scholarly journals Out-of-school time STEM program: Students’ attitudes toward and career interests in mathematics and science

2019 ◽  
Vol 8 (2) ◽  
pp. 356
Author(s):  
Guan Saw ◽  
Brendan Swagerty ◽  
Shon Brewington ◽  
Chi-Ning Chang ◽  
Ryan Culbertson
Keyword(s):  
Motivational Factors ◽  
Career Interests ◽  
School Students ◽  
Out Of School Time ◽  
Stem Programs ◽  
School Time ◽  
Math And Science ◽  
Students Attitudes ◽  
And Mathematics ◽  
Out Of School

<span>Internationally, out-of-school time (OST) science, technology, engineering, and mathematics (STEM) programs abound. However, rigorous evidence of their impacts on student outcomes is scarce. This study evaluated the relationships between OST STEM program participation and student motivational factors in math and science by analyzing survey and administrative data of 1.017 middle school students who participated in the seven-week, STEM-focused Prefreshman Engineering Program (PREP) in San Antonio, Texas, from 2015 to 2017. Multiple regression results indicated that the PREP participation was positively associated with students’ attitudes toward math and interests in math-related careers, whereas the effects on students’ attitudes toward science and career interests in science were negligible. No evidence was found to suggest that the associations between PREP participation and student motivational factors in math and science differed by gender, race/ethnicity, or socioeconomic status.</span>

scholarly journals Overview of Current After School - OST STEM Programs for Girls

2021 ◽  
Vol 1 (1) ◽  
pp. 68-92
Author(s):  
Zeynep Gecu-Parmaksiz ◽  
Janette Hughes ◽  
Tess Butler-Ulrich
Keyword(s):  
Best Practices ◽  
Gender Gap ◽  
After School ◽  
Out Of School Time ◽  
Stem Programs ◽  
School Time ◽  
Stem Pipeline ◽  
Underrepresentation Of Women ◽  
Social And Cultural Factors ◽  
Out Of School

Historically, there has been a gender gap within the STEM pipeline, resulting in the underrepresentation of women in STEM fields. Current efforts, both within and outside of educational institutions, have been developed to target girls’ specific needs with the aim of supporting girls' interest and engagement in STEM. The following paper examines the social and cultural factors that perpetuate the gender gap in STEM. It also provides a review and critique of six existing Canadian Out of School Time (OST) STEM programs and the principles used in their development and implementation. Conclusions from this review suggest that OST programs, when developed using best practices, may play a crucial role in encouraging girls to pursue a STEM career. Four primary best practices include: social and collaborative learning, topics related to girls' interests, development of STEM identity, and length of the program (for example, programs done over a longer period of time are generally more effective than programs completed over a shorter duration). Although the COVID-19 pandemic has caused some of these programs to migrate online, these four promising practices transcend face-to-face versus online boundaries. As a result, programs should continue to follow these pedagogical approaches to foster girls' interests in STEM. Keywords: gender inequality, out of school time programs, social learning, STEM education, STEM programming

scholarly journals The Impact Of Active Learning During Out Of School Time (Ost) Energy Clubs On Elementary School Students

2020 ◽  
Author(s):  
Lynn Albers ◽  
Karen Lindsay ◽  
Janice Hemric ◽  
Laura Bottomley ◽  
Jade Tucker ◽  
...  
Keyword(s):  
Elementary School ◽  
Active Learning ◽  
Elementary School Students ◽  
School Students ◽  
Out Of School Time ◽  
School Time ◽  
The Impact ◽  
Out Of School

scholarly journals Within and between-day differences in adolescents’ objectively-measured physical activity and sedentary behavior

Kinesiology ◽  
2019 ◽  
Vol 51 (2) ◽  
pp. 227-237
Author(s):  
Jesús Viciana ◽  
Daniel Mayorga-Vega ◽  
Maribel Parra-Saldías
Keyword(s):  
Physical Activity ◽  
Sedentary Behavior ◽  
Vigorous Physical Activity ◽  
School Students ◽  
Out Of School Time ◽  
School Time ◽  
School Recess ◽  
Objectively Measured ◽  
Study Participants ◽  
Out Of School

A decline in adolescents’ moderate-to-vigorous physical activity (MVPA) and the increase in their sedentary behavior (SB) have been registered all over the world. In order to increase the MVPA and reduce the SB of adolescents, their day has been analyzed by segments of time, verifying the contribution of each to the daily recommendation of 60 minutes/day. Previous studies have been centered only in physical activity markers, but the SB variables were not compared nor the segments of the school-recess with the out-of-school period or with the weekend. This study aimed to examine the intra- and inter-days differences in the objectively measured levels of PA and SB in adolescents. A sample of 156 Chilean school students (87 boys and 69 girls; M age=13.41; SD=.67 years) participated in the present study. Participants’ PA and SB were objectively measured by a GT3X accelerometer. Overall results showed that only 14% and 9% of Chilean adolescents achieved the daily recommendation of 60 minutes of MVPA on weekdays and the weekend, respectively. School recess was found the best moment for developing MVPA, followed by out-of-school time, and ending with weekend days presenting the worst scenario. Regarding the SB, Chilean adolescents were involved in SB 69.39% of the time on weekdays, and over 70% during the weekend. Different strategies are discussed in order to increase the MVPA and to decrease SB in each segment of a day.

scholarly journals Lise Öğrencilerinin Okul Dışı Zaman Kullanımları: Değişken ve Birey Merkezli Bir Yaklaşım

Etkileşim ◽  
2021 ◽  
Vol 4 (7) ◽  
pp. 12-30
Author(s):  
Asil Ali Özdoğru
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Time Use ◽  
Grade Level ◽  
Family Income ◽  
School Students ◽  
Out Of School Time ◽  
School Time ◽  
Out Of School

In addition to school and family, out-of-school time context can provide important opportunities in the development of children and adolescents. In order to examine the students' use of out-of-school time better, activity diversity, intensity, and profiles should be studied. The aim of this study is to identify different time use profiles among high school students through person-centered cluster analysis as well as variable-centered descriptive statistics. A total of 180 students, 93 female and 87 male, from the tenth and eleventh grades of a public high school in İstanbul participated in the study. A personal information form and a time use questionnaire prepared by the researcher were administered to the students. According to average time use, the first three activities with the highest values in weekly total time were (1) using internet or social media, (2) studying, and (3) watching television. The time that students devote to the activities was related to the day of the week, gender, grade level, academic achievement, and family income. Three different profiles emerged as a result of time use of the students and these profiles differed in terms of gender, grade level, and academic achievement. The results indicate the need for a closer and in-depth examination and evaluation of the out-of-school time context, which plays an important role in the development of students.

scholarly journals Passing the Mic: Toward Culturally Responsive Out of School Time Leadership

2020 ◽  
Vol 8 (1-2020) ◽  
pp. 52-65
Author(s):  
Ishmael A. Miller
Keyword(s):  
High School Students ◽  
School Leadership ◽  
Youth Development ◽  
Culturally Responsive ◽  
Structured Interviews ◽  
School Students ◽  
Executive Leaders ◽  
Out Of School Time ◽  
School Time ◽  
Out Of School

The aim of this study was to explore the application of culturally responsive school leadership (CRSL) in an out of school time organization (OST). This was accomplished by analyzing how the actions of leaders both enabled and constrained CRSL. Research was conducted with Inspire Mentoring an OST organization that provides mentoring services to approximately 90-120 high school students of color from freshman through senior year. Approximately 60% of the mentors identify as people of color. The data collected for this qualitative case study occurred over 6 months and included: 6 semi-structured interviews with executive leaders and adult mentors, 5 observations of organizational meetings and community workshops, and reviewed documents from Inspire Mentoring. The leadership practices observed were analyzed using the behaviors of CRSL. This study suggest that positional OST leaders should become more connected to their community understanding longstanding inequities, interrogate their own worldviews, and work in tandem with minoritized youth and community members to address cultural youth development needs.

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