Online learning, classroom quality, and student motivation: Perspectives from students, teachers, parents, and program staff

The purpose of this concurrent mixed-methods study was to assess the quality of online learning with a focus on student motivation in the context of a talent development program. Data were collected from 221 Indian students from fifth to tenth grades for three academic years during their participation in 14 online and 10 in-person courses. Students, teachers, and parents responded to a measure of classroom quality assessing five constructs—appeal, meaningfulness, academic self-efficacy, challenge, and choice. In addition, 41 online sessions were observed by program staff using an additional measure of instructional quality. Participants rated online learning to be highly supportive of learning motivation. No significant differences were observed in student motivation by program format, gender, or program level. Qualitative analysis revealed specific affordances and challenges in supporting student motivation in online learning. Implications in the context of out-of-school programs for students with intellectual gifts and talents are discussed.

Feasibility of Implementing Physical Activity Behavior Change Counseling in an Existing Cancer-Exercise Program

Purpose: This study examined the feasibility and acceptability of implementing research-tested physical activity (PA) behavior change counseling (BCC) sessions in an existing cancer-exercise program, and the preliminary effects on cancer survivor’s self-efficacy and PA. Methods: Participants were cancer survivors undergoing or within six-months of completing cancer treatment(s), and exercise program staff. Cancer survivors were randomized to receive the exercise program plus PABCC, or the standard exercise program. Feasibility and acceptability were assessed by recruitment, adherence, satisfaction, and a focus group with program staff. Qualitative data were analyzed using descriptive thematic analysis. Self-report questionnaires measured PA and exercise self-efficacy. Results: Recruitment was 33 out of 93 (36.7%), and n = 13 (39%) provided post-program data. Cancer survivors enjoyed PABCC sessions, but reported face-to-face delivery was an added time burden. Program staff expressed desire to implement PABCC, but perceived staff capacity and time as barriers to sustainability. Exercise self-efficacy increased by 21.5% in the PABCC group vs. 4.2% in the control. PA increased by 81.3% in the PABCC group vs. 16.6% in the control group. Conclusions: Implementing PABCC in an existing cancer-exercise program was acceptable and promising for increasing moderate to vigorous PA, but additional research is needed to enhance the feasibility and sustainability of translating efficacious behavioral interventions into existing cancer-exercise programs.

Silver Sneakers in Central PA: Assessment of a Community based Exercise Program in a Mixed Rural/Urban Catchment Area

Older cancer survivors present with unique challenges that may impact quality of life and increase physical dysfunction if not properly managed. Regular physical activity (PA) can help mitigate these effects. Silver Sneakers (SS), a free exercise program available to Medicare beneficiaries, has more than 16,000 US locations. To understand capacity of SS to serve older adults in our mixed rural/urban catchment area of Central Pennsylvania, we 1) identified all registered SS program locations in our 28-county catchment area and; 2) conducted phone questionnaires with SS program staff. Approximately 18 gyms closed during the pandemic, leaving a sample of 121 participating gyms. We talked to 80 gyms (66% response rate) to understand member and programming characteristics, training of staff and program marketing. Geographic locations of SS were mixed – 39% in rural and 61% in urban counties; the majority (43%) were located in private gyms or YMCAs. The majority of gyms reported membership was equally mixed by gender and described ages of members as 65-80 years (94%). Program staff said that many members exercised several times per week with friends/family. Program staff also reported that social opportunities (35%) were a primary reason participants remained active in SS. Most (89%) of the facilities were still able to offer SS during the pandemic, with the majority (60%) adapting format to Zoom and other video platforms to conduct classes. Overall, SS programs offer a sustainable option to facilitate access to exercise programs and reduce barriers to PA among older adults in our catchment area.

Remote Use of Individual Growth and Development Indicators (IGDIs) for Infants and Toddlers

Universal screening and progress monitoring are evidence-based practices in early intervention/early childhood special education (EI/ECSE). Individual Growth and Development Indicators (IGDIs) for infants/toddlers are measures that programs can use for universal screening, progress monitoring, intervention decision-making, and accountability. Prior to the COVID-19 pandemic, IGDIs were administered and scored exclusively in person by certified early educators. Because of COVID-19, EI/ECSE practitioners could no longer conduct in-person assessments. We report how two early intervention programs implemented IGDIs using remote protocols that included (a) preparation of parents for IGDI administration at home, (b) session observation by program staff using videoconferencing, and (c) remote coding of the child’s performance by program staff when interacting with a parent/caregiver play partner using the standard toy set. The remote protocols are described, and uptake by the programs is compared before and during the pandemic. Equivalence of children’s scores from in-person versus remote protocols is reported, as well as caregivers’ and program staff’s preferences. Implications for remote early childhood services are discussed.

A Technology Training Program to Alleviate Social Isolation and Loneliness Among Homebound Older Adults: A Community Case Study

Despite substantial evidence of the negative health consequences of social isolation and loneliness and the outsized impact on older adults, evidence on which interventions are most effective in alleviating social isolation and loneliness is inconclusive. Further complicating the translation of evidence into practice is the lack of studies assessing implementation and scalability considerations for socialization programs delivered by community-based organizations (CBOs). Our primary objective was to describe the implementation barriers, facilitators, and lessons learned from an information and communication technology (ICT) training program aimed at reducing social isolation and loneliness for homebound older adults in a home-delivered meals program. Participants received in-home, one-on-one ICT training lessons delivered by volunteers over a 14-week period with the goal of increasing social technology use. To assess implementation facilitators and barriers, 23 interviews were conducted with program staff (n = 2), volunteers (n = 3), and participants (n = 18). Transcripts were analyzed using thematic analysis. Aspects that facilitated implementation included the organization's existing relationship with clientele, an established infrastructure to deliver community-based interventions, alignment of intervention goals with broader organizational aims, and funding to support dedicated program staff. Challenges to implementation included significant program staff time and resources, coordinating data sharing efforts across multiple project partners, participant and volunteer recruitment, and interruptions due to COVID-19. Implications of these facilitators and barriers for scalability of community-based ICT training interventions for older adults are described. Lessons learned include identifying successful participant and volunteer recruitment strategies based on organizational capacity and existing recruitment avenues; using a targeted approach to identify potential participants; incorporating flexibility into intervention design when working with the homebound older adult population; and monitoring the participant-volunteer relationship through volunteer-completed reports to mitigate issues. Findings from this formative evaluation provide insight on strategies CBOs can employ to overcome challenges associated with implementing technology training programs to reduce social isolation and loneliness for older adults, and thus improve overall well-being for homebound older adults. Recommendations can be integrated into program design to facilitate implementation of ICT programs in the community setting.

Summer STEM Camp Goes Virtual

Due to the global pandemic of COVID-19, camp and program directors raced to make decisions about summer programming. Traditionally, GSI Summer Camp is a day camp held on a local university campus for four weeks. Despite the disruption caused by the pandemic, the program staff decided to move forward with a seven-week virtual experience for 45 upper elementary, middle, and high school participants. This article presents a description of the implementation of an infectious disease module during a virtual STEM camp.

Conceptualizing factors impacting nutrition services coverage of treatment for acute malnutrition in children – an application of the Three Delays Model in Niger

Objective: The Three Delays Model is a conceptual model traditionally used to understand contributing factors of maternal mortality. It posits that most barriers to health services utilization occur in relation to one of three delays: Delay 1: delayed decision to seek care; Delay 2: delayed arrival at health facility; Delay 3: delayed provision of adequate care. We applied this model to understand why a community-based management of acute malnutrition (CMAM) services may have low coverage. Design: We conducted a Semi-Quantitative Evaluation of Access and Coverage (SQUEAC) over three phases using mixed methods to estimate program coverage and barriers to care. In this manuscript, we present findings from 51 semi-structured interviews with caregivers and program staff, as well as 72 structured interviews among caregivers only. Recurring themes were organized and interpreted using the Three Delays Model. Setting: Madaoua, Niger Participants: 123 caregivers and CMAM program staff Results: Overall, 11 barriers to CMAM services were identified in this setting. Five barriers contribute to Delay 1, including lack of knowledge around malnutrition and CMAM services, as well as limited family support, variable screening services, and alternative treatment options. High travel costs, far distances, poor roads, and competing demands were challenges associated with accessing care (Delay 2). Finally, upon arrival to health facilities, differential caregiver experiences around quality of care contributed to Delay 3. Conclusions: The Three Delays Model was a useful model to conceptualize the factors associated with CMAM uptake in this context, enabling implementing agencies to address specific barriers through targeted activities.

Youth Programs Are Important Spaces for Emotional Learning

Emotional skills are now widely recognized to be essential skills for young people to survive and thrive across all aspects of their lives. Teens become able to develop powerful new skills for understanding and managing their emotions. They also are able to learn skills for using the valuable functions of emotions. But this learning isn’t automatic; it depends on experience. In this commentary, we highlight key elements of youth programs that make them important contexts for youth’s active engagement in emotional learning. We present examples from research on how program staff facilitate youth development of skills to manage and use emotions. We conclude with suggestions on practices and policies that support emotional learning.

Voices from the Street: What Homeless Youth Think We Need to Know

While social scientists have attempted to become informed about the needs and realities of marginalized youth, rarely do they include their voices in these discussions. Yet, research suggests that listening to young people results in the development of more successful programming. The authors examined 30 years of youth writing to understand what program participants think they need. Focusing on youth experiencing homelessness narratives regarding “leaving the street,” the article identifies three themes to guide government officials and program staff in program improvement: (1) the process of becoming ready to leave street life, (2) the factors that cause setbacks to occur, and (3) the recognition of young people’s need for independence and concerns that impact program effectiveness. Finally, using their words, we present suggestions for policy changes perceived to be most beneficial.