scholarly journals ‘I blamed this all on moving to Texas’: Fostering Sense of Place through Locative Literature among US Latina Girls

2018 ◽  
Vol 6 (2) ◽  
pp. 149-166
Author(s):  
Claudia Cristina da Silva ◽  
Valentina Nisi ◽  
Joseph Straubhaar
Keyword(s):  
Field Study ◽  
Sense Of Place ◽  
Summer Camp ◽  
After School ◽  
School Program ◽  
Non Profit ◽  
Locative Media ◽  
After School Program ◽  
Central Texas ◽  
Latina Girls

This study explores how US Latina girls, in Central Texas, may develop a stronger sense of place and belonging through the grasping and crafting of locative literature. This work presents the results of a field study, in which training about locative narratives and locative media was provided during two different occasions. Firstly, a four-day workshop was conducted within the context of a summer camp with girls organized by a non-profit organization called Latinitas, based in Austin, Texas, USA. Secondly, the training was provided within the context of an after-school program, in a middle school, given also by Latinitas, to girls age ranging from 11 to 13, during five lessons spanning over five weeks. We found that the process of creating narratives rooted in the concept of place helped the participants to reflect on the location where they live, their locality, and their identity.

Expanding after School Program Access for Vulnerable Students: Examining the Efficacy of Federal Policy and Funding

2021 ◽  
pp. 001312452110045
Author(s):  
Susan K. Klumpner ◽  
Michael E. Woolley
Keyword(s):  
Low Income ◽  
Binary Logistic Regression ◽  
After School Programs ◽  
Lower Percentage ◽  
After School ◽  
School Program ◽  
Logistic Regression Models ◽  
School Programs ◽  
After School Program ◽  
Low Income Families

After school programs provide low income students and students of color with learning opportunities across both academic and non-academic domains that such students would otherwise not get. In this study, we examined the intersection of school characteristics (e.g., enrollment size, percent minority enrolled, and percent eligible for FARM) and the types of after school programming schools offered (e.g., fee-based, 21st CCLC, and other types) using binary logistic regression models. I n a sample of schools ( n = 1,601) surveyed by the National Center on Education Statistics 2008 FRSS, we found that under-resourced schools had lower odds of having a 21st CCLC program and higher odds of having a fee-based after school program (than schools with a lower percentage of students receiving FARM). That is counter to the stated goals of the 21st CCLC program. These findings highlight the need for a re-prioritization of 21st CCLC funding such that financial assistance provided to schools to support after school programs is allocated to schools serving students from low income families and communities.

Lift for Life: Exploring Weightlifting as an After-School Program

Strategies ◽  
2021 ◽  
Vol 34 (1) ◽  
pp. 29-36
Author(s):  
Victoria El’Azar ◽  
Cathy McKay
Keyword(s):  
After School ◽  
School Program ◽  
After School Program

Utilizing Guided Discovery to Promote Transfer of Responsibility Values in Young Children

2021 ◽  
pp. 1-10
Author(s):  
Robin J. Dunn
Keyword(s):  
Teaching Style ◽  
Third Graders ◽  
After School ◽  
School Program ◽  
Guided Discovery ◽  
Activity Program ◽  
After School Program ◽  
Personal And Social Responsibility ◽  
Responsible Behaviors ◽  
Heavy Dose

Purpose: In a Teaching Personal and Social Responsibility (TPSR) program, Hellison noted that transferring responsibility values to areas beyond the gym was the most important aspect of a responsibility-based program. The purpose of this study was to examine how the use of guided discovery strategies in a TPSR program impacts and promotes how elementary students construct meaning and action related to responsibility values. Method: The participants were 12 second and third graders who attended an underserved public elementary school and were part of an after-school program. In the TPSR program, participants engaged in cooperative activities and researcher-led discussions, using the guided discovery teaching style, to promote transfer of life skills. Results: The findings indicate that the students better understood the meaning of responsible behaviors following an 8-week TPSR after-school program that included a heavy dose of the guided discovery teaching style. This, in turn, suggests that the guided discovery teaching style served to stimulate the transfer of these responsibility behaviors beyond the program. Discussion and Conclusion: Transfer is challenging to facilitate. Having a program that uses the scaffolded approach of guided discovery may be a key component in transferring responsible behaviors to areas outside of a physical activity program.

Cosmopolitan Literacies of Belonging in an After-school Program With Court-Involved Youths

2014 ◽  
Vol 57 (7) ◽  
pp. 538-548 ◽  
Author(s):  
Lalitha Vasudevan ◽  
Kristine Rodriguez Kerr ◽  
Melanie Hibbert ◽  
Eric Fernandez ◽  
Ahram Park
Keyword(s):  
After School ◽  
School Program ◽  
After School Program ◽  
Court Involved
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