Engagement in Out-of-School Time: How Youth Become Engaged in the Arts

2014 ◽  
Vol 116 (13) ◽  
pp. 219-231
Author(s):  
Anne-Marie E. Hoxie ◽  
Lisa M. Debellis
Keyword(s):  
New York ◽  
Performing Arts ◽  
After School ◽  
Identity Exploration ◽  
Social Competencies ◽  
Visual And Performing Arts ◽  
Out Of School Time ◽  
School Time ◽  
The Arts ◽  
Community Based Organization

This chapter describes an after-school visual and performing arts program serving middle and high school youth operated in partnership between a community-based organization and two schools in Brooklyn, New York. Data collected on the program provides evidence of participants’ identity exploration and development of positive relationships and social competencies

scholarly journals Testing the Retrospective Pretest with High School Youth in Out-of-School Time Programs

2019 ◽  
Vol 14 (1) ◽  
pp. 216-229
Author(s):  
Jill Young ◽  
Leanne Kallemeyn
Keyword(s):  
High School ◽  
Response Shift ◽  
After School ◽  
Out Of School Time ◽  
School Time ◽  
Retrospective Pretest ◽  
Youth Interviews ◽  
Response Shift Bias ◽  
School Youth ◽  
Out Of School

Practitioners and evaluators face several constraints in conducting rigorous evaluations to determine program effect. Researchers have offered the retrospective pretest/posttest design as a remedy to curb response-shift bias and better estimate program effects. This article presents an example of how After School Matters (ASM) tested the use of retrospective pretest/posttest design for evaluating out-of-school time (OST) programs for high school youth participants. Differences between traditional pretest and retrospective pretest scores were statistically significant, but effect sizes were negligible, indicating that both pretests yielded similar results. Interviews with youth led to 3 key findings that have implications for ASM using retrospective pretests with youth: response-shift bias was more prominent in youth interviews than in quantitative findings, youth recommended reordering the questions so that the retrospective pretest appears first to increase comprehension, and acquiescence bias emerged in the interviews. This study demonstrates that the retrospective pretest/posttest design can be an alternative to the traditional pretest/posttest design for OST at ASM. These findings are important for ASM and other youth-serving organizations, which often have limited capacity to survey youth multiple times within 1 program session.

scholarly journals Conference & Planning Committee Information

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Laura Lukes
Keyword(s):  
New York ◽  
Performing Arts ◽  
Writing Across The Curriculum ◽  
New York Times ◽  
Visual And Performing Arts ◽  
University Life ◽  
Information Technology Services ◽  
Science College ◽  
Technology Services ◽  
Engineering Writing

Theme:The Science of Learning: Using Research to Improve Teaching7th Annual ConferenceSeptember 18, 2015 Conference Director:Laura Lukes (Center for Teaching & Faculty Excellence) Advisory & Selection Committee: Boicu, MihaiBoyette, JoannaClare, KatieCressman, RobEby, KimEdwards, CodyGeorge, ChristianGliozzi, MarioGoldman, JonathanHannan, HeatherKoch, LisaKravitz, DavidLawrence, SusanLukes, LauraMallett, KarynOffutt, JeffOlesova, LarisaOwen, JuliePettigrew, KathyReid, ShelleyRogers, PaulSaleem, RajaSaunders, CathyScott Constantine, LynneUsher, BethanyWarren, JohnWest, PatriciaWillis, OdetteWolf, PaigeYigit, Erdal Logistical Coordination:Ashleen Gayda (Center for Teaching & Faculty Excellence)Tamara Day (Events Management) Logistical Support:Office of Events ManagementEvents ProductionMason CateringAndrew Cote (OSCAR)Samira Lloyd (OSCAR)Denise Nazaire (OSCAR) Conference Proceedings:John WarrenJeri WieringaLaura LukesAshleen GaydaEmily LambackChyna Staten (Retroactive)                               Sponsors: BlackboardGeorge Mason University LibrariesGeorge Mason Publishing GroupProQuestUPCEABarnes & Noble College: George Mason Bookstore4-VAThe New York Times in Education Supporters:College of Education and Human Development; College of Health and Human Services; College of Humanities and Social Sciences; College of Science; College of Visual and Performing Arts; Graduate Student Life; Higher Education Program; Information Technology Services; Office of Distance Education; Office of Student Scholarship, Creative Activities, and Research; School for Conflict Analysis and Resolution; School of Business; School of Policy, Government, and International A airs; University Life; Volgenau School of Engineering; Writing Across the Curriculum; and The Writing Center.Volunteers:Dorothy Amoah-Darko, Sam Ashworth, Jesse Capobianco, Cameron Carter, Andrew Cartwright, Zella Christensen, Lynne Scott Constantine, Svetlana Filiatreau, Andrew Finn, Darcy Gagnon, Liesel Hamilton, Caitlin Holmes, Tabine Kamaleddine, Mills Kelly, Joey Kuhn, Ying-Ying Kuo, Shawn Lee, Jaime Lester, Jessica Matthews, Je O utt, Larisa Olesova, Julie Owen, Nathalia Peixoto, Richena Purnell-Sayle, Esperanza Roman-Mendoza, Robert Sachs, Catherine Saunders, Linda Sheridan, Darlene Smucny, Debra Sprague, Carol Stiller, Bethany Usher, John Warren, Gerald Weatherspoon, Margaret Weiss, and the students of TOUR 440.  of Engineering; Writing Across the Curriculum; and The Writing Center. 

Out-of-School-Time Programs: A Meta-Analysis of Effects for At-Risk Students

2006 ◽  
Vol 76 (2) ◽  
pp. 275-313 ◽  
Author(s):  
Patricia A. Lauer ◽  
Motoko Akiba ◽  
Stephanie B. Wilkerson ◽  
Helen S. Apthorp ◽  
David Snow ◽  
...  
Keyword(s):  
At Risk ◽  
Meta Analysis ◽  
At Risk Students ◽  
After School ◽  
Out Of School Time ◽  
Positive Effects ◽  
School Time ◽  
Summer Schools ◽  
Meta Analyses ◽  
Out Of School

Schools and districts are adopting out-of-school-time (OST) programs such as after-school programs and summer schools to supplement the education of low-achieving students. However, research has painted a mixed picture of their effectiveness. To clarify OST impacts, this synthesis examined research on OST programs for assisting at-risk students in reading and/or mathematics. Researchers analyzed 35 OST studies that employed control or comparison groups and met other inclusion criteria. Meta-analyses indicated small but statistically significant positive effects of OST on both reading and mathematics student achievement and larger positive effect sizes for programs with specific characteristics such as tutoring in reading. Whether the OST program took place after school or during the summer did not make a difference in effectiveness.

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 festival of moors and christians as pillar of the arts.

2016 ◽  
Vol 10 (17) ◽  
pp. 40
Author(s):  
Miguel Ángel Martínez Pozo ◽  
José-Luis Anta Félez
Keyword(s):  
Performing Arts ◽  
Visual And Performing Arts ◽  
The Arts ◽  
Good And Evil ◽  
Concrete World

ABSTRACTThe Festivals of Moors and Christians represents a unique and concrete world that crosses both the history and geography of Spain and its social, political and economic configurations. Historically, they have had a pedagogical sense and, for that reason, they present the complexity of different events, elements, objects and actors that compose it as contrasting elements (assimilation of nationalism and regionalisms or the eternal Hispanic struggle between good and evil), making everything appear normal, exerting a power that few celebrations hold. These chameleonic feasts have adapted to different historical moments and, with the coming of postmodernity, have opened their gates to a colorful game of fantasy where visual and performing arts have become of the utmost importance. 

Releasing the ‘Profound Physicality of Performance’

1997 ◽  
Vol 13 (52) ◽  
pp. 329-338
Author(s):  
JoAnne Akalaitis
Keyword(s):  
New Jersey ◽  
Performing Arts ◽  
Art And Politics ◽  
Visual And Performing Arts ◽  
Rutgers University ◽  
The Arts ◽  
The Relationship

In the following interview, JoAnne Akalaitis discusses her experiences as an actress and director with the Mabou Mines company; her artistic encounters with Beckett, Brecht, and Genet; her thoughts about the relationship between art and politics; and her belief in the connection between the physical and the emotional in performance. Deborah Saivetz is a director and performer who teaches in the Department of Visual and Performing Arts at the Newark Campus of Rutgers University, New Jersey. She assisted JoAnne Akalaitis on her production of John Ford's Jacobean tragedy Tis Pity She's aWhore at the Goodman Theatre in Chicago, and performed in Akalaitis's workshop production of The Mormon Project at the Atlantic Center for the Arts in New Smyrna Beach, Florida. She had several opportunities to talk at length with Akalaitis during the months that they worked together.

scholarly journals 'It's not the form; it's the process': A phenomenological study on the use of creative professional development workshops to improve teamwork and communication skills

2018 ◽  
Author(s):  
Anita Acai ◽  
Sydney A. McQueen ◽  
Christine Fahim ◽  
Natalie Wagner ◽  
Victoria McKinnon ◽  
...  
Keyword(s):  
Professional Development ◽  
Communication Skills ◽  
Health Professionals ◽  
Performing Arts ◽  
Phenomenological Study ◽  
Well Being ◽  
Communication Styles ◽  
Visual And Performing Arts ◽  
Positive Effects ◽  
The Arts

Introduction: Past research has demonstrated the positive effects of visual and performing arts on health professionals’ observational acuity and associated diagnostic skills, well-being, and professional identity. However, to date, the use of arts for the development of non-technical skills, such as teamwork and communication has not been studied thoroughly. Methods: In partnership with a community print and media arts organization, Centre[3], we utilized a phenomenological approach to explore front-line mental health and social service workers’ experiences with a creative professional development workshop based on the visual and performing arts. Through pre- and post-workshop interviews with participants and post-workshop interviews with their managers, we sought to examine how participants’ perceptions of the workshop compared to their pre-workshop expectations, specific impacts of the workshop with respect to participants’ teamwork and communication skills, and changes in their perceptions regarding the use of the arts in professional development. Results: Our workshops were successful in enhancing teamwork skills among participants and showed promise in the development of communication skills, though observable changes in workplace communication could not be confirmed. The workshop facilitated teamwork and collegiality between colleagues, creating a more enjoyable and accepting work environment. The workshops also helped participants identify the strengths and weaknesses of their communication skills, made them more comfortable with different communication styles, and provided them with strategies to enhance their communication skills. Conclusions: Participation in the arts can be beneficial for the development of interpersonal skills such as teamwork and communication among health professionals.

scholarly journals Conference & Planning Committee Information

2013 ◽  
Vol 5 ◽  
Author(s):  
Laura Lukes
Keyword(s):  
Online Education ◽  
Performing Arts ◽  
Writing Center ◽  
Writing Across The Curriculum ◽  
College Of Education ◽  
Visual And Performing Arts ◽  
The Arts ◽  
University Life ◽  
Science College ◽  
Engineering Writing

Theme:Transformational Learning Campuswide: Insights to Enhance Student EngagementSeptember 20, 2013 Conference Director:Kimberly Eby (Center for Teaching & Faculty Excellence) Conference Coordinator:Ashleen Gayda (Center for Teaching & Faculty Excellence) (Retroactive) Conference Proceedings:Laura Lukes (Center for Teaching & Faculty Excellence)Chyna Staten (Center for Teaching & Faculty Excellence) Logistical Coordination:Karen Tai (Office of Events Management) Logistical Support:Events productionShannon DavisRebecca JonesLisa ListerSamira LloydLindsey LowenbergDenise NazaireHermoine PickettShawn Lee’s Tourism StudentsThe Writing Center Tutors Co-Sponsors: Blackboard, Inc.; 4-VA; Cengage Learning; Center for the Arts; College of Education and Human Development; College of Health and Human Services; College of Humanities and Social Sciences; College of Science; College of Visual and Performing Arts; Division of Instructional Technology; GMU Bookstore; Graduate Student Life; Higher Education Program; Mason Inn Conference Center & Hotel; Of ce of Student Scholarship, Creative Activities, and Research; Online Education; School for Con ict Analysis and Resolution; School of Management; School of Public Policy; University Libraries; University Life; Volgenau School of Engineering; Writing Across the Curriculum; and The Writing Center. 

scholarly journals A LETTER FROM THE EDITOR-IN-CHIEF

2021 ◽  
Vol 2 (2) ◽  
pp. 1-1
Author(s):  
Kumkum Bharadwaj
Keyword(s):  
Performing Arts ◽  
High Standard ◽  
Faculty Members ◽  
Google Scholar ◽  
Research Papers ◽  
Visual And Performing Arts ◽  
Research Article ◽  
The Arts ◽  
Wide Range ◽  
New Phase

English: It gives me immense pleasure to inform that “ShodhKosh: Journal of Visual and Performing Arts” ISSN: 2582-7472 has been listed in the UGC-CARE list. It is a bi-annual peer-reviewed journal of visual and performing arts that publishes research papers in both Hindi and English. Our editorial members have also contributed significantly in this effort. As a result of this, we have been able to make the research fund one of the leading journals in the field of art, and I congratulate the editorial members and the publisher by appreciating them.I would like to take this opportunity to express my gratitude to all the authors and reviewers whose contribution has made the journal reach this dimension. I would like to thank all the readers, contributors, writers, reviewers, and editorial members for all of you invaluable support and contribution.This change marks the beginning of a new phase of development in the future as we want to establish “ShodhKosh: Journal of Visual and Performing Arts” ISSN: 2582-7472 Journal in the fields of art We are committed to striving for a more consistently high standard of publication, while maintaining our wide range of teachers that includes all of the faculty members. On a national and international level, we want to assist the journal in any way we can. Even as we reimagine ourselves in conventional fields of the arts, we will continue to publish theoretical, artistic, and empirical investigations of modern and contemporary art in all its aspects.Over the years We have made several significant modifications to “ShodhKosh: Journal of Visual and Performing Arts” ISSN: 2582-7472 which will benefit all the researchers as well as we have done. ShodhKosh: Journal of Visual and Performing Arts (ShodhKosh) " ISSN: 2582-7472" is indexed on CrossRef, CrossMark, Google Scholar, Portico, Dimensions, PKP Preservation Network (PKP PN), Index Copernicus, PKP Index, so that all the papers published by us can be read nationally and internationally. We provide a unique DOI to each research article. The ShodhKosh is always progressing to support our commitment with well. Hindi: मुझे यह सूचित करते हुए अत्यंत हर्ष का अनुभव हो रहा है “ShodhKosh: Journal of Visual and Performing Arts” ISSN: 2582-7472 UGC-CARE list में अनुक्रमिनित कर लिया गया है। यह एक अर्द्धवार्षिक पत्रिका है, जिसमें हिंदी व अंग्रेजी भाषा में शोध पत्रों का प्रकाशन किया जाता है। इस प्रयास में हमारे सम्पादकीय सदस्यों का भी महत्वपूर्ण योगदान रहा है। इसी के परिणाम स्वरूप हम शोध-कोष को कला के क्षेत्र में अग्रणी पत्रिकाओं में से एक बनाने में सफल हुए हैं, और मैं सम्पादकीय सदस्यों एवं प्रकाशक की सराहना करते हुए उन्हें बधाई देती हूँ। में इस अवसर पर उन सभी लेखकों और समीक्षकों के प्रति आभार व्यक्त करना चाहती हूँ, जिनके योगदान से पत्रिका इस आयाम तक पहुँच पायी है। आप सभी के अमूल्य समर्थन व योगदान के लिए मैं सभी पाठकों, योगदानकर्ताओं, लेखकों, समीक्षकों, व सम्पादकीय सदस्यों को धन्यवाद प्रेषित करती हूँ।यह परिवर्तन भविष्य में विकास के एक नए चरण की शुरुआत का प्रतीक है क्योंकि हम “ShodhKosh: Journal of Visual and Performing Arts” ISSN: 2582-7472 UGC-CARE list को कला के क्षेत्रों में मजबूती से स्थापित करना चाहते हैं, इस पत्रिका में कला के सभी शिक्षकों को शामिल करते हुए हम हमारे व्यापक दायरे को बनाये रखते हुए, हम प्रकाशन के निरंतर उच्च मानकों के प्रयास हेतु प्रतिबद्ध है। हम पत्रिका के राष्ट्रीय व अंतराष्ट्रीय समर्थन के लिए प्रयास करेंगे। कला के पारंपिक क्षेत्रों में अपने आप को सशक्त करते हुए आधुनिक और समकालीन कला के सभी आयामों के सैद्धांतिक, मौलिक और अनुभवजन्य अध्ययनों को प्रकाशित करना जारी रखेंगे। विगत वर्षों से हमने “ShodhKosh: Journal of Visual and Performing Arts” ISSN: 2582-7472 UGC-CARE list में कुछ महत्वपूर्ण परिवर्तन किए है, जिससे सभी शोधकर्ताओं को लाभ मिले जैसे हमने ShodhKosh: Journal of Visual and Performing Arts (ShodhKosh) " ISSN: 2582-7472" की Indexing: CrossRef, CrossMark, Google Scholar, Portico, Dimensions, PKP Preservation Network (PKP PN), Index Copernicus, PKP Index पर की है, जिससे हमारे द्वारा प्रकाशित सभी शोधपत्र राष्ट्रीय व अंतराष्ट्रीय स्तर पर पढ़े जा सके। हमारे द्वारा सभी शोधपत्रों को स्वयं का DOI प्रदान किया जाता है। हमरी प्रतिबद्धता और सुधीजनों के सहयोगार्थ शोध-कोष निरंतर अग्रसर है।  

Radical Gotham

2018 ◽  
Keyword(s):  
New York ◽  
Urban Space ◽  
Performing Arts ◽  
Visual And Performing Arts ◽  
Spanish Speaking ◽  
Cultural Ideology ◽  
Human Actors ◽  
The City ◽  
Dynamic Terrain

New York City's identity as a cultural and artistic center, as a point of arrival for millions of immigrants sympathetic to anarchist ideas, and as a hub of capitalism made the city a unique and dynamic terrain for anarchist activity. For 150 years, Gotham's cosmopolitan setting created a unique interplay between anarchism's human actors and an urban space that invites constant reinvention. Tom Goyens gathers essays that demonstrate anarchism's endurance as a political and cultural ideology and movement in New York from the 1870s to 2011. The authors cover the gamut of anarchy's emergence in and connection to the city. Some offer important new insights on German, Yiddish, Italian, and Spanish-speaking anarchists. Others explore anarchism's influence on religion, politics, and the visual and performing arts. A concluding essay looks at Occupy Wall Street's roots in New York City's anarchist tradition. Contributors: Allan Antliff, Marcella Bencivenni, Caitlin Casey, Christopher J. Castañeda, Andrew Cornell, Heather Gautney, Tom Goyens, Anne Klejment, Alan W. Moore, Erin Wallace, and Kenyon Zimmer

Sign in / Sign up

Export Citation Format

Share Document