The impact of a technology-based mathematics after-school program using ALEKS on student's knowledge and behaviors

2013 ◽  
Vol 68 ◽  
pp. 495-504 ◽  
Author(s):  
Scotty D. Craig ◽  
Xiangen Hu ◽  
Arthur C. Graesser ◽  
Anna E. Bargagliotti ◽  
Allan Sterbinsky ◽  
...  
Keyword(s):  
After School ◽  
School Program ◽  
After School Program ◽  
And Behaviors ◽  
The Impact

Learning with ALEKS: The Impact of Students’ Attendance in a Mathematics After-School Program

2011 ◽  
pp. 435-437 ◽  
Author(s):  
Scotty D. Craig ◽  
Celia Anderson ◽  
Anna Bargagloitti ◽  
Arthur C. Graesser ◽  
Theresa Okwumabua ◽  
...  
Keyword(s):  
After School ◽  
School Program ◽  
After School Program ◽  
The Impact

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 Effects of an After-School Program Focused on Physical Activity and Social–Emotional Learning

2020 ◽  
Vol 15 (6) ◽  
pp. 292-305
Author(s):  
Caitlin Olive ◽  
Bryan A. McCullick ◽  
Phillip Tomporowski ◽  
Karen Lux Gaudreault ◽  
Kelly Simonton
Keyword(s):  
Physical Activity ◽  
Character Development ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
After School ◽  
School Program ◽  
Social Emotional ◽  
The Social ◽  
After School Program ◽  
The Impact

The purpose of this study was to analyze the influence of a 4-week, physical activity-infused social–emotional and character development (SECD) intervention on students’ self-perceptions. Children (N=29) identified as “at risk” (The Great Schools Partnership, 2013) in Grades 2 through 5 who were enrolled in an after-school program participated in the study. A quasi-experimental design was used as children were placed into 2 groups at each after-school program (ASP) site. Data collection included student completion of the Social Emotional Learning Scale (SELS) prior to the intervention and the Social-Emotional Character Development Scale (SECD) pre- and post-intervention. A 2 x 2 repeated measures analysis of covariance (RM-ANCOVA) was used to evaluate main effects and interactions among the independent variables (group and time) on the dependent variable (SECDS). Several covariates were also accounted for when analyzing differences including grade, gender, and students’ baseline trait scores on the SELS. Although no statistical interactions were found, the trend in the data across the groups and grades does provide information for the impact and feasibility of this type of program. More research is needed including interventions with longer duration and studies with larger sample sizes.

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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