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Dissertations / Theses on the topic 'After-school'
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Nay, Bethany W. "Planning for quality after school programs a guide for after school leaders /." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/nayb/bethanynay.pdf.
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Cornejo, Vallejos Carmen Gloria, and Valdivia Marcela Paz Tapia. "AFTER SCHOOL AYEN." Tesis, Universidad de Chile, 2017. http://repositorio.uchile.cl/handle/2250/146363.
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TESIS PARA OPTAR AL GRADO DE MAGÍSTER EN ADMINISTRACIÓNCarmen Gloria Cornejo Vallejos [Parte I], Marcela Paz Tapia Valdivia [Parte II]
Para dar solución y una respuesta concreta al constante problema que tienen los trabajadores que tienen menores bajo su cuidado y responsabilidad, cuya jornada laboral finaliza en un horario posterior al de la salida de los colegios a los cuales asisten los menores, surge este Plan de Negocios que entrega una solución para sus cuidado y a la vez, se convierte en una oportunidad de negocio. El After School AYEN (dar alegría) será un establecimiento que ofrecerá cubrir la necesidad antes planteada, y además otorgar servicios de valor agregado para hacer más eficiente el escaso tiempo de los apoderados de los menores que asistan; estos servicios serán los siguientes: lavandería, zapateria, arriendo o compra de disfraces, compras pequeñas colaciones y útiles escolares. El lugar escogido será en la comuna de Peñalolén, que de acuerdo a los análisis y estudios se estima que tiene una amplia demanda que aun no se encuentra totalmente satisfecha con los After School ya establecidos. Será dirigido a clientes de grupo socioeconómico C1C2, que vivan o que trabajen en Peñalolén, con menores en edad escolar entre 5 y 12 años. El establecimiento tendrá amplios espacios y atenderá como máximo 40 menores. Contará con profesionales de enseñanza básica responsables y con experiencia, de esta manera entregando mejor servicio de reforzamiento y ejecución de tareas escolares; y con ello seguridad al cliente y a los menores un lugar cómodo y donde puedan aprender. La inversión inicial requerida es de $23 millones, la que será aportada por tres inversionistas, dos socias fundadoras del proyecto más un inversionista externo. Los resultados del plan financiero, entregan un VAN del proyecto de $92 millones, considerando una tasa de descuento del 17,2%. La TIR es del 111% con un Payback de 3 años.
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Adamz, Grant Scanland. "The Effect of Elementary After-School Participation on the Transition to Middle School." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2668.
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This case study takes an in-depth look at what type of students transition from elementary to middle school 21st Century Community Learning Center programs. Using binary logistic regressions, I identify key characteristics that predict whether or not a student will continue to attend the program after they transition to a new school and then discuss how to improve the attendance of after-school programs. Moreover, this case study also identifies how different school program environments serve different types of students in two cohorts starting in fifth grade. Middle school context moderates the effects of other variables that are predictive of participation in after-school programs during middle school. Thus, I demonstrate how understanding who makes successful transitions in the after-school program can help improve the sustainability and effectiveness of these programs.
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Bitter, James. "Different After School Conversations." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/6074.
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Perez, Angiemil. "A comparitive sic] study on community-based after-school programs to faith-based after-school programs." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/496.
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After-school programs play an increasing role in providing developmental and social skills through extra-curricular activities. Adolescents are most likely to engage in delinquent behavior during unsupervised after-school hours. Different after-school programs are available, both community-based and faith-based programs have risen in number in response to the need of children to have a safe environment with adult supervision. This study is interested in comparing after-school programs that are faith-based to community-based and see if any similarities or differences exist within each other. The purpose of this thesis was to contribute to the existing literature on after-school programs in two ways. First, this research will provide a brief history of after-school programs and a discussion of the types of programs. Second, this study will compare and contrast the various goals, structure, and performance of a community-based program and a faith-based program. Through in-person interview, a comparison will be drawn on organizational structure, activities, source and funding, goals and objectives, and outcomes of each program.B.A.
Bachelors
Sciences
Sociology
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Lambourne, Meghan E. "Children's attitudes after participating in an after school fitness club program." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1567417.
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A recent trend shows that activity levels in children are declining while obesity levels are increasing. To address this problem, after school programs are being introduced to increase activity levels in preadolescents and promote healthy lifestyles. Existing studies have suggested that a better understanding of the psychosocial influences on physical activity (PA) during preadolescence could assist efforts in school settings to promote lifelong PA. This study used a sample of third grade students to investigate the relationships between the psychosocial correlates of PA, Gender, Extracurricular PA Participation, Intention to Be Physically Active, and BMI among third grade children. Results indicated that Gender, Beliefs (about the consequences of being active), and Self-Efficacy were associated with Extra Curricular PA Participation while Beliefs and Self-Efficacy were related to Intention to Be Physically Active. This suggests that third grade children’s Extra Curricular PA Participation and Intentions to Be Physically Active can be improved by enhancing children’s Self-Efficacy and Beliefs about the consequences of being active.Fisher Institute for Wellness and Gerontology
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DiMeo, Michelle A. "After-School Programs: Do Parents Matter?" Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/psych_diss/96.
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Previous research suggests that parents can benefit from youth participation in after-school programs. However, little research has explored parent involvement in after-school programs as an important program characteristic leading to youth development. Bioecological Systems Theory suggests that individuals are influenced by the interactions of others within their environment. Building from this theory, it was posited that parent benefits resulting from involvement in after-school programs can facilitate positive youth development. Surveys were completed by 117 parents whose daughters participated in the Cool Girls, Inc. after-school program, a program serving primarily low-income, African American, urban youth. Using Exploratory Factor Analysis, a three factor structure of parent benefits was identified. Parent benefits include increased (1) parent-child communication, (2) parent social capital, and (3) parent-school involvement. A fourth parent benefit of help for working parents was identified in subsequent analyses using a smaller sample of only working parents (n = 86). Hierarchical regression analyses indicated that more parent after-school program involvement was associated with increases in each of the four parent benefits. As predicted, each of the four parent benefits mediated the association between parent involvement in after-school programs and parent reported changes in positive youth development outcomes due to participation in Cool Girls, Inc. These results suggest the importance of further research into ways parents benefit from their child’s participation in after-school programs and how those benefits can influence youth developmental trajectories. These findings also demonstrate the importance of involving parents in after-school programs.
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Hammett, Lisa A. Oliver Bernard. "A study of the effects of an after-school program on the discipline and the academic achievement of selected seventh grade students." Diss., UMK access, 2004.
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Thesis (Ph. D.)--School of Education . University of Missouri--Kansas City, 2004."A dissertation in urban leadership and policy studies in education." Advisor: Bernard Oliver. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Dec. 18, 2007. Includes bibliographical references (leaves 118-127). Online version of the print edition.
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Ogden, Cheri Lynn. "Measuring the effectiveness of after-school programs via participants' pre and post-test performance levels on the Georgia Criterion Referenced Competency Test." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.
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Davis, Corrie L. "The revolution begins at 3pm a qualitative study of a statewide 21st century community learning centers program /." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-04282008-124604/.
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Thesis (Ph. D.)--Georgia State University, 2008.Title from file title page. Jennifer Esposito, committee chair; Sheryl Gowen, Carolyn Furlow, Carlos McCray, Susan Ogletree, committee members. Electronic text (226 p. : col. ill.) : digital, PDF file. Description based on contents viewed August 22, 2008. Includes bibliographical references (p. 185-213).
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Byars, Kimberly. "After-school programs in Illinois elementary schools /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1362531151&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (Ph.D.)--Southern Illinois University Carbondale, 2007."Department of Educational Administration and Higher Education." Includes bibliographical references (leaves 64-71). Also available online.
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Whitney, John Andrew. "Factors Mediating After-School Participation and Delinquency." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3777.
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Utilizing Social Control Theory, this study explores the role of participation in After School Programs, mentoring relationships, and commitment to school in reducing adolescent delinquency. This study uses local survey data of 556 youth attending Boys and Girls Clubs collected from 2010-2012. The negative binomial regression results indicate that increased club attendance is associated with reduced delinquency. This effect is mediated by the presence of a mentor and by the youths' commitment to school.
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Wu, Heng-Chieh. "Relations among leisure as time, activity, and experience in after-school programs individual and programmatic factors /." Diss., Connect to online resource - MSU authorized users, 2008.
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Thesis (Ph. D.)--Michigan State University. Community, Agriculture, Recreation and Resource Studies, 2008.Title from PDF t.p. (viewed on July 2, 2009) Includes bibliographical references (p. 109-120). Also issued in print.
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Wester, Rikard. "Fysisk aktivitet på Fritidshemmet : En kvalitativ intervjustudie av fritidspedagogers uppfattning om fysisk aktivitet." Thesis, Karlstads universitet, Avdelningen för geografi och turism, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32202.
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The aim of this work is to investigate what after-school teachers from various schools and after-schools feel about the importance of physical activity. But also how they work to stimulate and support children/pupils physical activity development in the after-school center. The work also highlights health from a physical perspective. The study provides a historic look of the conditions for the after-schools. Through qualitative interviews I want to find out how the after-school pedagogue thinks of physical activities importance for the health and development of the children. How they work with their new assignment Lgr11 to be a supplement to school. In summary the results indicate that all the respondents think that it is important to work with physical activity. Childrens interest have decreased in physical activities while the mobile, the Ipod and the computer have become more interesting hobbies. The leisure pedagogue likes to offer a “smorgasbord” to the children/pupils that contain various activities. It is very important that they are allowed to choose activity themselves. The physical activity should be done in an enjoyable way. Some leisure- pedagogues thought that by being flexible in their planning, they could stimulate childrens interest in physical activity and also social interaction at the after-school center. Keyword, Leisure-pedagogue, after-school center, physical activity
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Oakley, Fran Ridgeway. "Beliefs of Georgia educators regarding after-school programs." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2008/fran_m_oakley/oakley_fran_r_200801_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2008."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Linda M. Arthur. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 123-128) and appendices.
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Bakir, Hasibe Ozlen. "The Relationship Of After School Care Arrangement, Maternal Work Status, And After School Activity Type With Loneliness And Social Dissatisfaction Of Elementary School Students." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12609300/index.pdf.
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The purpose of the study is to investigate the level of loneliness and social dissatisfaction among third, fourth and fifth grade elementary school students considering three variables: maternal work status, after school care arrangement type, and after school activities.
The sample of the study consisted of 732 (third, fourth and fifth grade) elementary school students in three public elementary schools in Ankara. In the present study Loneliness and Social Dissatisfaction Scale (Asher &Wheeler, 1985) and the information form was used. The information form included questions about gender, age, sibling status, after school care arrangement, maternal work status, people/ place they spend their after school time, and activity types done after school. The results of analysis of variance showed that there is no significant difference in loneliness and social dissatisfaction level of students depending on their after school care arrangement types as relative care, non relative care, sibling/self care, and center care. Moreover, no significant difference was found among loneliness and social dissatisfaction level of students who have working mothers and stay-at-home mothers. Additionally, analysis of the activity types students are involved after school, namely, active, passive and adult supervised/preprogrammed activities, revealed no significant difference in terms of loneliness and social dissatisfaction level. Independent from the analysis done, gender or age differences of students were examined considering their loneliness and social dissatisfaction level. However, no differences were found among the groups.
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Mark, Atia D. "After-School Mentorship Program and Self-Efficacy Beliefs in Middle-School Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5571.
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Middle-school students in Nova Scotia are perceived to have low self-efficacy for achieving learning outcomes. Strong self-efficacy beliefs developed through effective curricula have been linked to improved academic performance. However, there is a need for the formal evaluation of effective curricula that aim to improve self-efficacy. The purpose of this project study was to investigate a 10-week, after-school mentorship (ASM) curriculum that has never been evaluated. The outcomes of the curriculum design are to strengthen self-efficacy beliefs via relationship building exercises, public speaking training, and character education. Bandura's theory on self-efficacy, which states that treatment influences can alter the strength of self-efficacy, informed the conceptual framework. Evaluation questions explored apparent changes in the self-efficacy of the students from the perspective of 7 adult-caregivers and the program's instructor. Interview data were triangulated with quantitative descriptive statistics on the self-efficacy scores of 10 middle-grade students before and after program participation using the Children's Hope Scale. Comparison of the mean, median, and mode pre- and posttest scores did not show statistically significant differences in self-efficacy beliefs of the students. However, analysis of interview data revealed that children's self-efficacy beliefs grew, the largest increase being in those described as reserved at the beginning of the program. This study promotes positive social change through an increased understanding that can inform efforts to increase self-efficacy in middle-school students
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Huh, Cheong Rhie. "After-school programs in Koreatown, Los Angeles, California." Diss., Restricted to subscribing institutions, 2004. http://proquest.umi.com/pqdweb?did=813763171&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Tannenbaum, Sally. "An analysis of an after-school service-learning program for elementary school children /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2002. http://uclibs.org/PID/11984.
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Thesis (Ed. D.)--University of California, Davis, 2002.Degree granted in Educational Leadership. Joint doctoral program with California State University, Fresno. Includes bibliographical references. Also available via the World Wide Web. (Restricted to UC campuses).
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Carlstedt, Martina. "Hur kvalitetssäkrar vi fritidshemmet? : En studie om utmaningarna att implementera läroplan för fritidshem." Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-43700.
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This essay is about how I explore and above all reflect on my future assignment as a teacher. The purpose of the text is to examine what is in the governing document for the after-school center and thus the assignment for an after-school center teacher. The primary questions that are asked is what type of conditions are important for an after-school center teacher, in order for the after-school center teacher to be able to comply with the National Agency for Education's intention with chapter 4 in the curriculum. As a research method, I look at previous research in the subject and take in perspectives from professional role, profession and leadership. I will link to theory about the pedagogical leadership and who is responsible for quality assurance of the leisure center. The results of the survey will show the complexand difficult task that an after-school teacher has with collaboration in school and the leisure pedagogical task in the after-school center. An assignment that currently is hard to navigate and may be interpreted differently by an after-school teacher or principal in which the conditions are paramount.
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Andersson, Dennis, and Otto Svanberg. "Fritidshem : Vårdnadshavarens uppfattningar om fritidsverksamheten." Thesis, Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-12470.
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År 2016 kom den nya reviderade läroplanen, där Skolverket beskriver de målen som finns för fritidshemmet. Det har därmed blivit mer tydligt vad fritidshemmet ska arbeta med under fritidsverksamheten. I studien är vi intresserade av följande frågor.Vilka uppfattningar har vårdnadshavarna om fritidsverksamheten?Vilken roll anser vårdnadshavarna att läraren i fritidshem har?Hur uppfattar vårdnadshavarna samspelet mellan fritidslärare och vårdnadshavare?Vilka uppfattningar har vårdnadshavarna när det gäller lärande på fritidshem?I studien har kvalitativ metod använts med intervjuer. Åtta vårdnadshavare med elever på två olika fritidshem deltar i studien. I resultatet framgår det att vårdnadshavarna har olika uppfattningar om fritidshemmets verksamhet. Den uppfattning som dominerar bland vårdnadshavarna är att fritidshemsverksamheten är en plats där deras barn kan få passning och utöva fri lek. Vårdnadshavarna efterfrågar mer information av lärarna om fritidshemmets uppdrag och hur de arbetar med eleverna för att få mer insyn och kunna påverka verksamheten. Därmed anser vissa vårdnadshavare att fritidslärarna måste bli bättre på att informera om verksamheten, för att öka vårdnadshavarnas insyn och påverkan.
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Costigan, Denise J. "Investigation into the effects of an after school GEPA math program in raising student achievement /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.
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Sullivan-Casey, Jonna Jaye. "Transforming Teaching and Learning Practices in After School Time Focusing on the Teaching of Science." Thesis, Boston College, 2012. http://hdl.handle.net/2345/bc-ir:104029.
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Thesis advisor: Irwin BlumerOver the past decade, demands and expectations placed on after school programming have changed dramatically. In the new standards based culture of accountability, after school time is seen as an opportunity to provide additional time to learn and demonstrate learning to standards. Professional development opportunities offered has not kept pace with demands being placed on after school programs. After school programs must have protocols in place to evaluate and implement professional development plans in the most effective manner possible. This study was conducted to support programs with planning professional development by assessing the impact of prevalent forms of professional development available on teaching practice and perception. The research questions were: What are teachers' perceptions of how involvement in teaching a new science program affected teaching practice in the after school program? How do teachers' perceive the three models of professional development - intervention, self-initiated, and district directed - contributed to teacher learning? Data was collected in the form of journals, interviews and observations utilizing a pool of five teachers who implemented a new set of science classes during after school time. Findings included a positive increase in perceptions of practice and teacher learning. The level of increase was a function of accurately identifying teacher needs and mapping the best forms of professional development while taking into account teacher's learning/working style. The literature review stated clearly the impact of properly aligned professional development. It underscored the need for professional learning to take place in the context of a collaborative environment that supports teacher change. The study indicates that, irrespective of the form, professional development completed in the context of a collaborative learning community has the ability to create sustainable change. It is the collaborative discussion that serves as the basis for the ongoing professional development. Each form has a particular audience for whom the impact will be the most direct, however, professional development in any form will have an impact on teacher perception and practice
Thesis (EdD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
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Bryner, Sean L. "Is gender mediating the effects of after-school programs?" College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/232.
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Thesis (M.A.) -- University of Maryland, College Park, 2004.Thesis research directed by: Dept. of Criminology and Criminal Justice. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Cottam, Paul. "After-school time and the social construction of childhood." Lincoln University, 2005. http://hdl.handle.net/10182/2033.
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The after-school period of older primary school-aged children was used to examine how the social construct of childhood is being shaped and how it changes over time. With studies on childhood still relatively new academic terrain, this research makes a contribution by identifying some key structural and social forces impacting upon childhood. This research investigated firstly how children spend their time in the after-school period, secondly the reasons why they do so, and thirdly parental and child understandings and opinions on this subject. Childhood was found to be differentially constructed by socioeconomic backgrounds, and mediated by employment status. Results suggest that increasing parental employment accompanied concerns over safety for children and the need to protect them. This meant that there was a tendency for families to mediate between the child and wider society through increased surveillance of children. For one-parent families this took the form of supervision of children through after-school programmes. Two-parent families, who were more able to organise their work arrangements so that one parent was home after-school, monitored their children's activities within localised areas based around the home. Parental 'risk anxiety' was seen to be shaping the lives of children in terms of defining safe places and spaces for them. Children themselves tended to prefer informal, unstructured activities within these contexts, and did not seem too concerned about safety issues.
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Gaither, Patricia Grace. "What Types of After-School Programs Benefit LEP Students?" BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3332.
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With the increase in federal funding for the 21st Century Community Learning Centers (21st CCLC) after-school program, more intricate evaluations are needed to assess the needs and successes of the programs. And with many programs targeting students of minority and limited-English proficiency (LEP) status, additional analyses should focus on these targeted populations. This study examines a regional 21st CCLC program with math and English standardized test scores (CRT scores) for students prior to participation and after two years of participation. These test scores were used to create a score change variable, which provides a unique approach to assessing after-school programs. Analyses indicate that LEP participants are the furthest behind and have the most to gain by participating in the program. Also, the type of activity participated in matters. Overall, participants benefit from both academic and enrichment activities, but LEP participants benefit most from academic activities and from higher participation. Site coordinators need to be aware of the different types of participants and structure programs accordingly.
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Adnan, Aneela. "The After-School Extracurricular Needs of Swat’s College Girls." Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24543.
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Gender disparity in education is a global challenge. School-age girls are often denied equal opportunities as enjoyed by boys. This research aims to improve the poor state of female education in Pakistan by exploring options to develop a community space for college age girls in Swat.
This thesis focuses on the former princely state of Swat in northern Pakistan, an example of a place whose history of prioritizing education is largely overlooked. The Swat state heavily promoted education, but following its merger with Pakistan in 1969, many of the institutions it had created faltered. The Taliban takeover of the area in 2007 – 2009 further exacerbated the decline of education in the valley. Drawing upon the experiences of Ophelia’s Place in Eugene, Oregon, and field interviews with over a hundred college girls and administrators, I have identified activities to enhance girls’ education in Swat by developing innovative after-school possibilities.
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Horsburgh, Jacqueline Janet. "A study of seven looked after primary school children." Thesis, Open University, 2018. http://oro.open.ac.uk/53947/.
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This study explores the experiences of seven looked after children in two Scottish primary schools. The rationale behind this study is that if looked after children could be supported effectively during their time in primary school then they may be more likely to remain engaged with secondary school and increase their chances of educational success. Literature on looked after children has tended to highlight the barriers they experience in education. This thesis examines ways in which these barriers may be overcome. The main research question asked is: ‘What practices and approaches might be used to support looked after children to engage in learning?’ Subsidiary questions explore how looked after children are regarded by teachers, including the impact that the term ‘looked after’ may have on expectations, and what looked after children are able to tell us about the support they find most helpful. This dissertation draws on socio-cultural theories of learning in order to identify perceptions underpinning support provided to looked after children. The wider theoretical framework incorporates resilience, inclusion, collaborative learning and children’s voice. This qualitative research utilises case study methods. It explores data gathered from looked after children (N=12), their carers (N=6) including, relatives, foster carers and staff in a children’s home and school staff (N=10) comprising teachers, support staff and members of school management teams. Through the use of individual case studies an insight is offered into the support needs of a small group of looked after children. The main findings reveal that practitioners provide support in diverse ways. However, a common theme permeating the findings is the importance of establishing relationships prior to considering appropriate materials or programmes. In addition, the views of children captured in this study emphasise the importance of supporting the development of agency in those who are looked after. The conclusions presented include recommendations for a change in focus of staff development activities for those supporting looked after children.
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Helseth, Sarah A. "Peer-Assisted Social Learning In Urban After-School Programs." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2633.
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This study launches a program of research that targets the unmet mental health needs of children living in urban poverty by infusing evidence-based practices and mental health promotion into peer-mediated recreational activities delivered in community-based after-school programs (ASP). We examined the feasibility and promise of a Peer-Assisted Social Learning (PASL) model to promote social competence among low-income, minority youth. In collaboration with our community partner, we developed and implemented a series of 21 recreational activities designed to generate natural opportunities for peer-facilitated problem solving. Socially skilled children were identified by ASP staff and paired with less-skilled peers to maximize opportunities for social learning and minimize the demands placed on staff. Thirty children at an Experimental site participated in PASL activities, while 31 children at a Comparison ASP participated in recreation-as-usual activities. Five Experimental staff received training and participated in 10 weekly supervision meetings to support PASL implementation. Feasibility was assessed using measures of child and staff attendance, participation, and engagement in PASL, as well as staff adherence to and competence with implementation. Promise was assessed pre- and post-PASL, using measures including staff-reported social skills, children’s problem-solving strategies, and peer reported social standing (i.e., likability ratings, peer nominations, and social network mapping). Strong evidence emerged for fidelity of implementation (adherence, competence) and broader feasibility (attendance, participation, enthusiasm). Promise effects were mixed; children who participated in PASL demonstrated improvements in problem behavior and social skills, but also exhibited increased reliance on aggressive strategies to solve problems and some declines in peer-reported social standing. Implications related to the capacity of ASPs to incorporate evidence-based practices for mental health promotion into natural routines are discussed.
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Woollam, Kimberley Louise. "Appreciative inquiry and looked after children." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/appreciative-inquiry-and-looked-after-children(16206804-4d42-419e-a5db-1e39192d2ec1).html.
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Looked after children (LAC) have been identified as one of the most vulnerable and disadvantaged members of our education system (Sempik, Ward, & Darker, 2008); they are at risk of failing to achieve the Every Child Matters outcomes (DFES, 2004), and, there are particular concerns regarding low levels of academic achievement (DCSF, 2009). Much of the research regarding LAC is from a deficit perspective and attempts to justify the poor outcomes reported; only recently has attention been paid to identifying what works well in schools to promote achievement. Appreciative Inquiry (AI) proposed by Cooperrider & Srivastva (1987) is an affirmatively focused method of research and development which challenges traditional problem-solving approaches (Grant & Humphries, 2006); it seeks to discover the existing strengths and successes within an organisation to inspire change (Espinosa, Roebuck, & Rohe, 2002). Whilst the efficacy of AI has been demonstrated within organisational and healthcare settings there is a dearth of literature evidencing the efficacy of AI in educational settings. AI has not been used with LAC, or the professionals who work with them, and this approach has the potential to provide a new lens on this historically problematic area. This thesis proposed to identify key factors which have the greatest positive impact on the school experience of LAC, in secondary schools, through the use of AI. In doing so, this thesis also sought to explore the efficacy of AI as a research tool for working with LAC and school staff, and, to explore its potential for creating change. A single case study design was used involving one local authority secondary school. Participants attended semi-structured interviews aligned with the AI 4-D cycle; this was followed by a workshop session to explore findings and agree future actions. Further data was also collated through content analysis of the research interviews, participant evaluations and a research diary. Key themes were identified including: effective adult support, engaging learning opportunities, rewarding school systems, a safe and secure environment, good quality relationships, and the importance of normalising the school experience. A number of supplementary themes were also identified. AI was found to be an effective method of research; it appears to be an interactive and enabling approach, which considers both organisational successes and concerns. During the workshop a number of actions were identified to further improve the school experience and there is a high likelihood that change will occur. Implications for EP practice and areas for future research are also considered.
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Larsson, Maria. "Samverkan mellan fritidshemmet och skolan : En studie om hur fritidspersonal upplever att samverkan mellan fritidshemmet och skolan ser ut." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29992.
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Syftet med ubdersökningen är att ta reda på hur mycket och på vilket sätt fritidspersonalen samverkar med lärarna. I uppsatsen kommer samarbetet mellan skola och fritids belysas. Det kommer undersökas om och vad som fungerar bra men även ta upp problematiken som finns kring samverkan.
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Presnell, Jennifer. "Effects of after school programs on elementary school students' language arts and mathematics achievement /." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3093.pdf.
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King, Kristi McClary. "Predisposing, reinforcing, and enabling predictors of middle school children's after-school physical activity participation." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1674093591&sid=2&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2008."Department of Health Education." Keywords: After-school, Children, Physical activity, Self-efficacy, Socioeconomic status, Theory, Middle school. Includes bibliographical references (p. 136-151). Also available online.
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Presnell, Jennifer Lynn. "Effects of After School Programs on Elementary School Students' Language Arts and Mathematics Achievement." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1821.
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This study evaluated after school program participation on student academic achievement as a way of helping schools meet Adequate Yearly Progress (AYP) standards set by the No Child Left Behind Act. After school programs were divided into academic after school programs and traditional after school programs. Student achievement was measured through Criterion Referenced Tests in Language Arts and Mathematics. This study took place in a small urban school district located in the Intermountain West. Students in after school programs were matched with students not participating in the programs on several background characteristics including socioeconomic status, English language proficiency status, school area, race, gender, and guardianship. Hierarchical cross-classified modeling was then used to assess the impact of participation in an after school program on student test scores. This study found that participation in an after school program was associated with a decrease in Language Arts test scores and found no difference on Mathematics test scores. As well, academic after school program participants test scores were not considerably different from traditional program participants. This study shows that after school programs are not an effective way at raising student achievement and thus helping schools to meet AYP.
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Atkin, Andrew J. "School gate to dinner plate : sedentary and physically active behaviours in adolescents after school." Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/13533.
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Against a backdrop of rising overweight and obesity, there is a need to further our understanding of physical activity and sedentary behaviour patterns in young people to aid the development of behaviour change strategies that may bring about an increase in energy expenditure. Sedentary and active behaviours exhibit temporal patterning, thus it may be beneficial to examine behaviour and associations between behaviours during specific periods of the day This thesis presents five studies that examine sedentary and physically active behaviours in adolescents during the three hours immediately after school. Chapter 2, using data from a large study of adolescents in the UK, describes physical activity and sedentary behaviour patterns between 15.30h - 18.30h, and examines the contribution of this period relative to broader leisure-time behaviour patterns. In chapter 3.1, the' associations between a broad range of sedentary behaviours and objectively assessed physical activity are examined during the after school hours, providing unique insight into the interactions between behaviours at this time. Chapter 3.2 explores the social and environmental context of selected sedentary and active behaviours after school, enabling a more complete understanding of where and with whom young people spend their time during these hours. Chapter 4 is a systematic literature review of interventions to increase physical activity in young people conducted in the hours immediately after school. Together, the four studies described above established a rationale and informed the content of a pilot family-based intervention to reduce screen-time and increase physical activity after school, presented in Chapter 5. Approximately 40% of adolescents' leisure-time physical activity occurs in the three hours immediately after school, suggesting that this is a critical period in which young people obtain a significant proportion of their daily leisure-time activity. However, sedentary behaviours, particularly screen-based media, account for the majority of time-use during these hours, and may displace participation in physical activity. The development of time-targeted intervention strategies, with a focus upon the after school period, holds considerable promise for the promotion of physical activity in young people.
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Korsbäck, Maria. "Hur skapar vi en fungerande samverkan mellan skola och fritidshem? : Tre olika modeller för samverkan." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30008.
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How do we create a successful collaboration between school and after-school care? – Three different models of collaboration The present study aims to investigate the different models of collaboration between schools and after-school care centers. The impetus for this study was my impression that the collaboration is not successful everywhere and I wanted to provide examples of models that are effective. The study is focused on presenting the advantages and disadvantages of various collaborative models, and consists of qualitative interviews with both teachers and after-school care providers. The material has been analyzed from a sociocultural as well as interactionist perspective. The study revealed that the different models work well, but they also struggle with the issue of finding time for joint planning between the different professional groups and occasionally even with the division of roles among the educators. It is my assessment as well that the collaboration in the examined schools works well because the educators at these schools showed great respect for each other’s different competencies. My conclusion is that the success of a collaborative model to a large extent depends on the attitudes of the educators with regard to respecting each other’s professional competence, as well as having a genuine interest in and commitment to developing an effective collaboration.Syftet med föreliggande studie var att studera olika samverkansmodeller mellan skola och fritidshem. Utgångspunkten var min uppfattning att samverkan inte fungerar överallt och jag ville ge exempel på fungerande modeller. Studien är inriktad mot att förmedla för -och nackdelar med olika samverkansmodeller. Studien består av kvalitativa intervjuer med både lärare och fritidshemspedagoger. Materialet har analyserats utifrån både ett sociokulturellt och ett interaktionellt perspektiv. De slutsatser som studien lägger fram är att de olika modellerna fungerar väl, men att de även dras med problemet att få tid till gemensamma planeringar mellan de olika yrkesgrupperna och ibland även rollfördelningen mellan pedagogerna. Min tolkning är också att samverkan på de undersökta skolorna fungerar väl för att pedagogerna på de undersökta skolorna visade stor respekt för varandras olika kompetenser. Min slutsats blir att en fungerande samverkansmodell till stor del hänger på pedagogers inställningar vad det gäller att respektera varandras yrkeskompetenser, samt att ha ett genuint intresse och engagemang för att utveckla en fungerande samverkan.
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Green, Megan E. "A relationship between student perceptions of body image and student participation in after school activities." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006greenm.pdf.
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Sefa, Albijana, and Matilda Östergren. "Fritidspedagogers arbete med flerspråkiga barn i fritidshemmet : En kvalitativ undersökning om hur fritidspedagoger upplever flerspråkighet i fritidsverksamheten." Thesis, Högskolan i Gävle, Pedagogik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-26779.
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I fritidshemmen möts de flerspråkiga barnen av fritidspedagoger och svenskfödda barn. Enligt undersökningar vi tagit del av är det viktigt att bemötandet av de flerspråkiga barnen är genomtänkt och anpassat efter deras behov och kulturer. Det måste också ske med ett stimulerande arbetssätt. Undersökningarna visar även att språket är en förutsättning för att kunna lära sig nya saker, att kunna kommunicera med andra och att kunna stärka sin självkänsla och identitet. Syftet i vår undersökning är att belysa hur fritidspedagoger kan underlätta språkutveckling och integrering i fritidshemmet för flerspråkiga barn. Undersökningen tar reda på vilka arbetssätt som kan användas samt vilka möjligheter kontra vilka hinder som finns med flerspråkigheten i verksamheten. För att få reda på undersökningens alla frågor intervjuades 12 fritidspedagoger som varit verksamma i mer än 3 år. Denna undersökning är en kvalitativ studie. Resultatet visar att arbetssätten varierar hos fritidspedagogerna, men det finns också arbetssätt som de flesta av fritidspedagogerna har gemensamt. Undersökningen visar att det finns fler möjligheter än hinder med flerspråkiga barn i fritidshemmet.
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Spayde, Kristina Marie. "Social Competence and Academic Achievement in At-risk Elementary School Students: Outcomes from an After-School Program." Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1118849313.
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Thesis (Ed. S.)--Miami University, Dept. of Educational Psychology, 2005.Title from first page of PDF document. Document formatted into pages; contains [1], iv, 43 p. Includes bibliographical references (p. 31-37).
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Pink, Vikki. "School re-entry after the death of a parent : dissertation." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2002. http://hdl.handle.net/10092/2935.
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The child's experience of re-entry into school after the death of a parent, and
aspects that help and hinder that process, were explored within this research. Semi
structured interviews with seven adults, parentally bereaved as primary school aged
children, established a base for subsequent interviews with nine recently parentally
bereaved children, their families and teachers.
Findings revealed that parentally bereaved children, upon re-entry into school, feel
different, often describe themselves as being 'inside a bubble' and have a survival
tendency to daydream. Expressed strongly is their desire for normality at school,
within which a need for non-public nurture exists. School is often seen as a safe
place away from the trauma of the new home environment.
Effective two-way communication between the school and home needs to be
established by the school to effect the best re-entry and ongoing support for the
child. The teacher plays a key role in communication with the family and child and in
provision of initial support and ongoing monitoring of the child's well-being. The
majority of schools are seen as inadequately prepared for supporting parentally
bereaved children and need to consider staff training and pro-active planning in
order to facilitate the best re-entry possible.
The loss of a parent in a child's life is traumatic. Bereaved children who work
through the process with the best outcomes and have less chance of being at risk,
are those who are supported within an environment that provides love, respect,
security and open communication. The grief of our children deserves significant
input in order for those supporting them to achieve the most desirable outcomes.
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Cheung, Hoi-yan, and 張凱欣. "The after-school academic workload in Shanghai and Los Angeles." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244075.
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Jones, Gareth James. "INTEGRATING EVALUABILITY ASSESSMENT IN AFTER SCHOOL AND YOUTH PROGRAMMING RESEARCH." Master's thesis, Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216574.
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Tourism and SportM.S.
This thesis provides a review of after school research with a special focus on selected research methods. It identifies several important methodological issues in the literature which have contributed to a sometimes confusing body of research for after school program coordinators and service staff to interpret. The potential utility of evaluability assessment (EA) in the field of after school program research is discussed, and EA is proposed as a pre-evaluation method to be adapted as the first step in the scientific process for subsequent evaluative research. EA techniques are then applied in the initial phase of a partnership with Philadelphia Parks and Recreation's after school program. Structural and theoretical recommendations are provided, and specific topics for future research initiatives are identified. The incorporation of a specified EA criteria into the evaluative process is recommended, so as to provide timely, relevant, and useful information for both practitioners and academics. This thesis aims to further reduce the disconnect between research and practice in the field of after school, out-of-school-time, and youth recreation research.
Temple University--Theses
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Dougall, Rebecca. "Examining Looked After Children's (LAC) lived experiences of secondary school." Thesis, Cardiff University, 2018. http://orca.cf.ac.uk/115193/.
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Despite legislative changes and an increase in policy provision (see The Children Act 1989; The Children Act, 2004; The Children and Young Persons Act, 2008; The Social Services and Well-being (Wales) Act, 2014; Welsh Assembly Government, 2007; Welsh Government, 2015a; 2016a), there continues to be a significant achievement gap between Looked After Children (LAC) and their non-looked after peers, which increases across the key stages and continues in to higher education (Department for Education (DfE), 2018; Welsh Government (WG), 2018). LAC are also disadvantaged as they move in to adulthood, with poorer life outcomes compared to the general population (Dixon, 2008; Hook & Courtney, 2011; Centre for Social Justice, 2015). While there is a proliferation of research examining why LAC underachieve (Harker et al. 2002, 2004; Zetlin, Weinberg & Shea, 2006a, 2006b; Forrester et al. 2009; Brodie, 2010; Berridge, 2012; Berger, 2015), it is argued that there remains limited empirical consideration of the lived experiences of LAC in education. Therefore, this research sought to provide an in-depth examination of the lived experiences of LAC in secondary school. Data was gathered in an urban local authority in Wales. Semi-structured interviews were held with 6 LAC at Key Stage 3 across two secondary schools. Recordings of the interviews were transcribed verbatim, and Interpretative Phenomenological Analysis (IPA) was conducted. 4 super superordinate themes were identified; sense of belonging, relationships, exposure to judgement and foster care experiences. The research findings are discussed in relation to existing theoretical and research literature. The implications of the present study for the practice of educational psychology are discussed, together with future directions for research and the strengths and limitations of the present study.
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Haslam, Susannah E. "After the educational turn : alternatives to the alternative art school." Thesis, Royal College of Art, 2018. http://researchonline.rca.ac.uk/3479/.
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This research problematises the contemporary phenomenon of alternative arts education after art’s ‘Educational Turn’, encompassed by evidence of a critical discourse between 2006 and 2016. The thesis addresses the questions: what are the alternatives to models of the alternative art school having emerged through the Educational Turn? And, how might dialogic engagement with organisations outside of the Turn propose something other for the future of alternative arts education? Contemporary art’s capacity to instrumentalise education, through its reimagining by artists and the co-option of ‘the alternative’ by arts institutions, must be countered by considering organisational models that sit outside of the Educational Turn. The field is contextualised by a ‘crisis in education’ in the UK, contributing to an abundant manifestation of ‘alternative’ art schools. An often-overlooked plurality exists to ‘the alternative’ that, in its co-option by contemporary art, is rendered homogenised. Existing discourse considers artistic, self-organised and curatorial practices, framed by institutional and infrastructural critique, but neglects to step outside of the Turn to imagine other models for alternative arts education. ‘Knowledge mobility’, ‘the dialogic’ and ‘(trans)formation’ form a framework for the thesis, functioning according to a methodology of critique and proposition. The research derives ‘knowledge mobility’ to critique the Turn’s instrumentalisation of education, by examining existing discourse and practice that problematise the paradoxes of the Turn and frame knowledge as a form of social organisation. The research aligns ‘the dialogic’ from Mikhail Bakhtin and Paulo Freire, with Julia Kristeva and Roland Barthes’ ‘intertextuality’ and Maurice Blanchot’s ‘infinite conversation’. The function of ‘the dialogic’ is twofold: as a structural metaphor and conversational research practice. Four dialogues with organisations operating outside of the remit of the Turn consider the productive and transformative capacities of models not framed as alternative art schools. These are with: Leeds Creative Timebank, IF Project, THECUBE and Syllabus programme. Negotiating critical and applied interpretations of ‘knowledge mobility’, findings from these are reconciled with the research through a process of ‘(trans)formation’, resulting in the proposition of speculative principles to contribute to the field of alternative arts education. The research has been produced as part of the UK Arts and Humanities Research Council’s (AHRC) Creative Exchange knowledge exchange hub, providing the context for stepping outside of the domain of contemporary art. The value of this approach for the field of alternative arts education is in its capacity to have drawn together thinking from each organisation. This research makes its contribution to the field of alternative arts education by working dialogically with organisations where the practice of knowledge is central, establishing a connection between organisations outside of the Turn, which would otherwise be excluded from its discourse, with contemporary art. The research formulates and puts into practice methods of critique, conversation and proposition: producing a critical vocabulary, lens and through deriving speculative propositions towards a possible future for alternative arts education.
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MacFarlane, Kendra Mary. "Healthy after-school child care." Thesis, 2015. http://hdl.handle.net/1828/6416.
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The purpose of this intense case study was to explore the factors that affect implementation of quality physical activity (PA) and healthy snacks that are provided to school-aged children (kindergarten to grade 8) attending after-school child care in British Columbia. Using an orientational approach that was guided by the implementation literature, 16 staff (n = 9 managers; n = 7 frontline staff) completed surveys and participated in semi-structured interviews. The majority of the data contributed to the emergence of the primary theme “Being confined” which contains three sub-themes: “It’s a moving target”; “We have to make do”; and “Centre rules and routines dictate practice”. This theme contextualizes two related but distinct primary themes: “Working together to pull it off” and “It takes skill”. The study contributes to our understanding of what facilitates or impedes implementation, according to staff working in typical after-school child care programs. This information can contribute to the refinement of guidelines and development of resources to help meet staff needs. Further, it will ensure that future research efforts are directed appropriately.Graduate
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kmmacfar@uvic.ca
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Lin, Nien-chen, and 林念臻. "Reframing Shojo in After School Nightmare." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/q32sc4.
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碩士國立交通大學
外國語文學系外國文學與語言學碩士班
102
The thesis aims to present the importance of After School Nightmare, especially in the development of shojo manga in the late 20th century. As a market hit and an innovating work, Mizushiro Setona has a hermaphroditic protagonist to initiate a seemingly gender quest, but in fact a war about growing-up. In bloody dream sessions and the daily school lives, the work reframes the concept of shojo in the 21st century. The thesis comprises four chapters. Chapter one reveals the missing phase between shojo concept and corporeal basis. It goes back to the origin of shojo manga, shojo ideal, and shojo agency. Chapter two focuses on the great impact of shojo aesthetics. From the struggles of non-kawaii heroines in the story, the beauty codes are now relatively arbitrary and obsolete. In chapter three I analyze the narrative of the story. In such a fantasized world, Mizushiro resists and conforms to the shojo traditions. Finally I compare the shojo in After School Nightmare to the sexless, narcissistic, and eternal shojo. The sharp contrast is furthered by the doseiai preference in the shojo genre, including yuri and yaoi. But in the story, the two are more like parody to the heteronormatives. This thesis presents the interplay between After School Nightmare, shojo traditions, aesthetics, and romance representations. All in all, instead of fitting into the perfect shojo image, we should become the girl in young ladies comics, who shares “real life” with the reader.
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Lee, Chien-Fang, and 李倩芳. "The Study of After-School Care Classes Satisfaction of After-school Care Classes Teachers and Students in Taichung City Elementary School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/26025017850969153850.
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碩士中臺科技大學
文教事業經營研究所
102
The purposes of this research aimed to investigate the aspects of satisfaction of after-school care classes. Questionnaire adapted from self-developed questionnaire, “The Study of After-School Care Classes Satisfaction of After-school Care Classes Teachers and Students in Taichung City Elementary School”, were administered for data collection. The participants were 500 teachers and random 800 students in the public elementary school in Taichung City who joined into the program of after-school care classes. The collected data were analyzed by mean, standard devisation, t-test, one-way ANOVA and the Scheffé Method . Statistical results were as follows: 1.Teachers in this program expressed high satisfaction of after-school care classes and the item of the questionnaire obtained the hightest points was “peer relaions”, on the other hand, the lowest one is “learning enviroment.” 2.Students in after-school care class expressed high satisfaction of after-school care classes and the item of the questionnaire obtained the hightest points was “peer relaions”, on the other hand, the lowest one is “learning enviroment.” 3.Variebles of teachers’ different gender, status of marriage, age, teaching experience and education degree ould be significantly different with satisfication of after-school care class. 4.Variebles of students’ gender, grade, learning achievements, their paretns’ education degree would be significantly different with its satisfication of after-school care class.
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ZHU, HUANG FENG, and 黃鳳珠. "An Evaluation Study of a School-based After-school Program." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/p3avyd.
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碩士國立臺東大學
教育學系(所)
97
This study is mainly concerned with the evaluation of school-based after-school program and considers the implementation situation, implementation achievements, participators’ practical demands and views, and difficulties faced in processing the after- school program. The evaluation criteria of this research evaluate the after-school counseling program. The collection and analysis use the methods of qualification and quantification. The research objects are the participators of the after-school program, which include students, guardians, tutors, teachers of after-school curriculum and administrative staffs. The qualification data is focused group interview, general interview and post review thoughts. The collection of quantification data is based on the materials of questionnaires and students’ assessment results. The significant findings of this study are as follows: 1. Most students like the after-school program and feel happier in the class. 2. Overall, there are no significant differences on students’ T-score in Chinese and math before and after taking the program. However, there is slight progress after taking the program. 3. Most of the teachers of after-school program agree to the improvement of leaning behavior in the activities. 4. Among the after-school program curriculum, most students wish to have more time to do other activities. 5. Most guardians expect four days of after school program a week, most teachers expect three days, while most students expect one day. 6. Most students and guardians expect the class instructors to be the teachers of the after school program. However, most teachers are not willing to teach. 7. The difficulties of the implementation of after-school programs at school are the trouble of combining the classes, the dilemma of the curriculum arrangement, the shortage of subsidy and the extra burden and pressure to teachers and administrative staffs of after-school activities.
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Lu, Lung Chu, and 呂龍珠. "After School of Elementary Students — A Study of After-school Day Care Arrangement Made by Professional Women for Their School-age Children." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/14491843551871970384.
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碩士國立台北護理學院
嬰幼兒保育研究所
94
Abstract The main purposes of the study are to explore multi-roles’ conflicts of professional women, and the status of elementary school-age children ‘s after-school day care arrangement made by professional women. And, understand professional women’s demand and expectation of after-school day care. Hopefully, the authority could utilize the study result as a reference to constitute the policy of after-school day care. Methods being chosen are in-depth interviewing and spot observation on after-school day care institutions; the total number of the interviewee is six, which are all professional women with school-age children. Spot observations include: visiting six after-school day care institutions in Tianmu region of Taipei city. The study discovers that following factors will affect the selection of after-school day care arrangement: The struggle of multi-role and stereotyped of traditional motherhood, the functionality of family support system, the support of the mother’s work place and the value discipline of parents. A professional woman with more social stimulation is not equeal to have more effective information than a fulltime housewife. Because of time constrain, professional women are more rely on word of mouth to select after-school day care. It is difficult for fulltime professional women to observe the after-school day care institutes or meet with the teachers. Therefore, encourage the children to reveal their viewpoint will help to find out the problem in the early stage. While the part time professional women are different - they can know the after-school day care institutes better through following methods: observe from the side, random check of school bus and establish the relationship with the staffs of the school. The purposes of professional women’s selection on after-school day care include: children’s day care, academic cramming, talent development, environment to increase the effectiveness of study and the opportunity of interaction with companions. Due to pressure of being multi-role, some professional women develop their own unique and convenient ways of children’s day care arrangement, such as selecting two after-school day care institutes simultaneously or selecting the elementary school’s after-class day care for transportation convenience. In general, the professional women select the after-school day care base on social pressure and improving school academic performance. They will switch the day care arrangement if the institute can’t meet the preset expectation. English lesson is the mainstream of course arrangement of after-school day care institutes. Since the courses become more versatile, the service targets are not limited to double-income family now. Versatile talent development courses give the professional women more choices and also save their time on transportation. The professional women selecting after-school day care is expected to be changed from overtired and anxious to being satisfied and from hearsay to receiving effective information. Accordingly, let the after-school “second round” of elementary student becomes a “happy round”. Key Words：school-age children, after-school day care, professional women, second round
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Huang, Chun-Su, and 黃素椿. "Narrative Research by an After-school Child Care Teacher on After-school Care Services for Chirdren with Disabilities." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/yy66n6.
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碩士國立臺東大學
特殊教育學系碩士班
99
The purpose of this study was to understand the process in after-school child care teacher of a private after-school programs, including the phase, difficulties and strategies of providing after-school care services for chirdren with disabilities.The study also explore the teachers’ expectation for and experience in providing such services.This methodology was used by qualitative research in the narrative research methods to research Xiaorou, an after-school child care teacher and concluded with the following main findings through the in-depth interviews and observations, collected relevant documents and the necessary data for research. （1）While serving as a preschool teacher, Xiaorou taught chirdren with disabilities and began to know about special education. In selection of career, Xiaorou quit the job as a preschool teacher and independently started business and run after-school programs at the suggestion of students’ parents. By a chance, Xiaorou met the chirdren with disabilities she taught while she served as a preschool teacher;（2）Xiaorou met with many difficulties in after-school care of chirdren with disabilities, which mainly include life care, behavior problems, as well as the demand, education concept and cooperation of their parents;（3）Confronted with such difficulties, Xiaorou had adopted such methods as encouragement, reminding, separation, adaptation to environment, peer assistance, enhancement of special education knowledge and skills, communication and cooperation with the parents;（4）It was necessary to recognize after-school care demand of chirdren with disabilities. Related entities are expected to set up child care center which specially provide after-school care for chirdren with disabilities, extend the service period until the students reach the age of attending national secondary school and provide after-school child care teachers with training of special education knowledge and skills;（5）While providing after-school care services for chirdren with disabilities, Xiaorou experiences the sense of achievement, frustration, growth, pressure and sense of guilt. According to the results of this study, some suggestions were put forward as reference for education departments in charge of after-school programs, after-school child care teachers of after-school programs, the parents of chirdren with disabilities and prospective researchers.