After-School Theatre Programs for At-Risk Teenagers (review)

2008 ◽  
Vol 18 (2) ◽  
pp. 246-247
Author(s):  
Roxanne Schroeder-Arce
Keyword(s):  
At Risk ◽  
After School ◽  
Theatre Programs

Fielding an After-School Mathematics Lab

2012 ◽  
Vol 106 (2) ◽  
pp. 126-131
Author(s):  
Christina M. Punches-Guntsch ◽  
Erin N. Kenney
Keyword(s):  
High School ◽  
At Risk ◽  
Learning Environment ◽  
School Mathematics ◽  
Urban High School ◽  
After School ◽  
School Design ◽  
Mathematics Students

Teachers in an urban high school design a learning environment for at-risk mathematics students.

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.

Out-of-School-Time Programs: A Meta-Analysis of Effects for At-Risk Students

2006 ◽  
Vol 76 (2) ◽  
pp. 275-313 ◽  
Author(s):  
Patricia A. Lauer ◽  
Motoko Akiba ◽  
Stephanie B. Wilkerson ◽  
Helen S. Apthorp ◽  
David Snow ◽  
...  
Keyword(s):  
At Risk ◽  
Meta Analysis ◽  
At Risk Students ◽  
After School ◽  
Out Of School Time ◽  
Positive Effects ◽  
School Time ◽  
Summer Schools ◽  
Meta Analyses ◽  
Out Of School

Schools and districts are adopting out-of-school-time (OST) programs such as after-school programs and summer schools to supplement the education of low-achieving students. However, research has painted a mixed picture of their effectiveness. To clarify OST impacts, this synthesis examined research on OST programs for assisting at-risk students in reading and/or mathematics. Researchers analyzed 35 OST studies that employed control or comparison groups and met other inclusion criteria. Meta-analyses indicated small but statistically significant positive effects of OST on both reading and mathematics student achievement and larger positive effect sizes for programs with specific characteristics such as tutoring in reading. Whether the OST program took place after school or during the summer did not make a difference in effectiveness.

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.

scholarly journals Where’d You Hear That? Examining the Importance of Individuals and Institutions in Providing Knowledge to At-Risk Adolescents about Their Local Community

2016 ◽  
Vol 11 (2) ◽  
Author(s):  
Rosemary V. Barnett ◽  
Paige E. Combee ◽  
Caroline Payne-Purvis
Keyword(s):  
At Risk ◽  
Local Community ◽  
After School Programs ◽  
After School ◽  
At Risk Youth ◽  
Community Based ◽  
School Programs ◽  
Community Issues ◽  
Positive Correlations ◽  
At Risk Adolescents

The purpose of this study was to explore the relationships between individuals and institutions when providing information to at-risk youth. This research examined how community issues are translated to 302 at-risk youth participants in two community-based after school programs. It specifically sought to identify the individuals and institutions where adolescents self-reported that they receive information from about community issues and whether there were relationships between these two entities. At-risk youth self-reported learning about community issues from key individuals and institutional connections. Positive correlations were found between all of the individuals and institutions, which indicate youth receive information about their communities from multiple individuals and institution types. The results provide important implications for institutions and individuals to consider as they work with youth.

Attending After-School Physical Activity Club 2 Days a Week Attenuated an Increase in Percentage Body Fat and a Decrease in Fitness Among Adolescent Girls at Risk for Obesity

2020 ◽  
Vol 34 (5) ◽  
pp. 500-504 ◽  
Author(s):  
Lorraine B. Robbins ◽  
Jiying Ling ◽  
Fujun Wen
Keyword(s):  
Physical Activity ◽  
At Risk ◽  
Body Fat ◽  
Controlled Trial ◽  
Vigorous Physical Activity ◽  
Intervention Group ◽  
After School ◽  
Z Score ◽  
Mixed Effect ◽  
Percentage Body Fat

Purpose: To evaluate the effect of a 17-week intervention, including an after-school physical activity (PA) club 3 d/wk, on moderate-to-vigorous physical activity (MVPA), body mass index (BMI) z score, percentage body fat (%BF), and cardiorespiratory fitness (CRF) among fifth to eighth grade girls having a BMI z score ≥0, and explore whether intervention outcomes varied by club attendance (1 vs 2 vs 3 d/wk). Design: Secondary analysis of data from a group randomized controlled trial (N = 1519, 10- to 15-year-old girls: n = 753 intervention; n = 766 control). Setting: Twenty-four Midwestern US schools (n = 12 intervention; n = 12 control). Sample: Subsample (n = 1194 girls) from trial’s intervention (n = 593 girls) and control (n = 601 girls) groups having BMI z scores ≥0. Measures: Moderate-to-vigorous physical activity (min/h), BMI z score, %BF, and CRF ([Formula: see text]: mL/kg/min) were estimated at baseline and postintervention. Analysis: Linear mixed-effect models. Results: Intervention group gained less %BF ( B = −0.35, P = .016), and their CRF decreased less ( B = 0.22, P = .010) than the control. Marginally significant findings showed girls attending the club an average of 1 d/wk had greater increases in %BF ( B = 0.33, P = .087) and MVPA ( B = 0.20, P = .083) and a greater decrease in CRF ( B = −0.20, P = .061) than girls attending 3 d/wk. No differences occurred between girls who attended 2 versus 3 d/wk for any outcomes. Conclusions: The intervention attenuated an increase in %BF and a decrease in CRF among girls at risk for obesity from baseline to postintervention. Offering the after-school PA club 2 d/wk may be adequate for achieving outcomes.

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.

The protective function of after-school programming and parent education and support for students at risk for substance abuse

2000 ◽  
Vol 23 (3) ◽  
pp. 365-371 ◽  
Author(s):  
Gale M Morrison ◽  
Meri H Storino ◽  
Laurel M Robertson ◽  
Theresa Weissglass ◽  
Alicia Dondero
Keyword(s):  
At Risk ◽  
Substance Abuse ◽  
Parent Education ◽  
After School ◽  
Students At Risk ◽  
Protective Function ◽  
School Programming
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