scholarly journals Peacemaking: Conflict resolution using Cool Clues for elementary students

Spectrum ◽  
2022 ◽  
Author(s):  
Emily Rembush ◽  
Parker Heman ◽  
Elizabeth Klietz ◽  
Jenna Leong
Keyword(s):  
Conflict Resolution ◽  
Exploratory Study ◽  
School Teacher ◽  
Role Play ◽  
Skills Training ◽  
After School ◽  
Social Emotional ◽  
Out Of School Time ◽  
School Time ◽  
Prevention Interventions

It is recommended that violence prevention interventions start early for students and include conflict resolution education and social-emotional skills training components. Although school-based programs have shown some promise, community-based or out-of-school time programs require more study. A social-emotional learning-focused conflict resolution intervention using role-play and puppetry was implemented in a small afterschool program as an exploratory study. Student participants’ conflict resolution knowledge and after-school teacher observation of their pro-social skill behaviors were assessed pre- and post- program. Although many participants scored high in conflict resolution knowledge pre-program, they appeared to gain some additional knowledge, specifically on disagreements between friends and empathy for other’s feelings. After-school teachers, however, observed no significant overall differences in their pro-social behaviors pre- and post- program. All in all, as an exploratory study, the slight positive changes in knowledge provide data to suggest continuing the curriculum with more emphasis on the weakest topics as well as more role-play or puppet play about friendship and sharing behaviors.

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.

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 Choices, Challenges, and Lessons Learned from a Multi-Method Social-Emotional / Character Assessment in and Out of School Time Setting

2016 ◽  
Vol 10 (3) ◽  
pp. 31-45 ◽  
Author(s):  
Valerie B. Shapiro ◽  
Sarah Accomazzo ◽  
Jennette Claassen ◽  
Jennifer L. Fleming Robitaille
Keyword(s):  
Character Development ◽  
Lessons Learned ◽  
Children And Youth ◽  
Social Emotional ◽  
Behavior Rating Scale ◽  
Out Of School Time ◽  
School Time ◽  
Character Assessment ◽  
Out Of School

Out-of-School-Time (OST) programs are increasingly recognized as a venue to actively engage children and youth in character development activities, but little guidance exists as to how to assess individual children and youth in OST environments for the sake of evaluating their character development. This research brief uses an illustrative case study to reflect upon the experience of selecting and completing a strength-based, multi-modal social-emotional / character assessment that used a direct assessment and a multiple informant behavior rating scale in an OST setting. Insights derived from the case study reveal opportunities and challenges associated with each assessment modality. This paper shares lessons learned with those conducting individual assessments in OST environments and with those seeking to improve our capacity to complete screening, formative, and summative assessments of social-emotional and character constructs in OST youth development programs to help children. 

The Youthwork Paradox: A Case for Studying the Complexity of Community-Based Youth Work in Education Research

2020 ◽  
Vol 49 (8) ◽  
pp. 618-625
Author(s):  
Bianca J. Baldridge
Keyword(s):  
After School Programs ◽  
After School ◽  
Youth Work ◽  
Youth Workers ◽  
Youth Organizations ◽  
Community Based ◽  
Multiple Systems ◽  
Out Of School Time ◽  
Political Complexity ◽  
School Time

Community-based youth work, through which young people are engaged in community-based educational spaces (CBES; e.g., after-school programs, out-of-school time settings, youth organizations, etc.), is celebrated for supporting youth academically, socially, culturally, and politically. However, when these spaces receive attention, their social and political complexity is often overlooked. Studying the complexity of community-based youth work in education requires interrogating the multiple systems of oppression that impact young people’s lives. It also demands examination of the sociopolitical context of youth work, including how race logics and economic pressures inform the construction of CBES and how these forces surface and intersect with market logics and educational policy reform. Building on existing scholarship on community-based youth work and my current research, I present the youthwork paradox, a framework that captures the complexity of the field and its relationship to structural forces and larger systems of oppression. I detail how this paradox does not always lead to dichotomous discourses; rather, CBES can encompass many logics at once. To illuminate the usefulness of this framework for deeper theorizing of community-based youth work, I ground this concept in an empirical case focused on Black youth workers.

The Effects of Prompts and a Group-Oriented Contingency on Out-of-School Physical Activity in Elementary School-Aged Students

2012 ◽  
Vol 31 (2) ◽  
pp. 131-145 ◽  
Author(s):  
Peter Hastie ◽  
Hans van der Mars ◽  
Todd Layne ◽  
Danielle Wadsworth
Keyword(s):  
Physical Activity ◽  
Free Play ◽  
After School ◽  
Physically Active ◽  
Out Of School Time ◽  
School Time ◽  
Bonus Points ◽  
Verbal Prompts ◽  
Out Of School ◽  
Teacher Prompts

This study examined the effectiveness of three conditions in which 48 fourth-grade students were prompted to be physically active out of school. Using an alternating treatments design (Cooper, Heron, & Heward, 2007) the three intervention conditions included: (a) Baseline: No prompting of students, (b) Teacher Prompts: Verbal prompt to “remember to do something active after school today”, and (c) Teacher Prompts and group-oriented contingencies: Verbal prompts with an index card where students could record their activity to earn bonus points as part of a team challenge. Graphically plotted pedometer data depicting data paths, variability, and trends within and across three conditions showed that students were more active outside of school only when the contingent reinforcement (c) was in place. This suggests that using prompts and group-oriented contingencies within Sport Education appears to be an effective and authentic context for promoting independent (i.e., free play) out-of-school time physical activity.

An Exploratory Study of Seasonality and Preschoolers’ Physical Activity Engagement

2013 ◽  
Vol 10 (7) ◽  
pp. 993-999 ◽  
Author(s):  
Bo Shen ◽  
Gwen Alexander ◽  
Sharon Milberger ◽  
Kai-Lin C. Jen
Keyword(s):  
Physical Activity ◽  
Exploratory Study ◽  
Physical Inactivity ◽  
Preschool Age ◽  
Activity Level ◽  
Habitual Physical Activity ◽  
After School ◽  
School Time ◽  
Preschool Age Children ◽  
Activity Measures

Background:While there is an emerging body of literature showing variations in physical activity between seasons, further investigation is needed to better understand this association in preschool-age children. This study was designed to examine seasonal variation from fall to winter in physical activity among preschoolers.Methods:Forty-six preschool children from 2 preschools in a large Midwestern Metropolitan area completed weekly habitual physical activity measures in both fall and following winter. The habitual physical activity was quantified with the GT1M Actigraph uniaxial accelerometer. To determine seasonal differences in physical activity, a series of paired sample t tests were conducted.Results:Although overall physical activity level declined in winter, the magnitude of seasonality effects seem varied in terms of contexts. Compared with the decline during after-school time and during weekends, the differences in physical activity across the 2 seasons were much less evident during the time attending preschool and during weekdays.Conclusion:Seasonality in physical activity can be moderated by other contextual factors, such as preschool policies and curriculum. Preschools may serve as a major battlefield for fighting against physical inactivity and obesity during childhood due to their practical controllability.

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

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