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Pride in the Projects
Teens in America's inner cities grow up and construct identities
amidst a landscape of relationships and violence, support and
discrimination, games and gangs. In such contexts, local
environments such as after-school programs may help youth to
mediate between social stereotypes and daily experience, or provide
space for them to consider themselves as contributing members of a
community. Based on four years of field work with both the
adolescent members and staff of an inner-city youth organization in
a large Midwestern city, Pride in the Projects
examines the construction of identity as it occurs within this
local context, emphasizing the relationships within which
identities are formed. Drawing on research in psychology,
sociology, education, and race and gender studies, the volume
highlights the inadequacies in current identity development
theories, expanding our understanding of the lives of urban teens
and the ways in which interpersonal connections serve as powerful
contexts for self-construction. The adolescents' stories illuminate
how they find ways to discover who they are, and who they would
like to be - in positive and healthy ways - in the face of very
real obstacles. The book closes with implications for practice,
alerting scholars, educators, practitioners, and concerned citizens
of the positive developmental possibilities inherent in youth
settings when we pay attention to the voices of youth.
eBook
Correlates of physical activity and sedentary behaviour in children attending before and after school care: a systematic review
Background
Out of School Hours Care (OSHC) offers structured care to elementary/primary-aged children before and after school, and during school holidays. The promotion of physical activity in OSHC is important for childhood obesity prevention. The aim of this systematic review was to identify correlates of objectively measured physical activity and sedentary behaviour in before and after school care.
Methods
A systematic search was conducted in Scopus, ERIC, MEDLINE (EBSCO), PsycINFO and Web of Science databases up to December 2021. Study inclusion criteria were: written in English; from a peer-reviewed journal; data from a centre-based before and/or after school care service; children with a mean age < 13 years; an objective measure of physical activity or sedentary behaviour; reported correlations and significance levels; and if an intervention study design these correlates were reported at baseline. Study quality was assessed using the Office of Health Assessment and Translation Risk of Bias Rating Tool for Human and Animal Studies. The PRISMA guidelines informed the reporting, and data were synthesised according to shared correlations and a social ecological framework.
Results
Database searches identified 4559 papers, with 18 cross-sectional studies meeting the inclusion criteria.There were a total of 116 physical activity correlates and 64 sedentary behaviour correlates identified. The most frequently reported correlates of physical activity were child sex (males more active), staff engaging in physical activity, an absence of elimination games, and scheduling physical activity in daily programming (all more positively associated). The most frequently reported correlates of sedentary behaviour were child sex (females more sedentary) and age (older children more sedentary).
Conclusions
Encouraging physical activity engagement of female children, promoting positive staff behaviours, removing elimination elements from games, and scheduling more time for physical activity should be priorities for service providers. Additional research is needed in before school care services.
Journal Article
Understanding teacher decisions about student grade level promotions
Existing research indicates a potential correlation between students’ online homework and classwork behaviors and their educational progress. Exploring this link could help identify key performance behaviors that are essential for improvement. Ideally, encouraging students to enhance these behaviors would lead to better learning outcomes, faster academic progress, and greater overall educational potential. In this study, the online homework and classwork behaviors of fourth-grade students enrolled in an after-school mathematics program were analyzed to predict their academic placement for the following year, which could remain the same, move up a level, or drop down. The results from several predictive models confirm that there is indeed a correlation between students’ online behaviors and their future academic placement. Based on these findings, recommendations are proposed to help students boost their progress potential. Moreover, distinct suggestions are offered for both new and returning students.
Journal Article
Taking science home : reflexivity on becoming a teacher insider in an afterschool science program
\"This book narrates two teachers' experiences creating and leading an elementary after-school science program at a public housing authority. The narrative employs a reflexive ethnographic approach to examine the reflections of each teacher during one academic year. The book explores the teachers' understandings of socially just teaching, their pedagogical transformations, and a vision of how science as a discipline was important in terms of enacting a culturally sustaining pedagogy. The reflexive ethnographic perspective enables consideration of the implications of teachers' positionality in teaching science to marginalized and/or underrepresented students in informal learning contexts. Through these examinations, the book explains how collaboration was vital in the teachers' efforts to become insiders in the setting and engage in culturally sustaining pedagogy. The book also narrates the teachers' development leading to articulation of a framework identified as the zone of pedagogical potential. Finally, the book uses the teachers' reflections to consider the affordances of learning science. The book concludes with a discussion of the implications from this research for promoting equitable practices in informal settings, as well as the potential for those practices being useful in formal settings. Thus, the book should be of interest to researchers, teachers, educators, and students of education and in particular science education\"-- Provided by publisher.
Book
Engaging in transnational ways of teaching and building a community of practice: Preservice teachers’ experiences in an online after‐school program
Employing the concepts of transnational funds of knowledge and community practice, this ethnographic case study examines the experiences of preservice world language teachers in a year‐long teaching methods course. It focuses on an online after‐school program where preservice teachers taught languages and cultures to children from linguistically and culturally diverse backgrounds. The findings illustrate how a teacher candidate from a multilingual and immigrant background drew on her transnational lived experiences and encouraged students to think beyond the boundaries of languages, cultures, and countries. Findings also show how preservice teachers in the program learned from fellow teachers’ practices and built a shared repertoire of resources to engage in transnational ways of teaching language and culture. This study underscores the importance of providing clinical opportunities where preservice teachers can put theory into practice, incorporate transnational funds of knowledge that learners possess, and challenge linguistic, cultural, and geographic boundaries.
Journal Article
Nixie Ness, cooking star
Nixie and Grace have been best and only friends since preschool, but now Nixie must attend an after-school cooking camp while Grace spends her afternoons with classmate Elyse.
Book
Effects of After-School Programs with At-Risk Youth on Attendance and Externalizing Behaviors: A Systematic Review and Meta-Analysis
The popularity, demand, and increased federal and private funding for after-school programs have resulted in a marked increase in after-school programs over the past two decades. After-school programs are used to prevent adverse outcomes, decrease risks, or improve functioning with at-risk youth in several areas, including academic achievement, crime and behavioral problems, socio-emotional functioning, and school engagement and attendance; however, the evidence of effects of after-school programs remains equivocal. This systematic review and meta-analysis, following Campbell Collaboration guidelines, examined the effects of after-school programs on externalizing behaviors and school attendance with at-risk students. A systematic search for published and unpublished literature resulted in the inclusion of 24 studies. A total of 64 effect sizes (16 for attendance outcomes; 49 for externalizing behavior outcomes) extracted from 31 reports were included in the meta-analysis using robust variance estimation to handle dependencies among effect sizes. Mean effects were small and non-significant for attendance and externalizing behaviors. A moderate to large amount of heterogeneity was present; however, no moderator variable tested explained the variance between studies. Significant methodological shortcomings were identified across the corpus of studies included in this review. Implications for practice, policy and research are discussed.
Journal Article