Evaluation of Espacio para Crecer ("Room to Grow") After-School Program for At-Risk Youth

2015 ◽  
Author(s):  
Steven Glazerman ◽  
Keesler Welch
Keyword(s):  
At Risk ◽  
After School ◽  
At Risk Youth ◽  
School Program ◽  
After School Program

At-Risk Youth in an After-School Program: Structured vs. Unstructured Physical Activity

2019 ◽  
Vol 76 (5) ◽  
pp. 1157-1180
Author(s):  
Christopher John Kinder ◽  
Karen Lux Gaudreault ◽  
Jayne M. Jenkins ◽  
Christine E. Wade ◽  
Amelia Mays Woods
Keyword(s):  
Physical Activity ◽  
At Risk ◽  
After School ◽  
At Risk Youth ◽  
School Program ◽  
After School Program

Leisure time activities, free time boredom, and aggressive behavioral tendencies among at-risk youth in a poverty area: Implications for recreational therapy

2010 ◽  
Vol 9 (1) ◽  
pp. 35-47
Author(s):  
Heewon Yang, PhD, CTRS ◽  
Kevin N. Schraer, MS ◽  
Marjorie Malkin, EdD, CTRS ◽  
Hansook Yi, PhD
Keyword(s):  
At Risk ◽  
Leisure Time ◽  
Free Time ◽  
After School ◽  
At Risk Youth ◽  
Service Agency ◽  
Leisure Participation ◽  
Poverty Area ◽  
Behavioral Tendencies ◽  
After School Program

The primary purpose of this study was to examine sociobehavioral characteristics [ie, leisure time activities, free time boredom (FTB), and aggressive behavioral tendencies] of at-risk youth in an area of general poverty. The participants of this study were attendees of an after-school program provided by a local social service agency, and the majority of the participants was African American (n = 75, 87.2 percent). This study examined their leisure participation patterns as well as barriers to leisure participation and desired facilities in the area. This study also revealed the participants’ perceived FTB level and aggressive behavioral tendencies. This article, lastly, suggests guidelines for therapeutic recreation practitioners who work with youth at-risk in poverty areas.

scholarly journals Projects in a Day Develop Life Skills in At-Risk After School Youth

2011 ◽  
Vol 6 (2) ◽  
pp. 87-94 ◽  
Author(s):  
Katie J. Hoffman
Keyword(s):  
At Risk ◽  
Life Skills ◽  
After School Programs ◽  
After School ◽  
At Risk Youth ◽  
Safe Place ◽  
School Programs ◽  
Life Skill Development ◽  
After School Program ◽  
School Programming

As budgets tighten and school weeks are shortened more youth are being left unattended at home. Rural youth are particularly affected by these reductions and stranded away from programs and resources. At-risk youth are acutely impacted as they lose contact time with programs that provide life skill development and a safe place for youth to connect to community, other youth and adults. 4-H Projects-in-a-Day can provide curriculum in partnership with after school programs that develop life skills and build positive social skills. In a study conducted with an Idaho After School program during the 2007-2008 and the 2008-2009 school years, six of the 12 life skills evaluated showed a significant increase after participation. Youth also reported positive self esteem and made new friends during the events held on Fridays. 4-H Project-in-a-Day curriculum has shown to be a powerful, ready to use tool in after school programming.

Blending Classroom Activities with Multi-User Virtual Environment for At-Risk Primary School Students in an After-School Program

2010 ◽  
pp. 231-249 ◽  
Author(s):  
Lee Yong Tay ◽  
Cher Ping Lim
Keyword(s):  
At Risk ◽  
Virtual Environment ◽  
At Risk Students ◽  
After School ◽  
School Program ◽  
School Students ◽  
Classroom Activities ◽  
Quest Atlantis ◽  
After School Program ◽  
Academically At Risk

This chapter documents how a group of 14 academically at-risk Primary 5 students have been engaged in academic related tasks in an after-school program mediated by a game-like 3D multi-user virtual environment (MUVE), Quest Atlantis (QA). The case study explores the possibilities and potentials of using the game-like 3D MUVE for the re-engagement of this group of academically at-risk students. From the observation notes, interviews with the students and students’ activities in the MUVE, the two main elements in the MUVE that have been found to engage the students are: ‘play and fun’ and ‘recognition and affirmation of performance.’ However, these engaging elements alone could not purposefully engage these students. Non-ICT activities such as orientation tasks, support by teachers, and the careful selection of authentic assignments are necessary to further enhance their engagement with their learning.

scholarly journals Engaging academically at risk primary school students in an ICT mediated after school program

2008 ◽  
Vol 24 (5) ◽  
Author(s):  
Lee Yong Tay ◽  
Cher Ping Lim
Keyword(s):  
At Risk ◽  
Learning Environment ◽  
Virtual Learning Environment ◽  
After School ◽  
School Program ◽  
School Students ◽  
Significant Difference ◽  
After School Program ◽  
Academically At Risk

<blockquote>This case study documents how a group of 14 academically at risk Primary 5 students (11 year olds) were engaged in academic related tasks in an after school program mediated by a <em>3-D Multi-User Virtual Environment (MUVE)</em>. Although there was no significant difference in the students' academic performance, they were found to be more engaged in the learning tasks and had acquired a range of information and communication technology (ICT) skills. At the start of the program students attended irregularly, but this improved gradually over the weeks, and other Primary 5 students were attracted to enrol in the program. The planned schedule of the after school program and the <em>3-D MUVE</em> provided the structures and online learning environment to engage these students. This paper reports on the after school program from the perspectives of the students and teachers, emphasising its context, that is, the school setting. The main finding suggests that the role of ICT has to go beyond the role of a mediating tool. It has to entice these students to be first interested in the virtual learning environment and subsequently in the content embedded within this environment. Thus ICT becomes a means to an end as well as an end by itself, in this process of engaging students. This finding has design implications especially for the use of ICT to engage academically at risk students.</blockquote><p> </p>

Sign in / Sign up

Export Citation Format

Share Document