The developmental value of extracurricular programs: A conversation with Andrea Vest Ettekal

2021 ◽  
Vol 102 (8) ◽  
pp. 30-34
Author(s):  
Rafael Heller
Keyword(s):  
Extracurricular Activities ◽  
Student Participation ◽  
After School ◽  
Extracurricular Programs ◽  
School Programs ◽  
School Learning ◽  
School Programming ◽  
Out Of School

In this Kappan interview, Andrea Vest Ettekal discusses her research into student participation in out-of-school programs. She describes the disparities in participation between different groups of students and possible reasons for those disparities and different countries’ approaches to extracurricular activities. The interview also addresses the research into the benefits of participation in extracurricular activities, how after-school learning differs from in-school learning, and promising approaches to out-of-school programming.

scholarly journals Projects in a Day Develop Life Skills in At-Risk After School Youth

2011 ◽  
Vol 6 (2) ◽  
pp. 87-94 ◽  
Author(s):  
Katie J. Hoffman
Keyword(s):  
At Risk ◽  
Life Skills ◽  
After School Programs ◽  
After School ◽  
At Risk Youth ◽  
Safe Place ◽  
School Programs ◽  
Life Skill Development ◽  
After School Program ◽  
School Programming

As budgets tighten and school weeks are shortened more youth are being left unattended at home. Rural youth are particularly affected by these reductions and stranded away from programs and resources. At-risk youth are acutely impacted as they lose contact time with programs that provide life skill development and a safe place for youth to connect to community, other youth and adults. 4-H Projects-in-a-Day can provide curriculum in partnership with after school programs that develop life skills and build positive social skills. In a study conducted with an Idaho After School program during the 2007-2008 and the 2008-2009 school years, six of the 12 life skills evaluated showed a significant increase after participation. Youth also reported positive self esteem and made new friends during the events held on Fridays. 4-H Project-in-a-Day curriculum has shown to be a powerful, ready to use tool in after school programming.

scholarly journals The Complexities of Student Engagement for Historically Marginalized Youth in an After-School Program

2021 ◽  
Vol 16 (5) ◽  
pp. 105-121
Author(s):  
Ashlee L. Sjogren ◽  
Theresa N. Melton
Keyword(s):  
After School Programs ◽  
After School ◽  
Marginalized Youth ◽  
School Program ◽  
School Based ◽  
School Programs ◽  
After School Program ◽  
Program Content ◽  
Affective Experiences ◽  
School Programming

As researchers continue to address issues of equity within educational settings, it is important to also consider the role of equity in high-quality after-school programs. Evidence suggests that families from communities with fewer resources, along with families that identify as Black or Hispanic, report less access to quality after-school programming for their youth (Afterschool Alliance, 2020). This is especially problematic, as after-school programming has been associated with a number of positive outcomes for youth. In this study, researchers highlight youth perspectives to illuminate the challenges related to engaging historically marginalized youth in a school-based after-school program. Findings suggest that youth from marginalized backgrounds typically discuss engagement in terms of behavioral and affective experiences. Further, youth identified a few barriers to engagement, including repetition of program content and disruptive behavior. As a result of these findings, researchers suggest that practitioners integrate youth perspectives, work collaboratively to develop curriculum that fosters growth, and adopt policies and training that support staff in implementing culturally appropriate discipline approaches in after-school programs.

scholarly journals After-School Centres for 6–9 Year Olds in Reykjavik, Iceland

2021 ◽  
Vol 28 (4) ◽  
Author(s):  
Kolbrún Þ. Pálsdóttir
Keyword(s):  
Institutional Development ◽  
After School Programs ◽  
After School ◽  
Policy Makers ◽  
School Programs ◽  
The Status ◽  
The Difference ◽  
And Control ◽  
Further Development ◽  
Out Of School

This article discusses a) the institutional development of out-of-school services for schoolaged children in Reykjavik, Iceland and b) provides some insight into how the children themselves experience the difference between after-school and school. The status of out of-school programs in the school system is weak and receives scarce attention from researchers and policy makers. In Iceland, there is no clear framework for the service and lack of policy concerning quality and control of the service. Together school and after-school centre frame children’s institutional lives in their first years in elementary school. For many children, participationin after-school centre is a positive experience which provides opportunity to play and to be with friends. Children seldom get the chance to decide what they do in school. I argue that after-school programs should be considered an integral part of the educational system and thus, further development of the professional underpinnings of such services are necessary.

scholarly journals Supporting Social and Cognitive Growth Among Disadvantaged Middle-Grades Students in TASC After-School Projects

2006 ◽  
Vol 1 (2) ◽  
pp. 47-57
Author(s):  
Christina A. Russell ◽  
Elizabeth R. Reisner
Keyword(s):  
Middle Grades ◽  
After School Programs ◽  
Cognitive Outcomes ◽  
After School ◽  
Cognitive Growth ◽  
School Project ◽  
The Social ◽  
School Programs ◽  
School Corporation ◽  
School Programming

The field of after-school programming remains rife with unanswered questions. What constitutes quality in after-school programs? Are after-school opportunities valuable for participants regardless of their quality? Are differences in quality associated with differences in participant benefit? This sub-study of the longitudinal evaluation of The After-School Corporation (TASC) looks at how after-school opportunities with varying features affect urban middle-grades (6-8) adolescents who live in impoverished circumstances. Supported by the William T. Grant Foundation, the study explores the associations between after-school project features and the social and cognitive outcomes of disadvantaged middle-grades participants in TASC programs. The study relies on data collected during the 2001-02 and 2002-03 school years in eight TASC projects serving middle-grades students.

scholarly journals Youth Perspectives on Virtual After-School Programming During the COVID-19 Pandemic

2021 ◽  
Vol 16 (5) ◽  
pp. 251-268
Author(s):  
Candace Evans ◽  
Renita Moore ◽  
Scot Seitz ◽  
Isatou Jatta ◽  
Gabriel P. Kuperminc ◽  
...  
Keyword(s):  
Peer Relationships ◽  
Internet Access ◽  
After School Programs ◽  
After School ◽  
School Program ◽  
School Closures ◽  
School Programs ◽  
After School Program ◽  
Positive Experiences ◽  
School Programming

After-school programs provide a range of support for students. During school closures due to the COVID-19 pandemic, many after-school programs were also forced to close or to find new ways to provide services to youth, such as through virtual after-school programming. We surveyed 244 youth who participated in virtual after-school programs about their access to virtual programming as well as their experiences. We considered their pre-closure experiences as well. We also surveyed 8 program directors of after-school programs who were providing virtual programming. We found that Internet access hindered the ability of more than 1 in 4 students to access the programs. Pre-closure program experiences, including ongoing relationships with program staff and positive peer relationships contributed to more positive experiences with virtual programming. Whenever students were able to access the programs, they generally reported positive experiences. This work has implications for after-school program providers, parents, and policymakers.

scholarly journals Design It! Design Engineering in After School Programs (2002), and Explore It! Science Investigations in Out-of-School Programs (2006)

2011 ◽  
Vol 6 (1) ◽  
pp. 131-134
Author(s):  
Phillipa Myers
Keyword(s):  
Cooperative Learning ◽  
Science Learning ◽  
Materials Design ◽  
After School Programs ◽  
After School ◽  
Design Engineering ◽  
School Programs ◽  
Science Investigations ◽  
Out Of School

Science programming can be daunting for after school educators and para-educators. These two resources insure science is fun for both youth and educators! Design It! Design Engineering in After School Programs (2002), and Explore It! Science Investigations in Out-of-School Programs (2006) encourage the love of science learning through an exploratory format that is grounded in cooperative learning. Each of the two programs contain multiple projects using readily available and affordable materials. Design It! includes project topics such as Gliders, Spinning Toys, and Trebuchets. Explore It! includes project topics such as Wiring a House, Soda Science, and Balancing Toys.

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