Afterschool Participation and School Engagement: A Case Study of an Urban East Coast Public Elementary School

Autor/in	DeFigueiredo, Rafaela
Titel	Afterschool Participation and School Engagement: A Case Study of an Urban East Coast Public Elementary School
Quelle	(2013), (103 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-9752-4
Schlagwörter	Hochschulschrift; Dissertation; After School Programs; Student Participation; Learner Engagement; Case Studies; Urban Schools; Public Schools; Elementary School Students; Elementary Schools; Grade 3; Grade 4; Grade 5; Program Effectiveness; Formative Evaluation; Hispanic American Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Case study; Fallstudie; Case Study; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Elementary school; Grundschule; Volksschule; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin
Abstract	Students attending schools in urban areas with high concentrations of poverty are at risk for academic failure. Besides being more likely to live in poverty, urban students in comparison to suburban students are more likely to be English language learners and to be exposed to violence and other health and safety risks linked to negative school and life outcomes. Without meaningful intervention, many of these students will fail, presenting a problem for the student, their family, and society. The theory and empirical base that is termed "positive youth development" suggests that providing opportunities for youth to enhance their cognitive, behavioral, and emotional engagement can prevent youth from taking part in risky behaviors that can lead to academic failure and poor life outcomes. Participation in afterschool programs has been shown to increase cognitive, behavioral, and emotional engagement. This study explores the process by which an urban east coast public elementary school designed and implemented an afterschool program for third, fourth, and fifth grade students. Formative assessment of the program suggests that participation in the program may lead to modest increases in behavioral and emotional engagement as well as overall school engagement. However, no significant results were found in regard to cognitive engagement or for Latino/a students who participated in the afterschool program. The implications of these findings for educational practice and future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01