Exploring Benefits of the East Street and Greater Portmore Junior Centre Visual and Performing Arts After School Programme: Parental Perceptions

2021 ◽  
Vol 42 (1&2) ◽  
pp. 224-258
Author(s):  
Denise D. Lloyd
Keyword(s):  
Performing Arts ◽  
After School ◽  
Visual And Performing Arts ◽  
Telephone Interviews ◽  
Self Confidence ◽  
Qualitative Research Design ◽  
Or Groups ◽  
After School Program ◽  
Field Notes ◽  
Using Data

The purpose of this study was to explore how parents perceive the benefits of the East Street and Greater Portmore Junior Centre Visual and Performing Arts After School Program (JSVPASP). This research employs a qualitative research design which, according to Creswell (2014), is “a means for exploring and understanding the meaning individuals or groups ascribe to a social or human problem” (p. 246). This research is therefore aimed at exploring recent and relevant research articles relating to visual and performing arts and its benefits to children. The objective of this study was also achieved by using data collecting techniques such as telephone interviews, face to face interviews, and field notes with 18 parents of students who were attending the centre for over 1 year. The interview results indicated that parents have seen improvement in their children’s academic performances, social skills, behaviours, and self-confidence while attending the Centre. The results of this study will be used to encourage stakeholders to invest in the Junior Centre programmes, to highlight its benefits, and to increase parental participation in the activities and development of the Junior Centre.

“Until I’m Just Too Old to Turn the Pedals”: Exploring Motivational Characteristics of Participants in a High School Mountain Bike Program

2020 ◽  
Vol 12 (4) ◽  
Author(s):  
Kent Griffin ◽  
Karen Meaney ◽  
Anthony Deringer
Keyword(s):  
Self Determination Theory ◽  
Self Determination ◽  
After School ◽  
Mountain Bike ◽  
Focus Group Interviews ◽  
After School Program ◽  
Field Notes ◽  
Group Interviews ◽  
The Individual ◽  
Program Data

Self-determination theory (SDT) (Ryan & Deci, 2000) suggests that when a person is motivated they likely experience a sense of autonomy, competence, and relatedness. It is important to understand how these constructs relate to physical activity and sport if we are to persist in our notion that these pursuits can positively impact the holistic development of youth (Camiré, Trudel, & Forneris, 2013; Frankl, 2007). Thus, the purpose of this investigation is to examine the motivational characteristics of adolescents participating in an after-school mountain bike program. Data were analyzed via field notes, interviews and focus groups. Content analysis of the individual and focus group interviews along with field notes revealed that the mountain bike sport environment served to foster motivational characteristics as is described in SDT.Based on this investigation, students who participated in the after-school program (n=28) reported a sense of autonomy, competence and relatedness.

scholarly journals Stereotypical Views of Beauty and Boys STILL Not Letting Girls Play: A Student-Centered Curriculum for Young Girls Through an After-School Activist Approach

2020 ◽  
pp. 1-8
Author(s):  
Risto Marttinen ◽  
Brianna Meza ◽  
Sara B. Flory
Keyword(s):  
Physical Activity ◽  
Role Models ◽  
Sixth Grade ◽  
After School ◽  
Student Centered ◽  
Media Messages ◽  
Urban Elementary School ◽  
After School Program ◽  
Field Notes ◽  
Member Checks

Purpose: The purpose of this study was to explore how a student-centered curriculum engaged participants in critical analysis of the “female ideal” and to identify perceived barriers to physical activity. Method: Participants were nine fifth and sixth grade Hispanic/Latina or mixed race girls, and two researchers at an urban elementary school in Southern California. Participants met one to two times per week in an after-school program. Data sources included researcher and participant journals, field notes, and semistructured interviews. Trustworthiness and credibility were established through prolonged engagement, member checks, and peer reviewer. Results: Two themes permeated the data. The first theme involved boys acting as a barrier to physical activity. The second theme involved alignment with the ideal female body. Discussion: This study highlights how boys still act as barriers to girls’ physical activity in many school settings, but also identifies how role models for girls have increased girls’ ability to critically examine media messages.

Questioning the Assumptions of Youth Violence Prevention Programs: The Role of Reflexive Evaluation in Program Development

2003 ◽  
Vol os-20 (1) ◽  
pp. 37-63
Author(s):  
Jack L. Powell ◽  
Timothy Black
Keyword(s):  
Violence Prevention ◽  
Youth Violence ◽  
Intervention Programs ◽  
After School ◽  
Youth Violence Prevention ◽  
Self Confidence ◽  
After School Program ◽  
New Ideas ◽  
Violence Prevention Programs

Several violence prevention projects are described and critiqued. One particular pilot program conducted with 20 Hispanic youth is reviewed. Evaluation of this after-school program emphasizing violence prevention, vocational training, and peer education revealed that students acquired job readiness skills and self-confidence in making presentations before groups. However, the value of violence prevention training was minimal. We introduce the role of reflexive evaluation to question the underlying assumptions of intervention programs. Specific assumptions of this and of previous programs are identified and critically assessed to foster a dialogue that will modify present practices and generate new ideas for future intervention programs.

Career adaptabilities of rural gifted adolescents in Turkey

2020 ◽  
Vol 36 (3) ◽  
pp. 221-236
Author(s):  
M Harun Murat ◽  
Nurten Karacan Ozdemir
Keyword(s):  
Role Models ◽  
Relevant Literature ◽  
Gifted Students ◽  
After School ◽  
Career Adaptability ◽  
Four Dimensions ◽  
Qualitative Research Design ◽  
Career Construction Theory ◽  
After School Program ◽  
Career Construction

This study examined career adaptability of gifted students within the Career Construction Theory. Using phenomenological qualitative research design, the study was conducted with 15 10th grade students (54% male) attended an Art and Science Centre, which is an after school program for gifted students, from a rural area of Turkey. The Career Construction Interview was used to collect data. The content analysis was employed by using MAXQDA 18 with a predetermined code list based on the relevant literature, retaining four dimensions of career adaptability: concern, control, curiosity, and confidence. The results indicated that curiosity dimension of career adaptability was frequently observed, yet confidence was seen to be lacking. Self-exploration, Investigative Attitude, and Taking Responsibility were prominent subthemes. On the other hand, the analysis did not produce richer content on career adaptability with gifted students. The results implied the need for practices to advocate social justice for rural gifted students to provide more environmental opportunities and role models to them.

Who Goes to Shows? Race-ethnicity and the Visual and Performing Arts

2020 ◽  
Vol 14 (1) ◽  
pp. 22-41
Author(s):  
Nile DeGray Patterson
Keyword(s):  
Performing Arts ◽  
College Education ◽  
Social Institutions ◽  
Western Society ◽  
Colonial Era ◽  
Visual And Performing Arts ◽  
The Arts ◽  
The Usa ◽  
Race Ethnicity ◽  
Using Data

Using data from the 2012 Survey of Public Participation in the Arts, I investigate whether education’s influence on the likelihood of visual and performing arts attendance in the USA varies by race-ethnicity. The results reveal that education increases the odds of attendance for both Whites and non-Whites, but it has a stronger impact upon the former than the latter. Unlike Whites, education’s effect on attending visual and performing arts activities for non-Whites is insignificant for high school diploma recipients when compared to their counterparts with some college education. These findings suggest a racial-ethnic bias in visual and performing arts attendance net of education that connects to the European roots of “legitimate” art in modern western society and the history of US racial discrimination. European Americans have dominated the USA’s social institutions for centuries and have held prejudices against minorities’ artistic capabilities since the colonial era. Consequentially, they could determine which arts genres provide valuable cultural capital. Conversely, minority art communities have only recently acquired the resources for self-sustainability. This likely limited their ability to develop formal institutions within their own communities to support the arts.

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 Cacophony and Change in Youth After School Activities: Findings from the 4-H Study of Positive Youth Development

2006 ◽  
Vol 1 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Christina Theokas ◽  
Jacqueline V. Lerner ◽  
Erin Phelps ◽  
Richard M. Lerner
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Sixth Grade ◽  
After School ◽  
Community Collaboration ◽  
School Activities ◽  
After School Program ◽  
After School Activities ◽  
Using Data

This paper describes the configuration and changes in young adolescents’ participation in structured after school activities. Using data from the 4-H Study of Positive Youth Development the 983 youth studied in both the first and the second waves of this research (fifth and sixth grade, respectively) were found to engage in structured after school activities at high levels. Fewer than 12% did not participate in any activities. Participation in multiple activities was the norm for these youth and the configuration of activities changed between grades. The breadth of participation in structured after school activities suggests, first, that it would be ideal to have broad community collaboration in regard to youth programming to ensure that youth receive excellent programming, no matter where they turn; and, second, that youth development researchers and practitioners need to consider new approaches to conceptualizing and evaluating the possible role of any one after-school program in promoting exemplary development.

scholarly journals The After-School Program Collaboration Quality Index (CQI): Results of a Validation Study

2019 ◽  
Vol 7 (1-2019) ◽  
pp. 69-85
Author(s):  
Michelle Jutzi ◽  
Rebecca H. Woodland
Keyword(s):  
Validation Study ◽  
Quality Index ◽  
After School Programs ◽  
After School ◽  
Professional Collaboration ◽  
Measurement Scales ◽  
Staff Members ◽  
After School Program ◽  
Collaboration Quality ◽  
Using Data

There has been a surge in the demand for the establishment of high-quality after-school programs (ASP) predicated on professional collaboration between in-school and after-school educators (OECD, 2014). In this validation study, we outline the psychometric properties of the Collaboration Quality Index (CQI) comprised of four predominant scales, using data collected from 44 Swiss ASPs and 266 ASP staff members. Internal and external validity findings, as well as bivariate correlations, indicated that the CQI is able to measure specific aspects of professional collaboration that are not accounted for with traditional and stand-alone measurement scales. ASP policy-makers and practitioners are encouraged to utilize the CQI to assess ASPs and use the results to make evidencedbased decisions for improvement.

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