Literaturnachweis - Detailanzeige
Autor/inn/en | Cappella, Elise; Hwang, Sophia H. J.; Kieffer, Michael J.; Yates, Miranda |
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Titel | Classroom Practices and Academic Outcomes in Urban Afterschool Programs: Alleviating Social-Behavioral Risk |
Quelle | In: Journal of Emotional and Behavioral Disorders, 26 (2018) 1, S.42-51 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1538-4799 |
DOI | 10.1177/1063426617739254 |
Schlagwörter | Urban Programs; After School Programs; Hispanic American Students; African American Students; Classroom Environment; At Risk Persons; Urban Youth; Academic Ability; Self Concept; Learner Engagement; Hierarchical Linear Modeling; Elementary School Students; Middle School Students; Children; Self Concept Measures; Program Effectiveness; Outcomes of Education; Statistical Analysis; Self Perception Profile for Children After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Klassenklima; Unterrichtsklima; Risikogruppe; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Selbstkonzept; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Child; Kind; Kinder; Lernleistung; Schulerfolg; Statistische Analyse |
Abstract | Given the potential of afterschool programs to support youth in urban, low-income communities, we examined the role of afterschool classroom ecology in the academic outcomes of Latino and African American youth with and without social-behavioral risk. Using multireporter methods and multilevel analysis, we find that positive classroom ecology (i.e., social dynamics, responsive instruction, and organized management) positively predicted academic skills and self-concept across 1 year. For academic skills, the association was magnified for students "with" social-behavioral difficulties; for academic self-concept, the association was magnified for students "without" social-behavioral difficulties. No significant relation was found between fall classroom ecology and spring academic engagement; yet in classrooms with more positive ecology, youth with initial social-behavioral risk were more academically engaged. Results suggest the need to consider the role of afterschool classrooms and instructors in promoting supportive interactions and advancing academic outcomes for youth facing distal and proximal risk at the transition to adolescence. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |