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1.
This paper argues that after-school programmes need to be considered an essential part of lifelong learning infrastructure, particularly in light of the dominance of the economic discourse in both lifelong learning literature and the initial schooling literature. The paper, which is based upon existing literature, begins by providing an overview of after-school programmes, including their historical development. This is followed by an examination of the changing discourse in the lifelong learning literature and the initial school literature. The argument is made that the narrowing of lifelong learning and initial schooling perspectives represented by economic determinism leads to an increase in those on the margins. The youth development literature is then reviewed with a focus on positive youth development, arguing that after-school programmes with a positive youth development focus can meet the needs of those disengaged youth who are marginalised by the formal educational system. The Fusion Youth and Technology Centre is then presented as an illustrative case of an after-school programme that has a positive youth development focus. This is followed by a discussion of after-school programmes and the role they can play as part of the lifelong learning infrastructure.  相似文献   

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3.
As part of a larger project, we found that there are very few articles focusing on the relationship between parent involvement and student achievement in science. Furthermore, most studies are quantitative in nature (based on large-scale surveys). Despite the gaps identified, there are many consistent findings across various studies that could be transferred to the science-learning context, for example, the significant effect of parents' aspirations/expectations on student achievement. To better present the findings from our review of the literature, we proposed a model for organizing the various categories of parent involvement at school into three dynamic dimensions: home environment, parents and school/community, and students and school/community. We feel that this model provides a framework for recognizing the roles that parents and their children may be already playing (agency) in triggering involvement at home, at school, and/or with community organizations.  相似文献   

4.
This study examines the long-term effects of a home visiting program, Home Instruction for Parents of Preschool Youngsters, on students from mostly low-income, Latino families (n = 254). Children who were in the home visiting program during their early years were compared with a similar demographic group who participated in prekindergarten in the same inner-city area but did not participate in home visiting. Data linked participation in home visiting to state test scores and other information from public schools through the end of elementary school. Research Findings: Secondary data analyses tested for intervention effects on reading and math achievement in an urban school district using 4 waves of data covering kindergarten through 5th grade. Growth curve modeling showed that participation in home visiting predicted higher academic achievement through the 5th grade. Practice or Policy: Parent-focused intervention during early childhood appears to have a lasting impact on children’s achievement. In addition to parent engagement, quality school curriculum and quality instruction affect achievement in elementary school. A comprehensive curriculum focus throughout the early school years should be implemented regardless of preparation for high-stakes testing.  相似文献   

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6.
The main purpose of this study is to examine relationships between children's TV use and their TV environment, on the one hand, and their school performance on the other. Children and their parents have been asked about their viewing habits, and parents have been asked about their attitudes and actions as regards their children's viewing habits. Data about school achievement and marks have also been collected. The study is longitudinal with data on 194 children from the age of six to the age of 12, which have been analysed with the aid of the Partial Least Squares method. Various connections between TV use and school results are demonstrated. For example, children who grow up in a more ‘cognizant’ TV environment, i.e. are encouraged to watch children's programmes for their age group and get help with assimilating the contents of a programme, also cope better with the cognitive requirements of school  相似文献   

7.
Besides cognitive learning effects, short-term environmental education (EE) is often regarded as ineffective in intervening with participants' environmental attitudes and behaviour. However, in Germany, school classes often participate in such 1-day EE programmes because they better match the school curriculum in contrast to longer (residential) programmes. We therefore monitored a 1-day outreach EE programme on global climate change to reveal whether environmental attitudes and/or connectedness with nature of tenth graders are affected. Students from German high schools (college preparatory secondary school level, ‘Gymnasium’) (N?=?114) from age 14 to 19 participated in the programme (treatment group). It consisted of two student-centred learning units on the topic of climate change. Additionally, we chose a control group of students who did not participate in the programme. To measure students' environmental attitudes and connectedness with nature, we administered the Two Major Environmental Values (2-MEV) and the Inclusion of Nature in Self scale in a pre-, post- and retention test design. The pre-test was administered 1 week before, the post-test directly after and the retention test 4 to 6 weeks after programme participation. Analyses revealed a positive long-term effect only for utilitarian values (one of the two major environmental factors of 2-MEV) which decreased significantly. Therefore, depending on the programme's content, short-term EE programmes indeed may have an influence on participants' environmental attitudes.  相似文献   

8.
Abstract

The authors of this cross-sectional study used surveys based on the noncognitive model of W. E. Sedlacek and C. G. Brooks (1976) to determine psychosocial factors associated with African American students' high school achievement Psychosocial variables explored included community service, academic motivation, social support, and students' methods of handling unfair treatment. Results showed that after gender and absenteeism were controlled for, only the method of handling unfair treatment was positively associated with grade point average (GPA), p < .05. Those findings suggest that students who talk to others about being treated unfairly instead of keeping it to themselves are more likely to have higher GPAs; the findings also have important implications for individuals involved in the counseling and education of high school students. Sedlacek and Brooks's model provides an effective guide for predicting academic achievement and for developing programs to improve academic achievement among students of color. Further research is needed into psychosocial factors and their effects on academic achievement.  相似文献   

9.
In line with previous studies, where outdoor nature experience was shown to support adolescents’ environmental knowledge, our study monitored the influence of a hands-on environmental programme within a National Park on cognitive knowledge achievement. A sample of 4th and 5th graders (n = 289) completed a week-long outreach conservation programme with two follow-up options: the first group (n = 170) interacted with thematic posters, the second group (n = 128) also completed a thematic board game. In a quasi-experimental design, we analysed both versions with regard to achievement efforts and individual situational emotions. Altogether, programme participation added cognitive knowledge, while group one (poster and board game as follow-up option) outmatched group two (just the poster option). Measures of 'state' and 'situational' emotions regarding the programme and right after game participation revealed positive effects toward knowledge. Thus, we conclude, direct experiences with nature and additional hands-on follow-up activities may foster a student’s cognitive achievement in such programmes.  相似文献   

10.
Selection to programmes for gifted students in Israel, performed in the second grade, relies on raw ability and achievement test scores, irrespective of age, thereby ignoring the well-known effect of within-grade age differences on test scores. Employing the entire cohort of third graders of legal age (67,366 students, 1.4% of whom were enrolled in a gifted programme) in 2011, this study examined the relationship between chronological age and the probability of acceptance to programmes for the gifted in Israel. The results reveal an almost perfect correlation between chronological age and the probability of being selected for a gifted programme (r2 = 0.92): older students have approximately 3.5 times greater chance of acceptance than younger students. Reliance on raw ability and achievement test scores, unadjusted for age, in selection to gifted students programmes is thus shown to be biased in favour of older students and to unintentionally discriminate against younger students.  相似文献   

11.
Although many studies have focused on the importance of school composition for student achievement, there is still no consensus on whether school composition matters to student achievement, and, if so, why. Therefore, the present study investigates the association between school composition and mathematics achievement at the end of second grade in Flanders. International research points to the initial ability level, SES, ethnicity and sex composition of the school as potential variables in explaining differences in student achievement. Moreover, some researchers suggest that schools ‘react’ to their student body and for that reason we investigated the possible association between school composition and school processes. Data from the SiBO Project have been analyzed using multilevel regression and multilevel mediation analysis. The results showed no direct school composition effects with respect to prior achievement, SES, ethnicity and sex on math achievement. We found two small differential effects, indicating that mean school prior achievement seems to positively affect initially high achievers, and the proportion of minority students in school seems to negatively affect students speaking a non‐European language except for Turkish, Arabic or Berber at home. Furthermore, two small indirect effects were found which suggest that schools with a high mean prior achievement or a high mean SES keep in regular contact with their students' parents and this, in turn, appears to enhance students' math achievement. Overall, our results seem to indicate that school composition in the early years of primary education hardly matters.  相似文献   

12.
Honours programmes have become part of higher education systems around the globe, and an increasing number of students are enrolled in such programmes. So far, effects of these programmes are largely under-researched. Two gaps in previous research on the effects of such programmes were addressed: (1) most studies lack a comparable control group of students not enrolled in honours programmes and (2) few studies have longitudinally investigated effects of honours programmes on student characteristics other than academic achievement. By using propensity score matching, the current study investigated the effects of Dutch honours programmes on students’ ability, motivation, creativity and academic achievement. Students’ self-perceived ability, perseverance, mastery orientation, performance orientation, intellectual curiosity and self-efficacy, as well as students’ gender and study grades were used to match undergraduate honours students to non-honours students (N?=?94). Results showed no overall differences in ability, motivation and creativity halfway into the honours programme, although honours students seemed to slightly increase in intellectual curiosity, while non-honours students tended to decrease in mastery orientation. Outcomes of the study give rise to considerations about the role of honours programmes in curricula.  相似文献   

13.
Using the resilience literature as a theoretical framework, this article discusses research on the influence of social resources such as parent, teacher, and school support on the resilient outcomes of children and adolescents. Findings from several projects conducted at the Center for Research on the Education of Students Placed At Risk indicate that access to social resources such as caring parents who have high expectations for their children and are involved in their children's schooling, participation in extracurricular activities (e.g., after-school sports), and supportive relationships with teachers have positive benefits for students' academic performance. This article also reports results that show children's perceived exposure to violence has significant negative effects on their mathematics and reading performance on a standardized exam. The findings demonstrate the importance of social resources and highlight the need for effective programs of intervention.  相似文献   

14.
Research Findings: This study investigated the joint influence of maternal cognitive readiness to parent and children's self-esteem on children's academic achievement and behavioral adjustment in the classroom at age 10. Participants were 153 adolescent mothers and their firstborn children. Findings indicated that low levels of prenatal maternal cognitive readiness to parent were associated with impairments in children's achievement and adjustment at age 10, regardless of the children's level of self-esteem. Among dyads in which mothers were more cognitively prepared for the parenting role, however, children with higher self-esteem showed notably better achievement and adjustment compared to those with lower self-esteem. These results illustrate the joint influence of mothers' preparedness for parenting and children's self-esteem on the school performance of children who are generally considered to be at high risk for impairments in achievement and adjustment. Practice or Policy: Findings are discussed in terms of the enduring impact of cognitive readiness to parent and self-esteem on the academic achievement and behavioral adjustment of at-risk children, with a focus on implications for intervention and prevention based on the specific findings from this study.  相似文献   

15.
The economic status of families and their children's learning outcomes are closely related. For example, children living in poverty tend to score worse on measures of reading and math performance than their more affluent peers, and this achievement gap is present by kindergarten. In this study, we identified protective factors associated with school readiness among an Arizona sample of children living at or below the federal poverty line (N = 230). Using multiple linear regression, we examined the association between assessments of school readiness, health status, childcare hours, home language, parent engagement, and parent education. We found that increased weekly childcare hours and better health were associated with higher proficiency in math, literacy, and approaches to learning, and may serve as resilience factors for children in poverty that may contribute to closing the achievement gap.  相似文献   

16.
To refine selective admission models, we investigate which measure of prior achievement has the best predictive validity for academic success in university. We compare the predictive validity of three core high school subjects to the predictive validity of high school grade point average (GPA) for academic achievement in a liberal arts university programme. Predictive validity is compared between the Dutch pre-university (VWO) and the International Baccalaureate (IB) diploma. Moreover, we study how final GPA is predicted by prior achievement after students complete their first year. Path models were separately run for VWO (n = 314) and IB (n = 113) graduates. For VWO graduates, high school GPA explained more variance than core subject grades in first-year GPA and final GPA. For IB graduates, we found the opposite. Subsequent path models showed that after students’ completion of the first year, final GPA is best predicted by a combination of first-year GPA and high school GPA. Based on our small-scale results, we cautiously challenge the use of high school GPA as the norm for measuring prior achievement. Which measure of prior achievement best predicts academic success in university may depend on the diploma students enter with.  相似文献   

17.
Investigated in this study were the mediators of the effects of preschool intervention on children's school achievement in sixth grade. A confirmatory structural model developed in a previous study of third graders was tested with 360 low-income, mostly black children who were available at the 3-year follow-up. The model incorporated cognitive readiness at kindergarten entry and parent involvement in school (rated by teachers and parents) as primary mediators of preschool effectiveness. In sixth grade (age 12), preschool participation at ages 3 or 4 was significantly associated with higher reading achievement, higher math achievement, and with lower incidence of grade retention. Cognitive readiness and parent involvement in school significantly mediated the estimated effects of preschool participation on school achievement and grade retention 7 years postprogram. Teacher ratings of school adjustment, school mobility, and grade retention also contributed to the transmission of effects. This integrated model fit the data better than several alternative models, including those based on the cognitive-advantage and family-support hypotheses.  相似文献   

18.
Short‐term international experiences (STIE) are becoming a regular, sometimes required, feature of pre‐service language teacher education programmes. Often inappropriately termed ‘immersion programmes’, they aim to give teachers the opportunity to improve their language proficiency in the language they will teach, to develop their pedagogical knowledge and to engage with an international sociocultural environment with which they are not familiar. In this article we report on a study which investigated pre‐service English second language teachers' perceptions of a six‐week international experience in Auckland, New Zealand. The student teachers, who were enrolled in a postgraduate diploma in teaching at a Hong Kong university, participated in an academic programme as well as a series of social events and school visits. They were encouraged to reflect on their expectations and experiences and to write about these in a pre‐programme questionnaire, reflective journals and a summative programme evaluation. The teachers' articulations reveal that their expectations and experiences interrelate in complex, sometimes unexpected, ways. The findings have important implications for the coordinators of the programme at the host institution and also for those further afield who are involved in planning and managing similar STIE programmes.  相似文献   

19.
Research Findings: A structural equation model (SEM) and multiple indicators and multiple causes (MIMIC) model were used to test family factors, parent psychological well-being, parent–child home activity, and parent school involvement in relation to children's school achievement. Data for this study were drawn from the Early Childhood Longitudinal Study–Kindergarten (ECLS-K), conducted by the U.S. Department of Education's National Center for Education Statistics (NCES). The sample for this study was 1,100 Asian American kindergartners and their parents. Practice or Policy: The results of this study are as follows: (a) Family factors, especially parental education levels and family income, were significantly associated with Asian American students' school achievement; (b) parent–child home activity was significantly related to students' school achievement but in a negative direction; (c) parental school involvement was not found to be significant in predicting students' school achievement; (d) parental psychological well-being was significantly associated with both parent–child home activity and students' school achievement; (e) family income was significantly associated with parental psychological well-being, parental school involvement, and children's school achievement; and (f) family structure was not significantly associated with school achievement.  相似文献   

20.
ABSTRACT

We first examined the effects of a year-long professional development (PD) programme for elementary science teachers on fifth grade student performance on state-mandated science achievement tests of students from a treatment and a comparison group of teachers in the 2009–2010 academic year. Then, we investigated the longer-term impacts by comparing the 2010–2011 student test results of the teachers one year after receiving treatment in 2009–2010 with the students of teachers who received treatment during 2010–2011. Test scores were analysed using a propensity score matching method to examine the relationship between the PD and student achievement. Results showed that even though the treatment teachers were out of the classroom 20% of the school year to attend the PD, there was no difference between their students’ science achievement scores and those of the comparison teachers who were in the classroom every day. This is an important finding because many principals and parents are reluctant to provide teachers with release time for PD. We also determined that students of teachers one year after participating in the PD significantly (p?<?0.001) with a medium effect size (η2?=?.088) outperformed students of teachers who had just completed the programme. This suggests that it takes time for teachers to implement new teaching strategies and that to observe the impact of an intervention programme, it may be important to expand the timeframe of the programme evaluation.  相似文献   

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