Assessment of Public Schools' Out-of-School Time Academic Support Programs with Participant-Oriented Evaluation

Autor/in	Berk, Saban
Titel	Assessment of Public Schools' Out-of-School Time Academic Support Programs with Participant-Oriented Evaluation
Quelle	In: Journal of Education and Learning, 7 (2018) 3, S.159-175 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Public Schools; Academic Support Services; Mastery Learning; Principals; Teacher Surveys; Administrator Surveys; Parent Surveys; Participant Satisfaction; After School Programs; After School Education; Questionnaires; Learning Processes; Teaching Methods; Learning Activities; Teacher Salaries; Fees; Outcomes of Education; Student Participation; Elementary Secondary Education; Foreign Countries; Statistical Analysis; Turkey (Istanbul) + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Principal; Schulleiter; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; After school programs; Out of school education; Out-of-school education; Fragebogen; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Lehrerbesoldung; Lehrervergütung; Gebühren; Studiengebühren; Lernleistung; Schulerfolg; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausland; Statistische Analyse
Abstract	Using the participants-oriented approach, this study evaluated public schools' out-of-school time academic support programs, corresponding to the corrective/enrichment stage of Bloom's Mastery Learning Model and offered outside formal education's weekday hours and on weekends. Study participants included 50 principals, 110 teachers, 170 students attending programs, 110 students not attending programs, and 61 parents, all selected through random sampling in a survey-model study in Istanbul, Turkey. Partial findings were the following. According to principals and teachers, programs were sufficiently introduced to target groups. Satisfaction of attending students with the teaching-learning process was sufficient, and students believed program participation increased their success in regular classes. However, program functioning presented some problems. Administrators and teachers think the no-cost programs resulted in lack of interest among students. In addition, problems of materials and transportation have not been completely solved. Similarly, offered classes and lessons' content organization fall short of expectations. In conclusion, out-of-school time academic support programs play important roles in reducing differences among learning levels based on individual characteristics in collective or formal learning. Still, student needs should be fulfilled, and programs should be maintained. Further studies should be conducted on these programs' integration into formal education. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01