scholarly journals A Humane Education After School Program Improves Empathy and Attitudes Towards Animals [Dominican University of California]

2019 ◽  
Author(s):  
Mia A Nguyen
Keyword(s):  
The United States ◽  
Social Attitudes ◽  
Fund Raising ◽  
After School ◽  
School Program ◽  
Animal Shelters ◽  
Humane Education ◽  
Hands On ◽  
After School Program ◽  
Item Scale

Humane education programs aim to teach participants about the ethical treatment of both wild and domesticated animals and to foster respect for and appreciation of animals. These programs are increasingly popular and offered at many animal shelters in the United States and internationally. Previous studies have demonstrated the effectiveness of these programs in improving children’s treatment of pets (Tardif-Williams & Bosacki, 2015). This study evaluated a semester long after school program offered at a humane society in Northern California. Two hundred and twenty nine participants (27 males) from 10 to 17 years old were enrolled in afterschool service clubs at the animal shelter over the course of 9 semesters from Spring 2014 through the Spring of 2018. The clubs met for 1.5 hours once a week, every other week for one semester. Two service clubs were offered each semester and each club had 12 students. The students engaged in hands on projects for the shelter, developed and hosted fund raising activities, participated in advocacy lessons, and depending of the age of the participant assisted in the care of some of the animals at the shelter. To assess the effects of participating in the afterschool club, on the first day of the club the students completed a 12 item scale developed by the researchers to measure humane attitudes towards animals and the Bryant Index of Empathy for Children and Adolescents (Bryant, 1982). The students completed the same measures at the last meeting of the club. Participants improved on both the measure of attitudes towards animals, which was the focus of the programs, and the measure of empathy. The improvement in empathy towards other people is particularly striking as that was not a focus of the program, and suggests that humane education can play an important role in increasing pro-social attitudes.

Team Katniss? Adolescent Girls’ Participation in a Voluntary Archery After-School Program

2018 ◽  
Vol 26 (2) ◽  
pp. 99-110
Author(s):  
Shara Crookston
Keyword(s):  
Adolescent Girls ◽  
The United States ◽  
After School ◽  
School Program ◽  
Hunger Games ◽  
Playing Field ◽  
The Hunger Games ◽  
After School Program ◽  
Paralympic Sport ◽  
Katniss Everdeen

According to USA Archery, the National Governing Body for the Olympic and Paralympic sport of archery, since December of 2011, the number of archery clubs has nearly doubled and individual membership is up 25%. Owners of archery ranges across the United States are experiencing long waiting lists of adolescents who are interested in learning the sport, and many owners contribute this surge in popularity to The Hunger Games (2008–2010) franchise, a dystopian series featuring Katniss Everdeen, a bow and arrow wielding teenage girl who becomes a reluctant revolutionary instrumental in destroying a totalitarian government. The link between the series and the recent surge in archery is explored here. In this feminist, qualitative study, nine girls (n = 9) between the ages of 11 and 14 were interviewed about their experience participating in at least one 6-week after-school archery program. The results of this study suggest that The Hunger Games series influenced the girls, both directly and indirectly, to participate in the archery program. Additionally, this study found that archery is a sport where both active and less active girls feel they can compete with boys on a level playing field. Lastly, the participants did not report experiencing sexism or bullying as a result of their archery participation. The author provides applications and recommendations for further research.

scholarly journals Engineering After-School Program with Elementary Preservice Teachers and K-8 Students

2021 ◽  
Author(s):  
Jennifer Cribbs ◽  
Jeanine Huss ◽  
Julia Mittelberg
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
After School ◽  
School Program ◽  
Limited Perspective ◽  
Elementary Aged Children ◽  
Hands On ◽  
Elementary Preservice Teachers ◽  
After School Program ◽  
Engineering Standards

This study explores the influence of an after-school program involving high needs elementary-aged students at community-based sites and elementary preservice teachers (EPSTs) enrolled in a final sequence of methods courses at a local university. Data collection involved surveys, interviews, and reflections with EPSTs and interviews with elementary-aged children. Results indicated a significant positive correlation between EPTSs’ science perceptions and science teaching self efficacy. A series of Wilcoxon Rank Sum tests indicate significant growth from pre to post in participating EPSTs’ self-efficacy with the NGSS and the Engineering Standards within the NGSS. Interviews and reflections provided evidence that EPSTs benefited from the program by teaching in an unfamiliar setting that changed their beliefs and helped strengthen their teaching skills. Interview results for elementary-aged children revealed a hands-on, although somewhat limited, perspective of science, technology, and engineering. Perceptions of mathematics were primarily focused on computation.

Bridging the GAP: Leveraging Partnerships to Bring Quality Nutrition Education to the Gardening Apprenticeship Program

2020 ◽  
pp. 152483992096358
Author(s):  
Lillian Orta ◽  
Esther Yepez ◽  
Nina Nguyen ◽  
Rosario Rico ◽  
Sang Leng Trieu
Keyword(s):  
Los Angeles ◽  
Nutrition Education ◽  
The United States ◽  
After School ◽  
Land Trust ◽  
Hands On ◽  
After School Program ◽  
Apprenticeship Program ◽  
Outcomes For Children ◽  
Negative Health Outcomes

In the United States, about 12% of households are food-insecure, which can have negative health outcomes for children, including delayed development and early onset of obesity. Although many programs prioritize children, few evidence-based interventions exist for adolescents that address nutrition education. One promising intervention is teaching adolescents how to cook healthy meals. The Los Angeles Trust for Children’s Health partnered with The Los Angeles Neighborhood Land Trust to integrate nutrition education and hands-on cooking demonstrations into an after-school program called the Gardening Apprenticeship Program at a local high school. Designed as a yearlong intervention, the Gardening Apprenticeship Program involves garden-based activities teaching food and environmental justice. Cultivating partnerships with other community-based organizations can help build capacity to pilot and replicate similar programs in other communities in food deserts.

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.

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