Study on the After School Program in Elementary School: Based on the ASPs in the Developed Countries

2016 ◽  
Vol 6 (9) ◽  
pp. 375-384
Author(s):  
Dae-Sok Kim ◽  
Jeong-Min Seong
Keyword(s):  
Elementary School ◽  
Developed Countries ◽  
After School ◽  
School Program ◽  
School Based ◽  
After School Program ◽  
The Developed Countries

Creating a Classroom Makerspace

2014 ◽  
Vol 93 (1) ◽  
pp. 25-26 ◽  
Author(s):  
Luz Rivas
Keyword(s):  
Elementary School ◽  
Fifth Grade ◽  
After School ◽  
Career Interests ◽  
School Program ◽  
After School Program ◽  
Learn By Doing ◽  
Do It Yourself ◽  
Physical Spaces

Teachers have recently begun to bring makerspaces — traditionally community-operated physical spaces where people create do-it-yourself projects together — into the classroom. The author tells how she started an after-school program for fifth-grade girls at her former elementary school. By taking part in makerspaces, students learn by doing, develop confidence, and might discover career interests.

scholarly journals Building Family Partnerships in a Catholic School by Connecting After-School and Home with Mathematics

2021 ◽  
Vol 24 (2) ◽  
pp. 159-169
Author(s):  
Bilge Cerezci ◽  
Keyword(s):  
Elementary School ◽  
Catholic School ◽  
After School ◽  
Motivation To Learn ◽  
School Program ◽  
Urban Neighborhood ◽  
Mathematical Development ◽  
Family Partnerships ◽  
After School Program ◽  
Mathematics Program

Parents need guidance, support, and motivation to learn how to support their young children’s mathematical development in ways that are more foundational and effective. The In Addition Afterschool Mathematics Program serves 24 students in grades 3, 4, and 5 and their parents in an urban neighborhood at a Catholic elementary school. In the In Addition Afterschool Mathematics Program, we see families as partners and build our after-school program around supporting mathematics thinking and discoveries by engaging the whole family.

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 SASP: A School-Based Structured After School Program to Reduce Childhood Obesity of Primary School Children in Bhutan

2020 ◽  
Keyword(s):  
Childhood Obesity ◽  
Sedentary Behavior ◽  
Strong Relationship ◽  
Primary School Children ◽  
After School ◽  
Future Research ◽  
School Program ◽  
School Based ◽  
After School Program ◽  
The Impact

Abstract:Childhood obesity has become a growing issue in Bhutan and it poses impending challenges. There are lots of preventable diseases and negative social impacts associated with obesity. Bhutan has no structured intervention in place and the increase in sedentary behavior is escalating the global epidemic. Incorporating physical activities in the school routine can bring positive outcomes since there is strong relationship amongst obesity, sedentariness and physical activity. This paper discovers that children are motivated to be obese because schools and communities do not provide platforms for children to be active. Schools need to provide a platform for children to be active and after school hours can be the best period. Hence, the paper argues and concludes that a School-based Structured Active After School Program (SASP) can reduce obesity and regulate sedentary behavior of Bhutanese children. Since programs like SASP are new to Bhutan, the paper reviews various literature from leading journals and other relevant sources that report on childhood obesity, sedentary behavior, after school programs et al. Nonetheless, Childhood obesity cannot be solved overnight. So future research is required to study the impact and advance accordingly. Nutrition related program should be included in future to improve the outcome.

scholarly journals Comparative Effectiveness of After-School Programs to Increase Physical Activity

2013 ◽  
Vol 2013 ◽  
pp. 1-8 ◽  
Author(s):  
Sabina B. Gesell ◽  
Evan C. Sommer ◽  
E. Warren Lambert ◽  
Ana Regina Vides de Andrade ◽  
Lauren Whitaker ◽  
...  
Keyword(s):  
Physical Activity ◽  
Comparative Effectiveness ◽  
Vigorous Physical Activity ◽  
After School ◽  
School Program ◽  
Activity Data ◽  
School Based ◽  
Percentage Points ◽  
After School Program ◽  
Community Recreation

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.

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