Preparing Students for the 21st Century: Exploring the Effect of Afterschool Participation on Students' Collaboration Skills, Oral Communication Skills, and Self-Efficacy. CRESST Report 777

Autor/inn/en	Huang, Denise; Leon, Seth; Hodson, Cheri; La Torre, Deborah; Obregon, Nora; Rivera, Gwendelyn
Institution	National Center for Research on Evaluation, Standards, and Student Testing; University of California, Los Angeles, Center for the Study of Evaluation
Titel	Preparing Students for the 21st Century: Exploring the Effect of Afterschool Participation on Students' Collaboration Skills, Oral Communication Skills, and Self-Efficacy. CRESST Report 777
Quelle	(2010), (55 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Speech Communication; Self Efficacy; Standardized Tests; Cooperation; Communication Skills; Interpersonal Competence; Likert Scales; Student Surveys; Attendance; After School Programs; Teacher Attitudes; California + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Standadised tests; Standardisierter Test; Co-operation; Kooperation; Kommunikationsstil; Interpersonale Kompetenz; Likert-Skala; Schülerbefragung; Anwesenheit; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Lehrerverhalten; Kalifornien
Abstract	This study addressed key questions about LA's BEST afterschool students' self-efficacy, collaboration, and communication skills. We compared student perceptions of their own 21st century skills to external outcome measures including the California Standardized Test (CST), attendance, and teacher ratings. We found a substantial relationship between student self-efficacy compared to student oral communication and collaboration skills. However, we did not find that higher attendance in LA's BEST led to higher self-efficacy, though further investigation is needed. We found that LA's BEST students were able to evaluate their abilities so that they are similar to the outcome measures of CST and teacher ratings. Moreover, the high-attendance group demonstrated significantly better alignment with the teacher ratings than the lower attendance groups in self-efficacy, oral communication skills, and collaboration skills. Appended are: (1) Propensity Weighting Process; and (2) Survey Scales. (Contains 14 tables, 7 figures and 5 footnotes.) (As Provided).
Anmerkungen	National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10