Don't You Want to Do Better? Implementing a Goal-Setting Intervention in an Afterschool Program

Autor/inn/en	Hallenbeck, Amy; Fleming, David
Titel	Don't You Want to Do Better? Implementing a Goal-Setting Intervention in an Afterschool Program
Quelle	In: Afterschool Matters, (2011) 13, S.38-48 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Goal Orientation; Intervention; After School Programs; Behavior Change; Grade 1; Elementary School Students; Models; Change Strategies; Elementary School Teachers; Program Effectiveness; Rural Schools; Homework; Enrichment Activities; Student Development; Teacher Attitudes; At Risk Students; Teacher Role; Faculty Development + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; School year 01; 1. Schuljahr; Schuljahr 01; Analogiemodell; Lösungsstrategie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Hausaufgabe; Bereicherungsprogramm; Lehrerverhalten; Lehrerrolle
Abstract	Goal setting is not an innate skill. Adults who are successful at reaching their goals have learned to set realistic goals and to plan to attain them. Afterschool programs, because they have latitude in their curricular offerings and program elements, can provide strong backdrops for goal-setting initiatives. While studies have shown that goal setting is a behavior elementary-age children can accomplish, they do not examine goal-setting initiatives in afterschool programs. This article describes a goal-setting intervention implemented in a 21st Century Community Learning Centers afterschool program serving students in grades 1-5 at two school sites. The authors structured the goal-setting intervention using the Transtheoretical Model, which depicts behavior change as a process that evolves through a series of stages. They believed that use of the Transtheoretical Model, and specifically its Stages of Change construct, could provide elementary afterschool students with a method of setting and achieving goals. With the assistance of afterschool teachers as the goal-setting facilitators, the authors wanted to discern: (1) Is there a difference in the pre-intervention and post-intervention scores of the Stages of Change among students participating in the afterschool intervention?; (2) How does an afterschool goal-setting intervention affect students' goal-setting behaviors?; and (3) How does an afterschool goal-setting intervention affect intervention facilitators? The results show that the intervention offered benefits for both students and teacher-facilitators. The authors used their data to assess the strengths and weaknesses of the goal-setting intervention in order to improve its implementation. (Contains 4 figures and 1 table.) (ERIC).
Anmerkungen	National Institute on Out-of-School Time. Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; e-mail: niost@wellesley.edu; Web site: http://www.niost.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10