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Table of Contents

Journal of Youth Development Editors
2007 Journal of Youth Development  
Implications for practitioners, policy makers, and social scientists are discussed.  ...  Other aspects leading to positive youth development in camps were program mission and structure along with elements of accountability, assessment of outcomes, and opportunities for skill building.  ...  Resource Review: Youth and Adult Leaders for Program Excellence: A Practical Guide for Program Assessment and Action Planning [Article 0603RR002] Hobson, Hartley The Youth and Adult Leaders for Program  ... 
doi:10.5195/jyd.2007.369 fatcat:5ruuoxih7jdffd7jtsxpgteara

"I See Students Differently": Following the Lead of Maker Educators in Defining What Counts as Learning

Bronwyn Bevan, Jean J. Ryoo, Aaron Vanderwerff, Karen Wilkinson, Mike Petrich
2020 Frontiers in Education  
We share how a research-practice partnership sought to amplify the voices of informal educators leading afterschool maker programs to address the research question: How can afterschool maker programs support  ...  With the expansion of maker programs in school and out-of-school settings, investigating the connections between making and learning is important for many reasons, not least to build the evidence base  ...  The project involved a weekly afterschool tinkering class, co-taught by an afterschool educator and a museum educator, for roughly a dozen middle school aged youth.  ... 
doi:10.3389/feduc.2020.00121 fatcat:gkbhy52dsvcqrohlhcchsqeoky

Inside the Black Box: Assessing and Improving Quality in Youth Programs

Nicole Yohalem, Alicia Wilson-Ahlstrom
2010 American Journal of Community Psychology  
This paper describes what is known about the relation between youth program quality and youth developmental outcomes, summarizes different quality assessment tools being used in the field, and discusses  ...  Over the past decade, structured programming for children and youth during the non-school hours has expanded exponentially.  ...  For example, the Assessing Afterschool Program Practices Tool (APT), developed by the Miller and Surr (2005) , describes engagement as ''sharing control or responsibility for activities with youth (2005  ... 
doi:10.1007/s10464-010-9311-3 pmid:20300822 fatcat:v237w7uoe5evbbmxbkwyhyubam

Fostering Interest in and Motivation for STEM: An Illustrative Case Study of Middle Grade Students' Experiences in Out of School (OST) STEM Activities

Rebecca Hite, David Taylor
2021 Journal of interdisciplinary teacher leadership  
Recommendations for strengthening OST STEM activity participation and outcomes as well as avenues for further research are discussed.  ...  Using an illustrative experimental single case study design, data was sourced from observations, a questionnaire, and interviews from 15 independent (private) middle school students participating in one  ...  There is also substantial ongoing work in the research community to establish appropriate frameworks for outcomes, iv, v design relevant assessment and evaluation tools, 4 and document evidence of impacts  ... 
doi:10.46767/kfp.2016-0035 doaj:ca5e85bd35604880bc4e090781508a68 fatcat:vmw4c6vm7bfallz6foghc3odky

Promoting Healthy Environments In Afterschool Settings: The LiveWell Greenville Afterschool Initiative

Karen A Kemper, Sarah P Pate, Alicia R Powers, Melissa Fair
2018 Preventing Chronic Disease  
The self-assessment survey was completed by an afterschool program supervisor at each site.  ...  The survey was based on the Nutrition and Physical Activity Self-Assessment for Child Care questionnaire and modified for afterschool settings.  ...  Acknowledgments This project was supported in part by a contract (no. 1H75DP004224) with the Centers for Disease Control and Prevention's Community Transformation Grant Program to implement a community-based  ... 
doi:10.5888/pcd15.180164 pmid:30468420 fatcat:ptffchmrczctdipfpfkiughpbe

The Trenton Afterschool Partnership: Expanding Learning Time Citywide Through Public/Private Collaboration

Mark Valli, Catrin Davies, Traci Scott, Mikaela Levons
2011 The Foundation Review  
Each program site manager met with his or her school's principal to align visions for the upcoming school year, identify school-day contacts for the afterschool program and establish communication protocols  ...  Student and Family Outcomes New Jersey After 3 commissioned Policy Studies Associates (PSA) to assess the pilot year of the Trenton Afterschool Partnership.  ... 
doi:10.4087/foundationreview-d-11-00006 fatcat:nzesoug66ndxvla4uxc74fw7bu

What Counts in After School? Findings from the Massachusetts Afterschool Research Study (MARS)

Beth M. Miller
2007 Journal of Youth Development  
The results may be useful to programs, policy makers, and others in the field by deepening our understanding of how youth participation leads to a variety of youth outcomes.  ...  program site observations, school district student data, attendance data, and surveys with afterschool program staff, day school teachers, and afterschool program youth.  ...  The MARS study offers many useful insights into what afterschool programs look like, approaches to providing high quality experiences for youth, and the connections between high quality and improved outcomes  ... 
doi:10.5195/jyd.2007.378 fatcat:g4ypltj7ove3jcjez24icia4aq

Top-Down, Bottom-Up, and Around the Jungle Gym: A Social Exchange and Networks Approach to Engaging Afterschool Programs in Implementing Evidence-Based Practices

Emilie Phillips Smith, Eileen Wise, Howard Rosen, Alison Rosen, Sharon Childs, Margaret McManus
2014 American Journal of Community Psychology  
This paper describes the use of concepts from Social Networks and Social Exchange theories to implement an evidence-based practice in afterschool programs.  ...  settings to a new setting-that of afterschool programs.  ...  Thus, our project was focused upon helping the youth and staff of afterschool programs to implement an evidence-based practice, problem behavior.  ... 
doi:10.1007/s10464-014-9656-0 pmid:24781678 pmcid:PMC4634874 fatcat:ymecgcgnifaplhcd2msdwy75ei

Empowering youth and communities through 4-H School Gardening Programs: Results of focus groups in Burundi, Africa

Mary Katherine Deen, Lauren Hrncirik Scanga, Kevin Wright, Charles Berahino
2017 Journal of International Agricultural and Extension Education  
School educators also reported a need for professional development to better provide quality education for youth.  ...  A needs assessment using focus groups was conducted with 34 primary school teachers, administrators, and afterschool staff in two rural communities in Burundi.  ...  The afterschool program staff of all nine schools also participated.  ... 
doi:10.5191/jiaee.2017.24209 fatcat:rpktiqnjnjbopenv3xt7jjp5yi

Themes in Train-the-Trainer Nutrition Education Interventions Targeting Middle School Students: A Systematic Review

Christine St. Pierre, Win Guan, Leah Barry, Grace Dease, Sydney Gottlieb, Arielle Morris, Jamison Merrill, Jennifer M. Sacheck
2021 Nutrients  
A total of 53 papers representing 39 unique interventions were selected for data extraction and quality assessment.  ...  Interventions targeting middle school youth should include positive messaging and empower youth to make healthy choices within their specific food environment context.  ...  Without a definitive tool for such an assessment across a range of study types, the CASP tool was the best fit for our analysis.  ... 
doi:10.3390/nu13082749 pmid:34444910 pmcid:PMC8398099 fatcat:mdrzejjsqzdcnccifqbzvdjqxa

Physical activity and sedentary time of youth in structured settings: a systematic review and meta-analysis

Rafael M. Tassitano, R. Glenn Weaver, Maria Cecília M. Tenório, Keith Brazendale, Michael W. Beets
2020 International Journal of Behavioral Nutrition and Physical Activity  
Ensuring all youth have access to these structured settings may be an important step forward for public health.  ...  Relatively, youth are engaged in more MVPA in afterschool programs (11.7 min/hour), PA/ sport programs (20.9 min/hour), and summer camps (6.4 min/hour), when compared to childcare and school.  ...  All authors contributed substantially to the article and approved the final version for submission.  ... 
doi:10.1186/s12966-020-01054-y pmid:33276782 fatcat:gbbguvhr7vcypb5zgfr2hdm4ha

'Making' as a Catalyst for Engaging Young Female Adolescents in STEM Learning [chapter]

Karen Hyllegard, Jennifer Ogle, Sonali Diddi
2019 Theorizing STEM Education in the 21st Century [Working Title]  
The maker movement, defined as the convergence of technology and traditional artistry, has generated interest among educators for its potential to nurture STEM learning, including its capacity to engage  ...  diverse populations of youths in the making of creative objects through experimentation in science, technology, engineering, and math (i.e., STEM-based making).  ...  Digital Youth Divas has been offered in several formats (e.g., as an afterschool program, a one-week spring break program, and a two-week summer program), all of which incorporate four interrelated program  ... 
doi:10.5772/intechopen.87036 fatcat:iobkqk2nmrhxdoyezv5xbxti5m

Responding to the crisis: RALLY's developmental and relational approach

Gil G. Noam, Tina Malti
2008 New Directions for Youth Development  
It is an important step for schools and afterschool programs to open their doors and collaborate with programs.  ...  Finally, evaluation tools secure the effectiveness of the program by assessing key outcome measures.  ... 
doi:10.1002/yd.284 pmid:19170113 fatcat:vqgioz466fbffdokfu2y6oik5i

Youth–Adult Partnership: Exploring Contributions to Empowerment, Agency and Community Connections in Malaysian Youth Programs

Steven Eric Krauss, Jessica Collura, Shepherd Zeldin, Adriana Ortega, Haslinda Abdullah, Abdul Hadi Sulaiman
2013 Journal of Youth and Adolescence  
The data suggests fertile ground for future research while demonstrating that Y-AP may be an effective practice for positive youth development outside of Western settings.  ...  To address these gaps, 299 youth, age 15 to 24, were sampled from established afterschool and community programs in Malaysia to explore the contribution of Y-AP (operationalized as having two components  ...  Acknowledgments The authors would like to thank Brian Christens (University of Wisconsin-Madison) for his valuable feedback during the writing process.  ... 
doi:10.1007/s10964-013-0027-1 pmid:24122395 fatcat:yfmzoaoj7jgk7kdttyo6h2md3u

Design of the Massachusetts Childhood Obesity Research Demonstration (MA-CORD) Study

Elsie M. Taveras, Rachel E. Blaine, Kirsten K. Davison, Steven Gortmaker, Shikha Anand, Jennifer Falbe, Jo-Ann Kwass, Meghan Perkins, Catherine Giles, Shaniece Criss, Rachel Colchamiro, Jennifer Woo Baidal (+2 others)
2015 Childhood Obesity  
, early care and education, schools/afterschool programs, as well as community-wide programs to improve food, beverage, physical activity (PA), and messaging environments.  ...  Among the most promising approaches for its prevention and management are multilevel, multisector strategies.  ...  MA-CORD afterschool programs implemented Food and Fun Afterschool (FFA), a curriculum for afterschool program staff to use with children ages 5-12 years.  ... 
doi:10.1089/chi.2014.0031 pmid:25469676 pmcid:PMC4322791 fatcat:x5hqzppvfjcpzjvpuzzgwcchve
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