homework help; however, it is clear from this study that students who made use of…

  14. Automatic Detection of Tutoring Styles Based on Tutors' Behavior

    ERIC Educational Resources Information Center

    Bendjebar, Safia; Lafifi, Yacine; Zedadra, Amina

    2016-01-01

    In e-learning systems, tutors have a significant impact on learners' life to increase their knowledge level and to make the learning process more effective. They are characterized by different features. Therefore, identifying tutoring styles is a critical step in understanding the preference of tutors on how to organize and help the learners. In…

  15. 45 CFR 2522.940 - What are the requirements for a program in which AmeriCorps members serve as tutors?

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... requirements in § 2522.910. (b) Identify the strategies or tools it will use to assess student progress and measure student outcomes; (c) Certify that the tutoring curriculum and pre-service and in-service...

  16. 45 CFR 2522.940 - What are the requirements for a program in which AmeriCorps members serve as tutors?

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... requirements in § 2522.910. (b) Identify the strategies or tools it will use to assess student progress and measure student outcomes; (c) Certify that the tutoring curriculum and pre-service and in-service...

  17. Evaluating Math Recovery: Investigating Tutor Learning

    ERIC Educational Resources Information Center

    Green, Sarah Elizabeth; Smith, Thomas

    2010-01-01

    The goal of the overall study was to evaluate the potential of Math Recovery (MR), a pullout, one-to-one tutoring program, to increase mathematics achievement among low-performing first graders, thereby closing the school-entry achievement gap by enabling them to achieve at the level of their higher-performing peers in the regular mathematics…

  18. Aspects of Tutor and Writing Ability

    ERIC Educational Resources Information Center

    Zaidin, M. Arifin

    2015-01-01

    The purpose of this study is to assess the correlation between aspects of tutor and the students' basic writing outcomes of the Elementary School Teacher Education at the Distance Learning Program Unit, Open University of Palu. This is ex post facto correlation with the population research of 387 people and the total sample of 100 people. This…

  19. A Special Kind of Tutor

    ERIC Educational Resources Information Center

    Anderson, Linda Brown

    2007-01-01

    Tutoring has long been recognized as superior to group instruction, especially for students with special needs. Tutors can adapt instruction to the learner's pace, learning style and level of understanding. Feedback and correction are immediate. Basic misunderstandings can be quickly identified and corrected. Tutoring also has emotional benefits:…

  20. Factors Affecting the Tutoring Process.

    ERIC Educational Resources Information Center

    Hartman, Hope J.

    1990-01-01

    Analyzes factors internal to the tutor and tutee (i.e., cognition, metacognition, and affect) and external to them (e.g., teacher/tutor background knowledge, educational environment, content to be learned, socioeconomic status, family background, and cultural forces) that influence the tutoring process. Suggests a theoretical framework for…

  1. Mentoring and Tutoring by Students.

    ERIC Educational Resources Information Center

    Goodlad, Sinclair, Ed.

    This book provides an international, current account of the developments of mentoring and tutoring by students in tertiary and secondary education. Included are research reviews, case studies of mature projects, and ideas for new uses of student tutoring and mentoring. Chapter titles are as follows: "Students as Tutors and Mentors" (Sinclair…

  2. Using Art in Training Tutors.

    ERIC Educational Resources Information Center

    Boswell, James, Jr.

    Wisconsin writer Marshal Cook's article, "Training Your Muse: Seven Steps to Creativity," (1986) provides a basis for creative activities which help students in a three-credit tutor training course understand both tutoring and the writing process. In the first activity student tutors are asked to bring in a picture that symbolizes a good tutoring…

  3. NCLB Tutoring outside the Box

    ERIC Educational Resources Information Center

    Hoff, David J.

    2008-01-01

    This article describes one community-based nonprofit group that provides free tutoring to poor children under the No Child Left Behind (NCLB) law. Unlike most other tutoring sessions under the law, the one at Erie Neighborhood House, a social-services agency in Chicago, is not happening in a school building or at a corporate tutoring outlet. Those…

  4. Nonverbal Behavior in Tutoring Interactions.

    ERIC Educational Resources Information Center

    Feldman, Robert S.

    This document reports on a series of studies carried out concerning nonverbal behavior in peer tutoring interactions. The first study examined the encoding (enactment) of nonverbal behavior in a tutoring situation. Results clearly indicated that the tutor's nonverbal behavior was affected by the performance of the tutee. The question of whether or…

  5. The desktop interface in intelligent tutoring systems

    NASA Technical Reports Server (NTRS)

    Baudendistel, Stephen; Hua, Grace

    1987-01-01

    The interface between an Intelligent Tutoring System (ITS) and the person being tutored is critical to the success of the learning process. If the interface to the ITS is confusing or non-supportive of the tutored domain, the effectiveness of the instruction will be diminished or lost entirely. Consequently, the interface to an ITS should be highly integrated with the domain to provide a robust and semantically rich learning environment. In building an ITS for ZetaLISP on a LISP Machine, a Desktop Interface was designed to support a programming learning environment. Using the bitmapped display, windows, and mouse, three desktops were designed to support self-study and tutoring of ZetaLISP. Through organization, well-defined boundaries, and domain support facilities, the desktops provide substantial flexibility and power for the student and facilitate learning ZetaLISP programming while screening the student from the complex LISP Machine environment. The student can concentrate on learning ZetaLISP programming and not on how to operate the interface or a LISP Machine.

  6. Intelligent Tutoring Systems.

    ERIC Educational Resources Information Center

    Ross, Peter

    1987-01-01

    Discusses intelligent tutoring systems (ITS), one application of artificial intelligence to computers used in education. Basic designs of ITSs are described; examples are given including PROUST, GREATERP, and the use of simulation with ITSs; protocol analysis is discussed; and 38 prototype ITSs are listed. (LRW)

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

    ERIC Educational Resources Information Center

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

    2004-01-01

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

  8. 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…

  9. 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…

  10. 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…

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

    ERIC Educational Resources Information Center

    Weisburd, Claudia

    2005-01-01

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

  12. Medical students as peer tutors: a systematic review

    PubMed Central

    2014-01-01

    Background While Peer Assisted Learning (PAL) has long occurred informally in medical education, in the past ten years, there has been increasing international interest in formally organised PAL, with many benefits for both the students and institutions. We conducted a systematic review of the literature to establish why and how PAL has been implemented, focussing on the recruitment and training process for peer tutors, the benefits for peer tutors, and the competency of peer tutors. Method A literature search was conducted in three electronic databases. Selection of titles and abstracts were made based on pre-determined eligibility criteria. We utilized the ‘AMEE Peer assisted learning: a planning and implementation framework: AMEE Guide no. 30’ to assist us in establishing the review aims in a systematic review of the literature between 2002 and 2012. Six key questions were developed and used in our analysis of particular aspects of PAL programs within medical degree programs. Results We found nineteen articles that satisfied our inclusion criteria. The PAL activities fell into three broad categories of teacher training, peer teaching and peer assessment. Variability was found in the reporting of tutor recruitment and training processes, tutor outcomes, and tutor competencies. Conclusion Results from this review suggest that there are many perceived learning benefits for student tutors. However, there were mixed results regarding the accuracy of peer assessment and feedback, and no substantial evidence to conclude that participation as a peer tutor improves one’s own examination performance. Further research into PAL in medicine is required if we are to better understand the relative impact and benefits for student tutors. PMID:24912500

  13. A New Paradigm for Intelligent Tutoring Systems: Example-Tracing Tutors

    ERIC Educational Resources Information Center

    Aleven, Vincent; McLaren, Bruce M.; Sewall, Jonathan; Koedinger, Kenneth R.

    2009-01-01

    The Cognitive Tutor Authoring Tools (CTAT) support creation of a novel type of tutors called example-tracing tutors. Unlike other types of ITSs (e.g., model-tracing tutors, constraint-based tutors), example-tracing tutors evaluate student behavior by flexibly comparing it against generalized examples of problem-solving behavior. Example-tracing…

  14. Hours of Opportunity, Volume 1: Lessons from Five Cities on Building Systems to Improve After-School, Summer School, and Other Out-of-School-Time Programs. Monograph

    ERIC Educational Resources Information Center

    Bodilly, Susan J.; McCombs, Jennifer Sloan; Orr, Nate; Scherer, Ethan; Constant, Louay; Gershwin, Daniel

    2010-01-01

    High-quality out-of-school-time (OST) programs have a positive effect on youth development, but many cities have found it difficult to address the challenges of expanding and improving the quality of programs offered to underserved and high-need students. In response, The Wallace Foundation sponsored an initiative to help five cities increase…

  15. Field replication of classwide peer tutoring.

    PubMed Central

    Greenwood, C R; Dinwiddie, G; Bailey, V; Carta, J J; Dorsey, D; Kohler, F W; Nelson, C; Rotholz, D; Schulte, D

    1987-01-01

    We conducted a large-scale field replication study of classwide peer tutoring applied to spelling instruction (Greenwood, Delquadri, & Hall, 1984). Two hundred and eleven inner-city students in four schools participated during their first- and second-grade school years. The effects of classwide peer tutoring were compared to teacher instructional procedures and pretest probes using a group replication design (Barlow, Hayes, & Nelson, 1984). Analysis of group and individual results indicated that (a) both teacher instructional procedures and classwide peer tutoring were effective in increasing spelling performance above pretest levels, (b) peer tutoring produced statistically greater gains relative to the teachers' procedures for both low and high student groups formed on pretest levels, (c) these outcomes were representative of groups, classes, individuals, and years during the project, and (d) participant satisfaction with the program was generally high. A separate analysis of the social importance of treatment outcome revealed differential findings for low and high groups related to pretest levels. Implications of these findings are discussed. PMID:3610894

  16. The Effects of Peer Tutoring between Domestic and International Students: The Tutor System at Japanese Universities

    ERIC Educational Resources Information Center

    Lassegard, James P.

    2008-01-01

    International students often require extracurricular assistance upon arrival in the host country. Many universities operate programs pairing international and domestic students for academic and adjustment assistance. The tutor system operating at Japanese national universities has similar objectives. Although the literature has highlighted several…

  17. Tutoring. The Guidance and Counselling Role of the Tutor in Vocational Preparation.

    ERIC Educational Resources Information Center

    Miller, John C.

    Addressed to adults working in a tutorial capacity with young people engaged in the process of vocational preparation, this manual offers ideas, poses issues, and describes skills and tasks that will help tutors to develop their work with students--either on their own or through staff development programs. The aims of vocational preparation,…

  18. Creating Theory: Moving Tutors to the Center.

    ERIC Educational Resources Information Center

    Dinitz, Sue; Kiedaisch, Jean

    2003-01-01

    Presents three tutors' contributions to writing center theory. Shows how writing center theory can be enriched by including tutor voices and perspectives. Discusses the importance of including tutors in the construction of writing center theory. (SG)

  19. The Quality of School-Age Child Care in After-School Settings. Research-to-Policy Connections No. 7

    ERIC Educational Resources Information Center

    Little, Priscilla M.

    2007-01-01

    This brief identifies the features of high-quality after-school settings that have emerged from the research and are reflected in program quality tools. It also examines key research linking program quality to positive developmental outcomes; it reviews current practice in program quality assessment; and it offers considerations for policymakers…

  20. Kids Capture Their Universe: An Afterschool Bridge from Science Content to Youth Development

    NASA Astrophysics Data System (ADS)

    Hartman, M.; Porro, I.; Reinfeld, E.; Dussault, M.

    2010-08-01

    The Kids Capture Their Universe astronomy apprenticeship is an example of an afterschool program that is designed to complement the science learning that takes place in the classroom and support positive youth development. This paper presents an overview of the program and the variety of implementation models designed to accommodate professional, amateur and student astronomers with different interest levels and time constraints to engage local youth in meaningful science programming through partnerships with out-of-school-time organizations.

  1. Family Day Care Check-In Program: After-School Care for Children Aged 10-14. [Introduction and Guide to Operation.

    ERIC Educational Resources Information Center

    Osborne, Linda B., Ed.

    The Family Day Care Check-In Program is designed to offer working parents convenient, affordable after school care for their children aged 10 to 14. It provides children with flexible supervision by caring, trained adults and gives them opportunities to grow into responsible, independent teens by planning and participating in activities on their…

  2. Expanded Learning (Afterschool) Leaders' Perceptions Regarding Most Important Elements for Program Quality and Use of Self-Assessment Tools for Continuous Improvement

    ERIC Educational Resources Information Center

    Boesch, Julie Anne

    2014-01-01

    California allocates $550 million to expanded learning through After School Education and Safety (ASES) state grants, and $140 million of federal money in 21st Century Community Learning Center grants each year; more than all other states combined. Much variability exists in program quality, and research has identified mixed results as to the…

  3. Cross-Age Tutoring--Going It Alone. Research Report 79-06.

    ERIC Educational Resources Information Center

    Isaacs, L. M.; Stennett, R. G.

    The results of a pilot study of a reading tutor program that had as its focus the creation of a suitable reporting system for insuring adequate implementation of the program are discussed in this paper. The use of learning resource teachers (LRTs) to train tutors, select tutees, monitor implementation, and establish home-based reinforcement is…

  4. Tutoring Middle School Students with Disabilities by High School Students: Effects on Oral Reading Fluency

    ERIC Educational Resources Information Center

    Lingo, Amy Shearer

    2014-01-01

    This study evaluated the effectiveness of high school tutors' implementation of "Great Leaps Reading" (Campbell, 1998), a reading fluency supplementary instructional program. The program consists of three sections: phonics, sight word phrases, and story passages. Daily 15-minute tutoring sessions involved repeated 1-minute timings of…

  5. Enhancing the Quality of Tutorials through Peer-Connected Tutor Training

    ERIC Educational Resources Information Center

    Calma, Angelito; Eggins, Mark

    2012-01-01

    This paper investigates how a peer-connected tutor training program can lead to quality enhancement by helping tutors to develop more effective teaching strategies and promoting better learning approaches among business students. It uses 2007-2010 evaluation data from 343 program participants from accounting, economics, finance and management and…

  6. Tips for Reading Tutors = Consejos para los Tutores en Lectura.

    ERIC Educational Resources Information Center

    Department of Education, Washington, DC.

    Reading is the basis for learning and school success. While reading is learned primarily in the classroom, many students need extra time and help. Research shows that tutoring is a great way for individuals and groups outside school to support learning, but effective tutoring requires appropriate training and careful planning. This brochure,…

  7. 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.

  8. The Unexpected Benefits of High School Peer Tutoring.

    ERIC Educational Resources Information Center

    Longwill, Amy Wildman; Kleinert, Harold L.

    1998-01-01

    Describes how high school peer tutoring programs can enhance educational outcomes, including increased academic performance, for students with and without moderate and severe disabilities. The role of such programs in educational restructuring is addressed, as is the way such programs can promote general education class participation and community…

  9. Distributed Interactive Intelligent Tutoring Simulation.

    ERIC Educational Resources Information Center

    Leddo, John; Kolodziej, James

    A Distributed Interactive Intelligent Tutoring Simulation (DIITS) has been developed to train Army Infantry squad and fire team leaders skills to perform military operations cooperatively in urban terrain. It integrates distributed interactive simulation (DIS) and intelligent tutoring systems (ITSs) and thus capitalizes on the strengths of both:…

  10. Inspiring Students with Peer Tutoring

    ERIC Educational Resources Information Center

    Smith, Brandy

    2007-01-01

    Peer tutoring is essentially peers teaching each other. Many teachers already incorporate this idea into their classrooms in other curricular areas and appreciate the benefits that come from this type of teaching. Teachers can implement peer tutoring by teaching a small group of students a subject, or using a group that already understands the…

  11. Stupid Tutoring Systems, Intelligent Humans

    ERIC Educational Resources Information Center

    Baker, Ryan S.

    2016-01-01

    The initial vision for intelligent tutoring systems involved powerful, multi-faceted systems that would leverage rich models of students and pedagogies to create complex learning interactions. But the intelligent tutoring systems used at scale today are much simpler. In this article, I present hypotheses on the factors underlying this development,…

  12. Cognitive Modelling and Intelligent Tutoring.

    ERIC Educational Resources Information Center

    Anderson, John R.; And Others

    Research on intelligent tutoring seeks to develop systems for automating education and to explore epistemological issues concerning the nature of the knowledge presented by tutors and how that knowledge can be learned. The ACT theory of skill acquisition and its successor (PUPS--PenUltimate Production System) provides production-system models of…

  13. Ready for Prime Time: Implementing a Formal Afterschool Quality Improvement System by Prime Time Palm Beach County, Inc.

    ERIC Educational Resources Information Center

    Spielberger, Julie; Lockaby, Tracey; Mayers, Leifa; Guterman, Kai

    2009-01-01

    This is the fourth report of a process evaluation of Palm Beach County Prime Time, Inc., an intermediary organization dedicated to improving the quality of afterschool programs, by Chapin Hall at the University of Chicago. It covers the 2007-2008 program year, which was the inaugural year of Prime Time's formal Quality Improvement System (QIS)…

  14. 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…

  15. Peer Tutoring at Colleges and Universities

    ERIC Educational Resources Information Center

    Kim, Mikyong Minsun

    2015-01-01

    This paper focuses on the important roles of peer tutoring and peer tutoring services that utilize student tutors in higher education. First, the roles and potential benefits of peer tutoring are identified and reviewed as they apply to various dimensions of student development. Second, the impacts, benefits, and extended beneficiaries of peer…

  16. SPIRIT: An Evolutionally Designed Intelligent Tutoring System.

    ERIC Educational Resources Information Center

    Barzilay, Amos; Pople, Harry E., Jr.

    SPIRIT is an Intelligent Tutoring System for tutoring probability theory which has evolved through a continuous process of experimentation and tuning. The system manages a unique flexible tutoring style. On one hand, the system may behave as a tutor who mostly observes the student without interference, intervening only when things are really going…

  17. Examining the Relationship between LA's Best Program Attendance and Academic Achievement of LA's Best Students. CRESST Report 749

    ERIC Educational Resources Information Center

    Huang, Denise; Leon, Seth; La Torre, Deborah; Mostafavi, Sima

    2008-01-01

    Researchers and policymakers are increasingly interested in the impact of afterschool programs on youth development. Even though numerous studies have investigated the impact of afterschool participation on academic outcomes, there is limited research on the differential impact of afterschool programs based on students' participation rate. This…

  18. Taking Instruction to Where It Will Be Used: Tutoring Faculty in Their Offices.

    ERIC Educational Resources Information Center

    Engeldinger, Eugene A.; Love, Michael G.

    1998-01-01

    Carthage College (Wisconsin) reports on the practical/philosophical consideration underlying a decision to tutor faculty in using new technologies. Applying lessons learned through student computer labs, the college initiated a faculty/staff tutoring program which used the faculty's own office desktop computers. By taking a very personalized…

  19. Epistemics and Expertise in Peer Tutoring Interactions: Co-Constructing Knowledge of Spanish

    ERIC Educational Resources Information Center

    Back, Michele

    2016-01-01

    Peer tutoring is viewed as a valuable component of additional language learning due to the presence of a more knowledgeable interlocutor. Yet researchers and language program directors alike often ignore the linguistic and cultural differences that peer tutors possess, instead categorizing them homogeneously as "experts" or "native…

  20. A "Shared Repertoire" of Choices: Using Phenomenology to Study Writing Tutor Identity

    ERIC Educational Resources Information Center

    Friedrich, Tom

    2014-01-01

    Tutoring services often restrict their data collection and analysis practices to publicizing session counts and tutee GPAs. This study suggests that programs that offer writing consultation may enhance their sessions' epistemic power by researching their tutoring staff's instructional choices. After explaining why and describing how a…

  1. Mathematics Intervention Utilizing Carnegie Learning's Cognitive Tutor® and Compass Learning's Odyssey Math®

    ERIC Educational Resources Information Center

    Barton, James M.

    2016-01-01

    Carnegie Learning's Cognitive Tutor®The purpose of this study is to determine whether there is a statistically significant difference between pre-test and post-test achievement scores when Compass Learning's Odyssey Math® is used together with Carnegie Learning's Math Cognitive Tutor® in a mathematics intervention program at ABC Middle School. The…

  2. Children Interactions in Literacy Tutoring Situations: A Study with Urban Marginalized Populations in Argentina

    ERIC Educational Resources Information Center

    Rosemberg, Celia Renata; Alam, Florencia; Stein, Alejandra

    2014-01-01

    The study analyzed the conversational exchanges through which child tutors mediated literacy abilities and knowledge with young children in the framework of the project "From Child to Child: A Tutor-Child Literacy Program," that is being conducted in Buenos Aires, Argentina. The analysis considered the conversational moves deployed by…

  3. "Shared Reading": An Experiment in Peer Tutoring in the Primary Classroom.

    ERIC Educational Resources Information Center

    Atherley, C. A.

    1989-01-01

    Describes a 12-week peer tutoring reading program for primary students. Students showed significant reading gains when compared with a control group, but lost these gains when they returned to individual silent reading. Concludes that peer tutoring is an under-utilized but valuable teaching strategy. (Author/LS)

  4. Exploring the Relationships between Perceptions of Tutoring and Tutoring Behaviours: A Focus on Graduate Students Serving as Peer Tutors to College-Level Chemistry Students

    ERIC Educational Resources Information Center

    Velasco, Jonathan B.; Stains, Marilyne

    2015-01-01

    It has been established that both tutors and tutees gain from tutoring sessions. However, tutors' benefits may be enhanced or limited depending on the type of behaviours they perform during the tutoring sessions. Although behaviours enhancing both tutor and tutee learning can be promoted by training, generalized tutor training models that are…

  5. Effects of tutoring in phonological and early reading skills on students at risk for reading disabilities.

    PubMed

    Vadasy, P F; Jenkins, J R; Pool, K

    2000-01-01

    This study examined the effectiveness of nonprofessional tutors in a phonologically based reading treatment similar to those in which successful reading outcomes have been demonstrated. Participants were 23 first graders at risk for learning disability who received intensive one-to-one tutoring from noncertified tutors for 30 minutes, 4 days a week, for one school year. Tutoring included instruction in phonological skills, letter-sound correspondence, explicit decoding, rime analysis, writing, spelling, and reading phonetically controlled text. At year end, tutored students significantly outperformed untutored control students on measures of reading, spelling, and decoding. Effect sizes ranged from .42 to 1.24. Treatment effects diminished at follow-up at the end of second grade, although tutored students continued to significantly outperform untutored students in decoding and spelling. Findings suggest that phonologically based reading instruction for first graders at risk for learning disability can be delivered by nonteacher tutors. Our discussion addresses the character of reading outcomes associated with tutoring, individual differences in response to treatment, and the infrastructure required for nonprofessional tutoring programs. PMID:15495399

  6. Evaluating a School Primary Prevention Program.

    ERIC Educational Resources Information Center

    Jason, Leonard A.; And Others

    Peer tutoring programs represent an innovative approach for optimally utilizing resources existing within classrooms. While most tutoring programs are aimed at helping tutees or tutors with academic difficulties, this study involved all children in two classrooms in a peer tutoring project. A multiple baseline design indicated that prompting was…

  7. [Afterschool physical activity programs: Literature review].

    PubMed

    Reloba-Martínez, Sergio; Martín-Tamayo, Ignacio; Martínez-López, Emilio José; Guerrero-Almeida, Laura

    2015-01-01

    The purpose of this review was to analyze the scientific production about extra-curricular physical activity (PA) in western children of 6-12 years. Medline / Pub-Med, Scopus and Google Scholar were used. This search collects articles published between January 1990 and May 2013. A total of 104 publications were analyzed. The body composition parameters are best used to assess the results of the studies, followed by those which estimate the maximum aerobic capacity. Articles of intervention are presented with very heterogeneous methodological features but there are clear trends in the use of certain aspects. As for the reviews, most are systematic and include meta-analysis. In this studies, body mass index (BMI) is the most used parameter.

  8. Promoting Physical Activity in Afterschool Programs

    ERIC Educational Resources Information Center

    Beighle, Aaron; Beets, Michael W.; Erwin, Heather E.; Huberty, Jennifer; Moore, Justin B.; Stellino, Megan

    2010-01-01

    Children in the United States are not engaging in sufficient amounts of routine physical activity, and this lack is an emerging public health concern (Strong, Malina, Blimkie, Daniels, Dishman, Gutin, et al., 2005). Efforts to increase the physical activity levels of children and adolescents has become a national priority, attracting attention…

  9. [Afterschool physical activity programs: Literature review].

    PubMed

    Reloba-Martínez, Sergio; Martín-Tamayo, Ignacio; Martínez-López, Emilio José; Guerrero-Almeida, Laura

    2015-01-01

    The purpose of this review was to analyze the scientific production about extra-curricular physical activity (PA) in western children of 6-12 years. Medline / Pub-Med, Scopus and Google Scholar were used. This search collects articles published between January 1990 and May 2013. A total of 104 publications were analyzed. The body composition parameters are best used to assess the results of the studies, followed by those which estimate the maximum aerobic capacity. Articles of intervention are presented with very heterogeneous methodological features but there are clear trends in the use of certain aspects. As for the reviews, most are systematic and include meta-analysis. In this studies, body mass index (BMI) is the most used parameter. PMID:26679320

  10. Identifying Training Needs of Novice Online English Language Tutors

    ERIC Educational Resources Information Center

    Rodriguez Buitrago, Carolina

    2013-01-01

    Online and blended learning are of growing interest in the English language learning community. In Colombia, national initiatives and policies promote online educational programs and online English courses specifically. As a result, new online tutors are constantly needed for new programs and courses offered by institutions as well as by private…

  11. An Intelligent Tutor for Intrusion Detection on Computer Systems.

    ERIC Educational Resources Information Center

    Rowe, Neil C.; Schiavo, Sandra

    1998-01-01

    Describes an intelligent tutor incorporating a program using artificial-intelligence planning methods to generate realistic audit files reporting actions of simulated users and intruders of a UNIX system, and a program simulating the system afterwards that asks students to inspect the audit and fix problems. Experiments show that students using…

  12. Validation of an Evaluation Tutoring Task Scale at the University

    ERIC Educational Resources Information Center

    Sáiz-Manzanares, María Consuelo; Bol-Arreba, Alfredo; Payo-Hernanz, René Jesús

    2014-01-01

    Introduction: Recent investigations have emphasized the need for university teachers to develop tutorial programs for students at university. Many universities are committed to broadening research on university teaching that will sharpen academic performance and levels of student satisfaction. Tutoring programs improve the development of the…

  13. Bilingual Mini-School Tutoring Project. A State of Washington URRD (Urban, Rural, Racial, Disadvantaged) Program. Final Evaluation, 1975-76 Program Year.

    ERIC Educational Resources Information Center

    McConnell, Beverly

    The early education program uses paraprofessional teachers to provide bilingual multicultural education to children of migrant and seasonal farm workers. The program operates on an interstate and interdistrict basis. Interstate migrant children from south Texas are followed from their home base community to northern locations. By working…

  14. Afterschool Alert: Poll Report No.3. A Report of Findings from a June 2000 Poll of Registered Voters.

    ERIC Educational Resources Information Center

    Afterschool Alliance, Washington, DC.

    This report summarizes key findings from a 2000 nationwide poll regarding support and demand for after-school programs. Participating in the poll were 800 adults over age 18 who are registered to vote. The findings included the following: (1) 92 percent of respondents agreed that there should be an organized activity/place for children and teens…

  15. "Mao Might Cheat": The Interactional Construction of the Imaginary Situation in a Fifth Dimension After-School Setting

    ERIC Educational Resources Information Center

    Poole, Deborah

    2011-01-01

    This article explores Vygtosky's (1978) notion of the imaginary situation through analysis of interaction and activity in a Fifth Dimension after-school setting, one of a network of programs designed with an aim to realize developmental concepts proposed by Vygotsky and others in the cultural-historical tradition (see, e.g., Cole & the Distributed…

  16. 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…

  17. 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…

  18. Peer tutoring with or without home-based reinforcement, for reading remediation.

    PubMed Central

    Trovato, J; Bucher, B

    1980-01-01

    An operant-based corrective reading program was established to study effectiveness of peer tutoring in the school, for reading deficient children. Sixty-nine second to fourth grade students were matched on measures of initial reading ability and level of reading retardation, and randomly assigned to three groups: Peer Tutoring Only, Peer Tutoring with Home Based Reinforcement, and Control. SRA materials were used in training for the experimental groups, supplemented with additional reading materials. The program continued for 15 weeks, in seven public schools. Changes in oral reading accuracy and comprehansion were assessed. Both reading and comprehension were significantly increased by peer tutoring, relative to the control group. The addition of home-based reinforcement doubled this increase. The measured gain in oral reading, based upon standardized testing, was 0.19 years for the controls and 1.27 years for peer tutoring with home-based reinforcement. Internal measures of gain showed similar results, and comprehension gains were also comparable. A high rate of compliance with the tutoring program was maintained by the tutors. High ratings of satisfaction were obtained for the program, from all groups of participants. The feasibility of the program for application in the school system is discussed. PMID:7364691

  19. 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…

  20. 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