ABSTRACT
In the United States, the dearth of quality expanded learning opportunities (ELO), such as afterschool and summer programs, has long been recognized as a national concern (DeKanter et al., 2000). The COVID-19 pandemic exacerbated this problem, as expanded learning opportunities of all kinds became increasingly limited in spring 2020 (Carver & Doohen, 2021). This research evaluated a new service-learning project, Honors Afterschool Clubs, which allows college students to fill ELO needs by creating and leading afterschool clubs for high-needs, low-income youth. By analyzing college student pre and postexperience surveys, semistructured interviews, and focus groups, the authors evaluated the perceived impacts of this project on college students and their learning. Our preliminary results suggest that in addition to providing an essential service to the community, families, and youth, college participants who lead afterschool clubs perceive an improvement in their self-efficacy, interpersonal skills, and career confidence. © 2023 by the University of Georgia.
ABSTRACT
With modern technological advancements, the rise of digital learning has helped teachers and students in many ways;for example, learning is becoming increasingly learner centric. In recent years, learning has been compromised because of school suspensions due to the COVID-19 pandemic. Digital learning has helped to reduce the negative impacts on students' learning, and most students have shown a positive attitude toward digital learning. A learning management system provides a platform for learners to learn and interact with teachers or peers without time and space constraints. Moodle is one of the most popular and widely-used learning management systems. It is open source, offers different functional modules, and is available free of charge. However, according to recent literature, Moodle has several disadvantages. First, the topics discussed by students in the Moodle platform are not focused enough and not easy to be discussed in depth. Second, the interaction is not immediate because of a lack of instant notifications. Third, the interface is not user friendly and is thus difficult to operate. These drawbacks can hinder students' learning. Office 365 is another digital system that assists students' learning. Various functions of Office 365, such as Teams's real-time notifications and OneNote's recording function, complement Moodle. This study investigated the effects of after-school activities conducted through different media on students' motivation, learning achievement, and peer interaction. In present study, after-school activities were conducted face-to-face or via two learning platforms, Moodle and Office 365;the learning platform was considered the independent variables. In total, 143 middle school students were recruited as participants for an after-school activity and distributed into the face-to-face, Moodle, or Office 365 group. The quantitative data of three scales concerning with learning motivation, learning achievement and peer interaction were collected to represent their learning performance. Qualitative data were collected through textual analysis based on student responses to open-ended questions. The quantitative and qualitative data were then statistically analyzed with SPSS Statistics 23. The results of the quantitative analysis revealed the following results: (1) No significant difference was observed in learning motivation among the different groups. The reasons for the result may be that students were not familiar with learning management systems, the interface and function of the learning systems were complex, or student motivation to learn English was low. (2) The learning achievement of the face-to-face group was significantly higher than that of the Office 365 group. Office 365 has many functions, but it also increases the cognitive load on students. Additionally, middle school students in Taiwan are inexperienced with using learning management systems because of the lack of opportunities to do so. Furthermore, the focus of this research was not the formal school curriculum but after-school activities;therefore, gauging learning effectiveness was challenging. Finally, students are more familiar with face-to-face discussions, and this comfort increases the effectiveness of this mode of learning. (3) Students in the Office 365 group had a higher tendency to interact with peers than those in the face-to-face group. Interacting through Office 365 (as it provides voice and text input for discussions) removes the stress of public speaking, such as that experienced in face-to-face classes, thus increasing participation. However, the peer interaction in the Office 365 group was not significantly higher than that in the Moodle group because the students using Office 365 mainly used text input, which decreased the efficiency of their discussion. (4) Some groups of students using the learning management system (no matter Moodle group or Office 365 group) posted the answers to assignments in the chat room even before much group discussion, or they divided the work among themselves, and not discussing the assignment at all. The students seemed to be unfamiliar with the way in which group discussions are conducted through digital learning platforms. This inexperience was reflected in their lack of teamwork. (5) The ratio of discussions students posted on the Moodle platform (Moodle group) was positively correlated with their learning achievement and interaction with peers. The ratio of discussions students posted on the Office 365 platform (Office 365 group) was positively correlated with their learning achievement and learning motivation. The results have several implications. First, teachers should consider the most appropriate form of discussion for middle school students when planning group discussion activities during and after lessons. Second, although middle school students are better at learning through face-to-face discussion, the demand for distance learning and the use of digital platforms are increasing. Teachers should encourage the use of digital platforms by planning more exercises to implement through these platforms, thus improving students' learning performance as well as their efficiency in using these platforms. Third, the students in the Office 365 group had a higher tendency to interact with peers than did those in the face-to-face group. Thus, teacher may use Office 365 initially to make students willing to use digital platforms and for them to get familiar with its usage. Once students are comfortable using the platform, teachers can shift the focus to enhancing the effectiveness of learning. Fourth, when students are engaged in group discussions in after-school activities, only a limited number of students may participate, or students may directly provide answers without discussing them with their peers. Providing students with instructions and training on conducting group discussions may help them make more effective use of learning management systems. Finally, regarding the design of learning management systems, the registration and login procedures should be simplified, and the platform interface and operating functions should be more effectively integrated to make them user friendly. Doing so may enable novices to start and consistently use these systems more easily and reduce the time required by users to familiarize themselves with such systems.
ABSTRACT
Children's poor social-emotional functioning has been an increasing concern prior to and amidst the COVID-19 pandemic. Childhood and adolescence are critical stages of life where they acquire key cognitive and social-emotional skills that shape their future mental health. When a student's social-emotional health suffers, so do their relationships, academics, and physical health. The theory of improvement hypothesized that students' social-emotional health can be improved via fostering trusting relationships, boosting self-esteem, and promoting healthy role models and positive adult-child relationships. To address the problem of practice, the primary investigator implemented a social-emotional learning (SEL)-infused, 8-week physical activity after-school program with a strong mentor/role model component. The following inquiry questions guided this dissertation in practice project: 1) How does students' social-emotional health change after participating the after-school social-emotional learning-infused physical activity program? And 2) What are faculty, staff, and parent perceptions of the impact of a social-emotional learninginfused physical activity program on third grade students? Measures included time sample observations during the program of n=7 at-risk students with behavioral or emotional challenges, field notes compiled by the primary investigator throughout the program, and focus groups with key stakeholders (i.e., n=8 teachers, n=8 parents, and n=12 mentors) conducted post-program. The patterns in changes of student behavior over time were reported as case-study narratives for each observed student. Focus group transcripts and field notes were coded using content analysis v method and analyzed for key categories and themes. Overall, students' time sample data showed positive improvements in social-emotional health as well as on-task behavior. Three themes were identified in the qualitative data, including: 1) Growing and thriving together: benefits of the afterschool program 2) Trial and error: reflecting on what went well and didn't go well in the program and 3) Onward and upward: Fine tuning the program for the future. This program demonstrated initial success for improvements in 3rd grade children's social-emotional health. Implications for practice include improved training for all stakeholders in social-emotional learning, inclusion of mentorship, and additional administrative buy-in, including logistical support and funding. Future research can investigate the effect on mentor and student overall mental health and academic achievement. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
This mixed-methods study used a Critical Race Theory and Positive Youth Development theoretical framework to understand the motivation that led frontline youth development professionals to work in person at Regional Enrichment Centers (REC) at the inception of the Coronavirus pandemic. The RECs, primarily situated in community schools, were operational from March 23, 2020, through September 8, 2020, as a child care facility alternative for the children of essential workers because all schools were closed for in-person instruction. When the City of New York was on pause, the pandemic amplified the racial injustices experienced by low-income and marginalized BIPOC citizens;however, frontline youth development professionals, recast as essential workers, provided an important lifeline to New Yorkers and their children.The core features of the Community School model are: (a) expanded and enriched learning time;(b) active family and community engagement;(c) collaborative leadership practices;and (d) integrated student supports. This study is important because it challenges the stereotypes in education research on afterschool staff as low-skilled workers and recognizes the funds of knowledge they bring into the school community and community schools. As credible messengers and key partners, frontline youth development professionals play an integral role in the emotional development of BIPOC students in low-income, low-resourced, and marginalized school communities. The results of this study amplify their roles as assets for BIPOC children in times of crisis and as key partners in their emotional development. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
After-school programmes (ASPs) help to facilitate students learning. DREAMS ASP facilitates schoolchildren with holistic development interventions at different locations. Due to the pandemic, DREAMS conducted their ASP in the online mode. The present study aims to narrate the case of ASP in the virtual mode and discuss participants experiences on holistic development at one of its locations. The study employed qualitative study designs. The sample of the study included participants from DREAMS ASP site at Kerala, India. The study interviewed four mentors, seven participants, and their parents to understand participants holistic development. However, the study excluded physical and spiritual aspects of holistic development. It found that the virtual DREAMS ASP was joyful, and there was a significant, positive change in all the selected dimensions of holistic development as reported by mentors, children, and parents. The study encourages future researchers to provide opportunities and frameworks to conduct more ASPs in India. © 2022 IGI Global. All rights reserved.
ABSTRACT
[LANGUAGE=”English”] With modern technological advancements, the rise of digital learning has helped teachers and students in many ways;for example, learning is becoming increasingly learner centric. In recent years, learning has been compromised because of school suspensions due to the COVID-19 pandemic. Digital learning has helped to reduce the negative impacts on students' learning, and most students have shown a positive attitude toward digital learning. A learning management system provides a platform for learners to learn and interact with teachers or peers without time and space constraints. Moodle is one of the most popular and widely-used learning management systems. It is open source, offers different functional modules, and is available free of charge. However, according to recent literature, Moodle has several disadvantages. First, the topics discussed by students in the Moodle platform are not focused enough and not easy to be discussed in depth. Second, the interaction is not immediate because of a lack of instant notifications. Third, the interface is not user friendly and is thus difficult to operate. These drawbacks can hinder students' learning. Office 365 is another digital system that assists students' learning. Various functions of Office 365, such as Teams's real-time notifications and OneNote's recording function, complement Moodle. This study investigated the effects of after-school activities conducted through different media on students' motivation, learning achievement, and peer interaction.In present study, after-school activities were conducted face-to-face or via two learning platforms, Moodle and Office 365;the learning platform was considered the independent variables. In total, 143 middle school students were recruited as participants for an after-school activity and distributed into the face-to-face, Moodle, or Office 365 group. The quantitative data of three scales concerning with learning motivation, learning achievement and peer interaction were collected to represent their learning performance. Qualitative data were collected through textual analysis based on student responses to open-ended questions. The quantitative and qualitative data were then statistically analyzed with SPSS Statistics 23.The results of the quantitative analysis revealed the following results: (1) No significant difference was observed in learning motivation among the different groups. The reasons for the result may be that students were not familiar with learning management systems, the interface and function of the learning systems were complex, or student motivation to learn English was low. (2) The learning achievement of the face-to-face group was significantly higher than that of the Office 365 group. Office 365 has many functions, but it also increases the cognitive load on students. Additionally, middle school students in Taiwan are inexperienced with using learning management systems because of the lack of opportunities to do so. Furthermore, the focus of this research was not the formal school curriculum but after-school activities;therefore, gauging learning effectiveness was challenging. Finally, students are more familiar with face-to-face discussions, and this comfort increases the effectiveness of this mode of learning. (3) Students in the Office 365 group had a higher tendency to interact with peers than those in the face-to-face group. Interacting through Office 365 (as it provides voice and text input for discussions) removes the stress of public speaking, such as that experienced in face-to-face classes, thus increasing participation. However, the peer interaction in the Office 365 group was not significantly higher than that in the Moodle group because the students using Office 365 mainly used text input, which decreased the efficiency of their discussion. (4) Some groups of students using the learning management system (no matter Moodle group or Office 365 group) posted the answers to assignments in the chat room even before much group discussion, or they divided th work among themselves, and not discussing the assignment at all. The students seemed to be unfamiliar with the way in which group discussions are conducted through digital learning platforms. This inexperience was reflected in their lack of teamwork. (5) The ratio of discussions students posted on the Moodle platform (Moodle group) was positively correlated with their learning achievement and interaction with peers. The ratio of discussions students posted on the Office 365 platform (Office 365 group) was positively correlated with their learning achievement and learning motivation.The results have several implications. First, teachers should consider the most appropriate form of discussion for middle school students when planning group discussion activities during and after lessons. Second, although middle school students are better at learning through face-to-face discussion, the demand for distance learning and the use of digital platforms are increasing. Teachers should encourage the use of digital platforms by planning more exercises to implement through these platforms, thus improving students' learning performance as well as their efficiency in using these platforms. Third, the students in the Office 365 group had a higher tendency to interact with peers than did those in the face-to-face group. Thus, teacher may use Office 365 initially to make students willing to use digital platforms and for them to get familiar with its usage. Once students are comfortable using the platform, teachers can shift the focus to enhancing the effectiveness of learning. Fourth, when students are engaged in group discussions in after-school activities, only a limited number of students may participate, or students may directly provide answers without discussing them with their peers. Providing students with instructions and training on conducting group discussions may help them make more effective use of learning management systems. Finally, regarding the design of learning management systems, the registration and login procedures should be simplified, and the platform interface and operating functions should be more effectively integrated to make them user friendly. Doing so may enable novices to start and consistently use these systems more easily and reduce the time required by users to familiarize themselves with such systems.[LANGUAGE=”Chinese”] 本研究目的在比較以面對面、Moodle、Office 365進行課後活動，對學生英文的學習動機、學習成效與同儕互動之影響。以課後活動形式為自變項，分成面對面組、Moodle組、Office 365組，分別以三種不同方式進行英文課程之課後活動，如課後分組討論、課後作業等，並探討其在不同層面之差異。本研究採量化為主、質化為輔的分析方式，以六班143位國中三年級學生為研究對象進行實驗，每種課後活動形式各兩個班級參與。研究結果顯示：一、不同課後活動形式對學習動機無顯著差異；二、面對面組之學習成效顯著優於Office 365組；三、Office 365組之同儕互動有高於面對面組之傾向；四、針對討論歷程分析發現，透過Moodle、Office 365之學習平台進行討論，會出現特定組員直接貼出解答、各組員直接任務分工等未進行小組討論之情況發生；五、對Moodle組而言，各組員之發言比例與學習成效、同儕互動為正相關；對Office 365組而言，各組員之發言比例與學習成效、學習動機為正相關。Alternate abstract:”English”] With modern technological advancements, the rise of digital learning has helped teachers and students in many ways;for example, learning is becoming increasingly learner centric. In recent years, learning has been compromised because of school suspensions due to the COVID-19 pandemic. Digital learning has helped to reduce the negative impacts on students' learning, and most students have shown a positive attitude toward digital learning. A learning management system provides a platform for learners to learn a d interact with teachers or peers without time and space constraints. Moodle is one of the most popular and widely-used learning management systems. It is open source, offers different functional modules, and is available free of charge. However, according to recent literature, Moodle has several disadvantages. First, the topics discussed by students in the Moodle platform are not focused enough and not easy to be discussed in depth. Second, the interaction is not immediate because of a lack of instant notifications. Third, the interface is not user friendly and is thus difficult to operate. These drawbacks can hinder students' learning. Office 365 is another digital system that assists students' learning. Various functions of Office 365, such as Teams's real-time notifications and OneNote's recording function, complement Moodle. This study investigated the effects of after-school activities conducted through different media on students' motivation, learning achievement, and peer interaction.In present study, after-school activities were conducted face-to-face or via two learning platforms, Moodle and Office 365;the learning platform was considered the independent variables. In total, 143 middle school students were recruited as participants for an after-school activity and distributed into the face-to-face, Moodle, or Office 365 group. The quantitative data of three scales concerning with learning motivation, learning achievement and peer interaction were collected to represent their learning performance. Qualitative data were collected through textual analysis based on student responses to open-ended questions. The quantitative and qualitative data were then statistically analyzed with SPSS Statistics 23.The results of the quantitative analysis revealed the following results:(1) No significant difference was observed in learning motivation among the different groups. The reasons for the result may be that students were not familiar with learning management systems, the interface and function of the learning systems were complex, or student motivation to learn English was low. (2) The learning achievement of the face-to-face group was significantly higher than that of the Office 365 group. Office 365 has many functions, but it also increases the cognitive load on students. Additionally, middle school students in Taiwan are inexperienced with using learning management systems because of the lack of opportunities to do so. Furthermore, the focus of this research was not the formal school curriculum but after-school activities;therefore, gauging learning effectiveness was challenging. Finally, students are more familiar with face-to-face discussions, and this comfort increases the effectiveness of this mode of learning. (3) Students in the Office 365 group had a higher tendency to interact with peers than those in the face-to-face group. Interacting through Office 365 (as it provides voice and text input for discussions) removes the stress of public speaking, such as that experienced in face-to-face classes, thus increasing participation. However, the peer interaction in the Office 365 group was not significantly higher than that in the Moodle group because the students using Office 365 mainly used text input, which decreased the efficiency of their discussion. (4) Some groups of students using the learning management system (no matter Moodle group or Office 365 group) posted the answers to assignments in the chat room even before much group discussion, or they divided the work among themselves, and not discussing the assignment at all. The students seemed to be unfamiliar with the way in which group discussions are conducted through digital learning platforms. This inexperience was reflected in their lack of teamwork. (5) The ratio of discussions students posted on the Moodle platform (Moodle group) was positively correlated with their learning achievement and interaction with peers. The ratio of discussions students posted on the Office 365 platform (Office 365 group) was positively correlated with their lea ning achievement and learning motivation.The results have several implications. First, teachers should consider the most appropriate form of discussion for middle school students when planning group discussion activities during and after lessons. Second, although middle school students are better at learning through face-to-face discussion, the demand for distance learning and the use of digital platforms are increasing. Teachers should encourage the use of digital platforms by planning more exercises to implement through these platforms, thus improving students' learning performance as well as their efficiency in using these platforms. Third, the students in the Office 365 group had a higher tendency to interact with peers than did those in the face-to-face group. Thus, teacher may use Office 365 initially to make students willing to use digital platforms and for them to get familiar with its usage. Once students are comfortable using the platform, teachers can shift the focus to enhancing the effectiveness of learning. Fourth, when students are engaged in group discussions in after-school activities, only a limited number of students may participate, or students may directly provide answers without discussing them with their peers. Providing students with instructions and training on conducting group discussions may help them make more effective use of learning management systems. Finally, regarding the design of learning management systems, the registration and login procedures should be simplified, and the platform interface and operating functions should be more effectively integrated to make them user friendly. Doing so may enable novices to start and consistently use these systems more easily and reduce the time required by users to familiarize themselves with such systems.Alternate abstract:”Chinese”] 本研究目的在比較以面對面、Moodle、Office 365進行課後活動，對學生英文的學習動機、學習成效與同儕互動之影響。以課後活動形式為自變項，分成面對面組、Moodle組、Office 365組，分別以三種不同方式進行英文課程之課後活動，如課後分組討論、課後作業等，並探討其在不同層面之差異。本研究採量化為主、質化為輔的分析方式，以六班143位國中三年級學生為研究對象進行實驗，每種課後活動形式各兩個班級參與。研究結果顯示：一、不同課後活動形式對學習動機無顯著差異；二、面對面組之學習成效顯著優於Office 365組；三、Office 365組之同儕互動有高於面對面組之傾向；四、針對討論歷程分析發現，透過Moodle、Office 365之學習平台進行討論，會出現特定組員直接貼出解答、各組員直接任務分工等未進行小組討論之情況發生；五、對Moodle組而言，各組員之發言比例與學習成效、同儕互動為正相關；對Office 365組而言，各組員之發言比例與學習成效、學習動機為正相關。
ABSTRACT
The COVID-19 pandemic and the requirement for social distancing led to the closure of extracurricular activities that usually involve teamwork and collaboration, such as math clubs. Research on the design and effectiveness of extracurricular mathematical activities that aim to promote student interest and improve mathematical skills is limited, particularly in these challenging times. This exploratory case study examines an online after-school program, the Tecn@Mat Club, aimed at promoting middle grade students' ability in solving mathematical problems with digital technologies during the pandemic. Based on document analysis, observation of the club sessions, questionnaires, and interviews with the participants (students and a mathematics education expert), this research documents the design and implementation of the Tecn@Mat Club, as well as its participants' experiences and perspectives regarding the activity in which they engaged. The main results show the feasibility of adapting in-person, after-school math activities for an online setting, engaging middle grade students in mathematical problem-solving with technology by providing moderate mathematical challenges and promoting collaborative work. Results of a SWOT analysis (the acronym for strengths, weaknesses, opportunities, threats) allow for the identification of the key features to preserve and challenges to overcome in future replications of the club. Limitations of this study and future research directions are discussed. © 2023 by the author.
ABSTRACT
With modern technological advancements, the rise of digital learning has helped teachers and students in many ways;for example, learning is becoming increasingly learner centric. In recent years, learning has been compromised because of school suspensions due to the COVID-19 pandemic. Digital learning has helped to reduce the negative impacts on students' learning, and most students have shown a positive attitude toward digital learning. A learning management system provides a platform for learners to learn and interact with teachers or peers without time and space constraints. Moodle is one of the most popular and widely-used learning management systems. It is open source, offers different functional modules, and is available free of charge. However, according to recent literature, Moodle has several disadvantages. First, the topics discussed by students in the Moodle platform are not focused enough and not easy to be discussed in depth. Second, the interaction is not immediate because of a lack of instant notifications. Third, the interface is not user friendly and is thus difficult to operate. These drawbacks can hinder students' learning. Office 365 is another digital system that assists students' learning. Various functions of Office 365, such as Teams's real-time notifications and OneNote's recording function, complement Moodle. This study investigated the effects of after-school activities conducted through different media on students' motivation, learning achievement, and peer interaction. In present study, after-school activities were conducted face-to-face or via two learning platforms, Moodle and Office 365;the learning platform was considered the independent variables. In total, 143 middle school students were recruited as participants for an after-school activity and distributed into the face-to-face, Moodle, or Office 365 group. The quantitative data of three scales concerning with learning motivation, learning achievement and peer interaction were collected to represent their learning performance. Qualitative data were collected through textual analysis based on student responses to open-ended questions. The quantitative and qualitative data were then statistically analyzed with SPSS Statistics 23. The results of the quantitative analysis revealed the following results: (1) No significant difference was observed in learning motivation among the different groups. The reasons for the result may be that students were not familiar with learning management systems, the interface and function of the learning systems were complex, or student motivation to learn English was low. (2) The learning achievement of the face-to-face group was significantly higher than that of the Office 365 group. Office 365 has many functions, but it also increases the cognitive load on students. Additionally, middle school students in Taiwan are inexperienced with using learning management systems because of the lack of opportunities to do so. Furthermore, the focus of this research was not the formal school curriculum but after-school activities;therefore, gauging learning effectiveness was challenging. Finally, students are more familiar with face-to-face discussions, and this comfort increases the effectiveness of this mode of learning. (3) Students in the Office 365 group had a higher tendency to interact with peers than those in the face-to-face group. Interacting through Office 365 (as it provides voice and text input for discussions) removes the stress of public speaking, such as that experienced in face-to-face classes, thus increasing participation. However, the peer interaction in the Office 365 group was not significantly higher than that in the Moodle group because the students using Office 365 mainly used text input, which decreased the efficiency of their discussion. (4) Some groups of students using the learning management system (no matter Moodle group or Office 365 group) posted the answers to assignments in the chat room even before much group discussion, or they divided the work among themselves and not discussing the assignment at all. The students seemed to be unfamiliar with the way in which group discussions are conducted through digital learning platforms. This inexperience was reflected in their lack of teamwork. (5) The ratio of discussions students posted on the Moodle platform (Moodle group) was positively correlated with their learning achievement and interaction with peers. The ratio of discussions students posted on the Office 365 platform (Office 365 group) was positively correlated with their learning achievement and learning motivation. The results have several implications. First, teachers should consider the most appropriate form of discussion for middle school students when planning group discussion activities during and after lessons. Second, although middle school students are better at learning through face-to-face discussion, the demand for distance learning and the use of digital platforms are increasing. Teachers should encourage the use of digital platforms by planning more exercises to implement through these platforms, thus improving students' learning performance as well as their efficiency in using these platforms. Third, the students in the Office 365 group had a higher tendency to interact with peers than did those in the face-to-face group. Thus, teacher may use Office 365 initially to make students willing to use digital platforms and for them to get familiar with its usage. Once students are comfortable using the platform, teachers can shift the focus to enhancing the effectiveness of learning. Fourth, when students are engaged in group discussions in after-school activities, only a limited number of students may participate, or students may directly provide answers without discussing them with their peers. Providing students with instructions and training on conducting group discussions may help them make more effective use of learning management systems. Finally, regarding the design of learning management systems, the registration and login procedures should be simplified, and the platform interface and operating functions should be more effectively integrated to make them user friendly. Doing so may enable novices to start and consistently use these systems more easily and reduce the time required by users to familiarize themselves with such systems. © 2022, National Taiwan Normal University. All rights reserved.
ABSTRACT
The COVID-19 pandemic illuminated how essential summer and after-school programs are for youth and their families. Policymakers took note of the needs and the evidence base, and prioritized stimulus funding to expand access and accelerate learning. American Rescue Plan (ARP) and Elementary and Secondary School Emergency Relief (ESSER) funds were quickly released to schools through different mechanisms, initially prioritizing speed over infrastructure design. The funds were intended to fuel robust school-community partnerships to provide students who suffered from pandemic-related learning and developmental setbacks with comprehensive, high-quality programming;yet the timeline for planning and implementation often hindered progress toward that vision. This article discusses the challenges to scaling critical services, the strategies that states and partners are putting into place, and opportunities to strengthen relationships and infrastructure at the national, state, and regional or local level.
ABSTRACT
Researchers examined social and emotional learning (SEL) ratings for two samples of 559 and 406 predominantly elementary-age youth of color, who were enrolled in out-of-school time (OST) programs serving communities mostly of high socioeconomic need in Palm Beach County, Florida. Covering the 2019-2020 and 2020-2021 school years in the context of the COVID-19 pandemic, the study predicted that programs' participation in an SEL quality enhancement project would positively impact youth SEL. This quality enhancement was expected to emerge alongside the positive effects of foundational program quality achieved through participation in the Palm Beach County Quality Improvement System, which includes an array of supports provided by Prime Time Palm Beach County, a nonprofit OST intermediary organization. Amid the challenges of the pandemic, evidence emerged to support the positive impact of foundational quality on youth in OST, as well as the positive impact of an enhanced focus on SEL.
ABSTRACT
After-school clubs have provided an important childcare service for parents and carers where children are provided with an environment to play once the school day has finished. When the United Kingdom went into lockdown in March 2020, all children's services closed that included the childcare provision of after-school clubs. When they reopened in between July and September 2020, changes had to be implemented to meet Government restrictions. This study from 54 respondents working in the childcare sector identified changes within four themes: maintain service;bubbles;play space and play behaviour. This has resulted in an increase hygiene measures, staffing and amount of space for individual children, however, there is a decreased in the number of children attending, the resources and activities on offer and movement within the place space. Although after-school childcare is still being offered, there is financial concern on their viability and sustainability as parental demand may drop which has implications in providing a unique environment where children of different ages and abilities mix. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
This mixed-methods study used a Critical Race Theory and Positive Youth Development theoretical framework to understand the motivation that led frontline youth development professionals to work in person at Regional Enrichment Centers (REC) at the inception of the Coronavirus pandemic. The RECs, primarily situated in community schools, were operational from March 23, 2020, through September 8, 2020, as a child care facility alternative for the children of essential workers because all schools were closed for in-person instruction. When the City of New York was on pause, the pandemic amplified the racial injustices experienced by low-income and marginalized BIPOC citizens;however, frontline youth development professionals, recast as essential workers, provided an important lifeline to New Yorkers and their children.The core features of the Community School model are: (a) expanded and enriched learning time;(b) active family and community engagement;(c) collaborative leadership practices;and (d) integrated student supports. This study is important because it challenges the stereotypes in education research on afterschool staff as low-skilled workers and recognizes the funds of knowledge they bring into the school community and community schools. As credible messengers and key partners, frontline youth development professionals play an integral role in the emotional development of BIPOC students in low-income, low-resourced, and marginalized school communities. The results of this study amplify their roles as assets for BIPOC children in times of crisis and as key partners in their emotional development. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Purpose Boys & Girls Clubs of America (BGCs) provide numerous avenues for youth to connect, be physically active and have healthy meals/snacks. These services are often provided to low-income families at reduced cost to bridge the gap in after school and summer childcare. However, many of these clubs were forced to dramatically change their services during the COVID-19 pandemic. This study aims to examine how 13 BGCs in Texas, USA, experienced COVID-19 and persevered to provide services. Design/methodology/approach Interviews were conducted with 16 BGC leaders from 13 different BGCs. Open-ended questions were used to elicit leaders' experiences with the pandemic, services their clubs were able to offer, barriers overcome and supports crucial to their ability to serve their communities. Thematic analysis was used to generate findings from these interviews. Findings BGC services changed significantly during the pandemic. Normal activities were no longer possible;however, leaders (alongside their communities) continually provided services for their families. Further, leaders reiterated the power of the community coming together in support of their families. Social implications While BGC leaders had to adapt services, they found ways to reach families and serve their community. These adaptations can have dramatic impacts on the social and physical well-being of children in their communities. Learning from this adversity can improve services as clubs start to build back. Originality/value This study provides vital context to the changing care and setting children were exposed to during the pandemic response. Additionally, these results provide understanding of the adaptations that took place in these services.
ABSTRACT
In this qualitative study, I examine the experiences of staff who work in an after-school program (ASP). Specifically, I investigate their roles in the program, how they support the building of meaningful relationships with their participants, and their perceptions of the effectiveness of the program. Prior to COVID-19, after-school programs were intended to provide a safe environment for students during after-school hours. There is a growing recognition that after-school programs provide opportunities for positive social development, particularly among adolescents.In the midst of COVID-19, ASPs transitioned into all-day programs due to school closures. This transition allowed programs to provide support to students and families who were impacted by the coronavirus, had limited Internet access, and had to adapt to virtual instruction while their parents had to report to work in-person. It is critical to understand the program staff members' continued focus on developing meaningful relationships with students, supporting their participants' development into positive young adults, and meeting the increased needs of their families during a pandemic. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
In response to the COVID-19 pandemic, Congress made a once-in-a-generation investment in after-school and summer learning programs with the potential to provide supports and opportunities for children and youth across America. At the same time, after 2 decades of development, networks in all 50 states were poised to advise and support the investment in innovative quality programs. This thought leader piece explores impact of the statewide after- school networks, funded in part by the Charles Stewart Mott foundation, and how they increase access for millions of children and youth in quality after-school and summer learning programs. The piece makes the case for increased recognition of the role of statewide after- school networks and increased collaboration between network leaders and researchers interested in positive youth development.
ABSTRACT
Implementation fidelity of motivational interviewing (MI) hinges on effective training (Miller & Rollnick, 2013). The present research, consisting of two separate studies, examined the application of an evidence-based MI training for school-based professionals (Frey et al., 2017) with after-school professionals. These two studies investigated (a) the degree to which participants engaged and participated in MI training, (b) to what extent participants' MI competence and self-efficacy in practicing MI was changed by a motivational interviewing workshop training with and without subsequent opportunities for practice and supervision, and (c) how socially valid MI training was for individuals working in after-school settings. Study 1 utilized a mixed-methods, non-experimental design in which quantitative data were collected before and after a workshop training and again after optional group feedback sessions. Qualitative interviews were then conducted with three participants who experienced all the training elements. Study 2 was a repetition of the quantitative portion of Study 1 with modifications to recruitment and training intended to improve study retention and account for restrictions due to the COVID-19 pandemic. Analysis of the quantitative results of Studies 1 and 2 was limited by small sample sizes and missing data at several levels, thus quantitative results were described using descriptive statistics rather than statistical significance testing. Integrated quantitative and qualitative results from Studies 1 and 2 suggested that after-school professionals demonstrated high participation and engagement in MI training, increased self-efficacy, and some increase in competence after workshop training. Quantitative and qualitative results suggested that additional opportunities for practice and feedback (provided in the form of group feedback sessions) were helpful for increasing after-school professionals' MI confidence in their ability to use MI with students. Results also showed that MI and MI training were relevant and useful for after-school professionals, and indicated modifications necessary to improve the social validity of MI training in after-school settings. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
The digital learning instituted in Hungary in the spring of 2020 to help halt the spread of the coronavirus arguably encountered stumbling blocks as regards disadvantaged students. However, we have no information about the details, and mitigating these disadvantages is therefore fraught. The aim of our research is to shed light on the experience of digital learning among disadvantaged students. We analysed responses to an online questionnaire completed by teachers at 48 of Hungary's after-school programmes (ASPs) who were in contact with over 1000, mostly disadvantaged children. We discussed the questionnaire-based analysis with ten ASP representatives in online workshops. In addition to ICT devices and internet access, the lack of a learning space is also worth considering as a factor hindering the establishment of objective conditions for learning. When maintaining contact with parents, it is recommended that communication habits that differ from those used with middle-class parents should be taken into account. Developing time management and other skills necessary for independent learning (e.g., reading comprehension, and digital literacy), as well as alleviating the psychological burden, represent central tasks in such situations. Our recommendations may be of use in the event of future school closures and in terms of facilitating digital learning among disadvantaged students.
ABSTRACT
After-school programs provide a range of support for students. During school closures due to the COVID-19 pandemic, many after-school programs were also forced to dose or to find new ways to provide services to youth, such as through virtual after-school programming. We surveyed 244 youth who participated in virtual after-school programs about their access to virtual programming as well as their experiences. We considered their pre-closure experiences as well. We also surveyed 8 program directors of after-school programs who were providing virtual programming. We found that Internet access hindered the ability of more than 1 in 4 students to access the programs. Pre-closure program experiences, including ongoing relationships with program staff and positive peer relationships contributed to more positive experiences with virtual programming. Whenever students were able to access the programs, they generally reported positive experiences. This work has implications for after-school program providers, parents, and policymakers.
ABSTRACT
The lockdown of schools in Spain to confront the effects of COVID-19 caused an enormous impact at both societal and educational levels. Schools and families had to react rapidly to a new teaching and learning scenario without the benefit of previous planning or government guidelines. In this context, some schools were better able to adapt to the new circumstances than others. Likewise, the structure and size of families' economic, social and cultural capital produced significant differences in the learning opportunities for children from different backgrounds. This article assesses the impact of the school lockdown on the learning gap between children from different social backgrounds in Catalonia. Based on 35,419 responses to an online survey administered between 26 and 30 March 2020 to families with children aged between 3 and 18, the authors' analysis shows that learning opportunities varied significantly. Middle-class families were able to maintain higher standards of education quality in a critical context, while children from socially disadvantaged families had few learning opportunities both in terms of time and learning experiences (schoolwork and maintenance of after-school activities). Results differed by type of school (public/private) where students were enrolled, family economic, social and cultural capital, and family living conditions. In the final part of the article, the authors highlight the importance of the role of the school in ensuring learning opportunities for children from low socioeconomic backgrounds, and they discuss some policy implications of their findings.
L'impact du confinement sur les écarts en matière d'apprentissage : disparités familiales et scolaires en période de crise La fermeture des écoles en Espagne durant le confinement pour faire face aux effets de la COVID-19 a eu d'immenses répercussions sur les plans sociétal et éducatif. Les écoles et les familles ont rapidement réagi au nouveau scénario de l'enseignement et de l'apprentissage sans pouvoir s'appuyer sur une planification préalable ou des directives gouvernementales. Dans ce contexte, certaines écoles ont réussi mieux que d'autres à s'adapter à ces nouvelles circonstances. De même, la structure et la taille du capital économique, social et culturel des familles a montré qu'en fonction de leur milieu, les enfants avaient des possibilités d'apprendre très inégales. Cet article évalue l'impact de la fermeture des écoles en Espagne durant le confinement sur les écarts en matière d'apprentissage chez des enfants de différents milieux sociaux en Catalogne. S'appuyant sur 35 419 réponses à une enquête en ligne menée entre le 26 et le 30 mars 2020 auprès de familles avec des enfants âgés de trois à dix-huit ans, l'analyse des auteurs révèle de considérables disparités concernant les possibilités d'apprendre. Les familles de la classe moyenne ont réussi à maintenir un niveau d'éducation élevé dans cette situation critique, tandis que dans les familles défavorisées sur le plan social, les possibilités des enfants étaient restreintes, tant en termes de temps que d'expériences éducatives (devoirs et maintien d'activités extrascolaires). Les résultats étaient différents en fonction du type d'établissement (public/privé) où les élèves étaient inscrits, de la situation économique de la famille, du capital social et culturel de cette dernière et de ses conditions de vie. Dans la dernière partie de l'article, les auteurs soulignent l'importance du rôle de l'école pour garantir la possibilité d'apprendre aux enfants de milieux socio-économiquement faibles. Ils abordent en outre un certain nombre de conséquences qu'entraînent leurs constatations pour les politiques en matière d'éducation.
El impacto del cierre escolar en la brecha de aprendizaje: divisiones familiares y escolares en tiempos de crisis El cierre de escuelas en España para hacer frente a los efectos de la COVID-19 causó un enorme impacto tanto a nivel social como educativo. Escuelas y familias tuvieron que reaccionar rápidamente a un nuevo escenario de enseñanza y aprendizaje sin contar con planificación previa o con directrices gubernamentales. En este contexto, algunas escuelas fueron capaces de adaptarse mejor a las nuevas circunstancias que otras. Asimismo, la estructura y el tamaño del capital económico, social y cultural de las familias produjeron diferencias significativas en las oportunidades de aprendizaje de los niños y niñas de diferentes orígenes. Este artículo evalúa el impacto del cierre de las escuelas en la brecha de aprendizaje entre el alumnado de diferentes orígenes sociales en Cataluña. Sobre la base de 35.419 respuestas a una encuesta en línea realizada entre el 26 y el 30 de marzo de 2020 a familias con hijos e hijas de entre 3 y 18 años, el análisis muestra que las oportunidades de aprendizaje varían significativamente. Las familias de clase media pudieron mantener niveles más altos de calidad educativa en un contexto crítico, mientras que los niños de familias socialmente desfavorecidas tuvieron pocas oportunidades de aprendizaje, tanto en términos de tiempo como de experiencias de aprendizaje (tareas escolares y mantenimiento de las actividades extraescolares). Los resultados difieren según el tipo de escuela (pública o privada) en que estaban matriculados los estudiantes, el capital económico, social y cultural de la familia y sus condiciones de vida. En la parte final del artículo, se destaca la importancia del papel de la escuela para garantizar las oportunidades de aprendizaje de los niños procedentes de entornos socioeconómicos bajos, y se examinan algunas de las repercusiones en clave de política educativa.