Professional Development and the After-School Literacy Program: A Partnership for Overall Academic Improvement

2009 ◽  
pp. 132-140 ◽  
Author(s):  
Kathleen Quinn
Keyword(s):  
Professional Development ◽  
Literacy Program ◽  
After School ◽  
Academic Improvement

Latina Elementary School Girls’ Experiences in an Urban After-School Physical Education and Literacy Program

2020 ◽  
pp. 1-10
Author(s):  
Risto Marttinen ◽  
Mara Simon ◽  
Sharon Phillips ◽  
Ray N. Fredrick
Keyword(s):  
Physical Activity ◽  
Low Income ◽  
Role Models ◽  
Critical Role ◽  
Literacy Program ◽  
After School ◽  
Educational Approach ◽  
Community Spaces ◽  
The Impact ◽  
Latina Girls

Purpose: To understand where and how Latina girls are physically active outside of the Reflective Educational Approach to Character and Health program and the impact of female role models on participation in the program. Methods: The authors implemented a yearlong after-school physical activity and literacy program for fifth and sixth grade girls (N = 22 girls) in a low-income, urban community. Four university students/coaches delivered all sessions. Data were triangulated through 10 Latina girls’ interviews, student journals, coaches’ journals, researcher journals, and field notes, and analyzed using constant comparison. Results: Girls participated in leisure-time physical activities with family in community spaces, in spite of social and cultural barriers. Female coaches facilitated girls’ increased engagement by acting as strong role models and fostering caring relationships. Conclusion: After-school programs, community spaces, and strong connections with coaches play a critical role in students’ engagement in physical activity.

scholarly journals Teacher Perceptions of Training and Pedagogical Value of Cross-Reality and Sensor Data from Smart Buildings

2020 ◽  
Vol 10 (9) ◽  
pp. 234
Author(s):  
Shawn Rowe ◽  
Mariapaola Riggio ◽  
Raffaele De Amicis ◽  
Susan R. Rowe
Keyword(s):  
Professional Development ◽  
Rural Communities ◽  
Built Environment ◽  
Teacher Perceptions ◽  
Teacher Professional Development ◽  
Teaching And Learning ◽  
Sensor Data ◽  
After School ◽  
Teacher Professional ◽  
K 12

This paper discusses elementary, and secondary (K-12) teachers’ perceptions of cross-reality (XR) tools for data visualization and use of sensor data from the built environment in classroom curricula. Our objective was to explore the use of sensor-informed XR in the built environment and civil engineering (BECE) field to support K-12 science, technology, engineering, and mathematics (STEM) experiential learning and foster BECE-related career awareness. We conducted surveys and informal questionnaires with 33 primary and secondary teachers attending an annual two-day university-based teacher professional development workshop as part of a statewide STEM afterschool program serving students in rural communities. We assessed teachers’ familiarity with, knowledge about, and appraisal of using cross-reality platforms and sensor data in classrooms and after school curricula. Findings show that, while all teachers reported relatively high interest in learning about sensor applications and innovative interactive techniques, middle school teachers in particular were most likely to see value in using these applications for teaching and learning. Implications for teacher professional development are discussed.

Black Girls STEAMing Through Dance

2020 ◽  
pp. 198-219
Author(s):  
Ayana Allen-Handy ◽  
Valerie Ifill ◽  
Raja Y. Schaar ◽  
Michelle Rogers ◽  
Monique Woodard
Keyword(s):  
Professional Development ◽  
Black Women ◽  
Product Design ◽  
Black Girls ◽  
Self Concept ◽  
After School ◽  
School Program ◽  
After School Program ◽  
Women Professors ◽  
Development Course

Black Girls STEAMing through Dance (BGSD) leverages a transdisciplinary partnership among four Black women professors in urban education, dance, industrial/product design, and computing to engage Black girls in a STEAM-infused program to inspire STEAM literacies, STEAM identities, and positive self-concept. BGSD is in its third year of existence and operates across several contexts, including an after-school program for 7- to 12-year-old Black girls, a co-curricular mini course program for 5th and 6th grade girls, and a professional development course for teachers. This chapter highlights how the program was developed and how the use of dance to integrate STEAM is a promising platform to encourage engaged STEAM participation amongst underrepresented Black girls.

scholarly journals Bridging Public Health and Education: Results of a School-Based Physical Activity Program to Increase Student Fitness

2017 ◽  
Vol 132 (2_suppl) ◽  
pp. 81S-87S ◽  
Author(s):  
Shannon L. Barrett-Williams ◽  
Padra Franks ◽  
Christi Kay ◽  
Adria Meyer ◽  
Kelly Cornett ◽  
...  
Keyword(s):  
Physical Activity ◽  
Professional Development ◽  
Elementary Schools ◽  
After School ◽  
Baseline Survey ◽  
Staff Members ◽  
School Based ◽  
Public Elementary Schools ◽  
Physical Activity Programs ◽  
The Impact

Objective: Power Up for 30 (PU30) is a schoolwide intervention that encourages schools to provide an additional 30 minutes of physical activity during the school day, beyond physical education. The objective of this study was to evaluate the impact of PU30 on Georgia public elementary schools and their students. Methods: A total of 719 of 1320 public elementary schools in Georgia that were sent a baseline survey about school physical activity during October 2013 to September 2014 completed the survey, 160 of which were asked to complete a second survey. In the interim (March to June 2015), half (80) of these schools implemented the PU30 program. The interim surveys, which were completed during March to June 2015, assessed opportunities for student physical activity and staff member professional development focused on student physical activity. Results: Compared with schools that had not implemented the program, more schools using the PU30 program reported offering before- and after-school physical activity programs. Forty-four of 78 (57%) PU30 schools compared with 20 of 53 (38%) non-PU30 schools offered before-school physical activity programs. Likewise, more PU30 schools than non-PU30 schools offered after-school physical activity programs (35% vs 16%), and a greater proportion of students at PU30 schools compared with non-PU30 schools met fitness benchmarks: recess 5 days per week (91% [288 of 323] vs 80% [273 of 341]), offering ≥11 minutes per day of classroom-based physical activity (39% [53 of 136] vs 25% [47 of 189] for kindergarten through second grade; 20% [37 of 187] vs 6% [9 of 152] for grades 3 through 5), and receiving physical activity–related professional development time (42% [136 of 323] vs 14% [48 of 341]). Conclusions: The surveys provided a statewide picture of the physical activity opportunities offered to students and staff members in Georgia elementary schools and demonstrated the effective use of a comprehensive, multicomponent program to offer more school-based physical activity opportunities and to improve student fitness.

scholarly journals Assessment of Professional Development by Teachers and Administrators: An examination of the literature in the context of one case study

2010 ◽  
Vol 45 (1) ◽  
pp. 81-92
Author(s):  
Marjorie J. Hinds ◽  
Marie Josée Berger
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Secondary School ◽  
Teacher Professional Development ◽  
Secondary School Teachers ◽  
Literacy Program ◽  
School Teachers ◽  
Teacher Professional ◽  
Improving Student Achievement

The focus of this article is teacher professional development. The article examines literature related to teacher professional development and methods of measuring its impact. In order to ground the discussion, the article focuses on a case study that captures the perspectives of Ontario secondary school teachers and their administrators as they implement a literacy program targeted at improving student achievement.

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