Research Brief: Connecting Research and Practice in After-School Programs.


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Noteworthy positive relationship between time spent in project and fancied results. ... Understanding and allotting participation in of-educational time programs. ...
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Research Brief: Bridging Research and Practice in After-School Programs Theresa Ferrari & Graham Cochran State 4-H In-Service February 7, 2005

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Evidence Suggests . . . Youth advantage from after-school programs, if they include: Consistent cooperation Quality, well-run programs

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Evidence-Based Practices "Gold standard" (U.S. Dept. of Ed, 2003) Most assessments evaluate general project affect as opposed to connecting particular system exercises with results. (Little & Harris, 2003) Programs offer "intangibles" that are difficult to evaluate . (Miller, 2003)

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Be There or Be Square: Participation Matters If you\'re not there, you can\'t advantage! Huge positive relationship between time spent in system and wanted results. Restricted or sporadic participation not liable to deliver craved impacts.

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Measuring Attendance = "Measurements" Frequency/Intensity – how regularly Duration – to what extent Breadth – assortment of exercises (Harvard Family Research Project, 2004)

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Program Activities: What You Do Matters Variety of exercises Flexibility of programming Positive passionate atmosphere (Rosenthal & Vandell, 1996) Collecting action execution information is a basic initial phase in assessment.

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Program Activities: What You Do Matters Organized exercises: Involve deliberate cooperation Contain structure When taking part in these exercises youth experience: High natural inspiration Positive mind-set Cognitive engagement When these conditions exist: Develop activity Dworkin, Hansen, & Larson, 2003 Hansen, Larson, & Dworkin, 2003 Larson, 2000 Larson, Hansen, & Walker, 2005

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Staff: Who You\'re With Matters Caring youth-staff connections might be the most basic component to program success. (Rhodes, 2004; Shortt, 2002) Ability of staff part driving the action might be more essential than the action itself. (Grossman et al., 2002)

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Staff: Who You\'re With Matters Balancing act: Following young people\'s lead Asking questions Providing middle of the road structures Monitoring to keep youth on track (Larson, Hansen, & Walker, 2005)

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Staff: Who You\'re With Matters Evidence from coaching concentrates on: Engaging in social exercises Engaging in scholarly exercises Meeting routinely Using adolescents\' enthusiasm to guide cooperation Seeking information and settling on choices mutually Taking a less judgmental methodology Jekielek, Moore, Hair, & Scarupa, 2002 Rhodes, 2004

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Staff: Who You\'re With Matters Processes by which staff intercede impacts of after-school programs: By upgrading young people\'s social aptitudes and enthusiastic prosperity By enhancing young people\'s intellectual abilities through direction and discussion By serving as good examples and supporters (Rhodes, 2004)

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Academic Achievement Indirect commitment By expanding understudy engagement in learning Greater school participation Improved work propensities and conduct Positive dispositions toward school Miller, 2003

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If you anticipate that specific substance will be conveyed . . . It must be reflected in the system plan in purposeful ways. Achievement at last rests with the staff\'s capacity to convey the substance adequately.

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Vandell\'s (2003) Theory of Change - Study of Promising After-School Programs Family Background and Child Prior Functioning Improved Work Habits, School Attendance; Social Skills; Reduced Misconduct Improved Grades, Achievement, Future Orientation; Reduced Risky Behaviors Program Structural & Institutional Features Program Processes and Content Program Dosage

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Research Snapshot Adventure Central

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4-H Youth Development in the 21 st Century Key Elements of Youth Development Programming Positive associations with minding grown-ups Physically & sincerely safe environment Welcoming environment Opportunity for dominance Engagement in learning Opportunity to esteem & rehearse administration Opportunity for self-determination Active member later on (from National 4-H Impact Study, 2001)

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Experienced positive grown-up connections. Participation added to connections. Bolster gave is both enthusiastic and instrumental. Connections added to proceeded with cooperation. Connections were more positive than with educators and neighborhood grown-ups. Grown-up Relationships

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Adult Relationships Observation utilizing agenda found a few practices to happen regularly: Talking in a positive tone Giving headings Listening Using a youngster\'s name

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It keeps us far from the avenues. So you won\'t become involved with anything. Safe Environment Participants felt safe at Adventure Central. 2/3 felt more secure than in their neighborhood. If not at Adventure Central, may be staring at the TV, hanging out, or getting into inconvenience.

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Engagement in Learning Youth experienced chances to attempt new things. Especially apparent in exercises in which they were treated with significance ("mattering"): Teen Assistant Youth Board These exercises added to proceeded with investment.

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Making choices on the Youth Board . . . makes me feel like a vital representative

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Working as a teenager colleague at Adventure Central . . . is the start of having my first occupation in my life. Experience Central

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Mastery and Competence Activities assisted with learning. Gotten homework help from minding grown-ups.

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Self-Determination Are fit for playing an initiative part. Can manage issues that may come up later on. Have set objectives to achieve.

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Sense of Future See association with scholarly backing and achievement sometime down the road.

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Since I have been coming here my evaluations have been coming up . . . I ought to . . . continue coming so I can succeed and attempt to get a grant to school.

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Adventure Central is. . . . . . a pleasant situation to be in. I feel good here. I like the general population.

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References Chaput, S. S., Little, P. M. D., & Weiss, H. (2004). Comprehension and apportioning participation in of-educational time programs. Recovered from the Harvard Family Research Project site, http://www.gse.harvard.edu/hfrp/content/ventures/afterschool/assets/issuebrief7.pdf Dworkin, J. B., Larson, R., & Hansen, D. (2003). Young people\'s records of development encounters in youth exercises. Diary of Youth and Adolescence, 32, 17-26. Grossman, J. B., Price, M. L., Fellerath, V., Jucovy, L. Z., Kotloff, L. J., Raley, R., & Walker, K. E. (2002). Different decisions after school: Findings from the expanded administration schools activity. Philadelphia: Public/Private Ventures. Recovered from Jekielek, S. M., Moore, K. A., Hair, E. C., & Scarupa, H. J. (2002). Coaching: A promising system for youth advancement . Washington, DC: Child Trends. Larson, R., Hansen, D., & Walker, K. (2005). Everyone\'s gotta give: Development of activity and collaboration inside an adolescent project. In J. Mahoney, R. Larson, & J. Eccles (Eds.), Organized exercises as settings of improvement: Extracurricular exercises, after-school and group programs (pp. 159-183). Hillsdale, NJ: Erlbaum. Mill operator, B. M. (2003). Basic hours: Afterschool programs and instructive achievement. Quincy, MA: Nellie Mae Educational Foundation. Recovered from http://www.nmefdn.org/uimages/archives/Critical_Hours (4). pdf Rhodes, J. (2004). The basic fixing: Caring youth-staff connections in after-school settings. In G. G. Noam (Ed.), After-school universes: Creating another social space for improvement and learning ( New Directions for Youth Development, no. 101, pp. 145-161). Hoboken, NJ: Wiley. Rosenthal, R., & Vandell, D. L. (1996). Nature of school-age kid care programs: Regulatable elements, watched encounters, tyke points of view, and parent viewpoints. Tyke Development, 67, 2434-2445. Shortt, J. (2002). Out-of-educational time programs: At a basic intersection. In G.G. Noam & B.M. Mill operator (Eds.), Youth improvement and after-educational time: A story of numerous urban areas. New Directions for Youth Development, No. 94. U.S. Division of Education. (2003). Recognizing and executing instructive practices upheld by thorough proof: An easy to understand guide. Washington, DC: U.S. Bureau of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. Recovered from: http://www.ed.gov/rschstat/research/bars/rigorousevid/rigorousevid.pdf Vandell, D. L. (2003). Promising after-school programs. College of Wisconsin. Recovered from www.wcer.wisc.edu/childcare/statement3.html

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