Classroom Practices and Academic Outcomes in Urban Afterschool Programs: Alleviating Social-Behavioral Risk

Autor/inn/en	Cappella, Elise; Hwang, Sophia H. J.; Kieffer, Michael J.; Yates, Miranda
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01