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

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.

Introducing Out of School Activities to Fulfil the Need for Physical Activities

“…6 6 7 7 2 77 Table 5 explains that the teacher's ability before the implementation of research related to the implementation of out of school activities from the score obtained was 217 from the maximum score that could be obtained of 420 or about 51.67% of the teachers understood understanding and knowledge about out of school activities. It is still classified as "poor" when seen in Table 3 Evaluation is a systematic procedure to identify the quality, efficacy, and benefits of an object or program in line with defined criteria [22] It is for this reason that teachers understand the final assessment or evaluation of this out of school activities program. In table 6, it can be seen that the teacher's ability before the implementation of research related to the evaluation of out of school activities from the score obtained was 214 from the maximum score that could be obtained of 420 or about 50.59% of teachers understood understanding and knowledge about out of school activities.…”

“…The knowledge possessed by the teacher can later be assigned to students at school, some of the benefits of out of school activities have been explained [4], [10], [22], [26]. Such as skills development, and social relationships provided through involvement in many organized outside school activities.…”

La dinamización musical del patio escolar

“…El patio de recreo de la escuela es uno de los pocos lugares donde los niños interactúan en un ambiente relativamente seguro, libre del control de los adultos y donde sus juegos y las relaciones sociales son más propios (Baines y Blatchford, 2011). Son muchos los investigadores que han reconocido y valorado lo mucho que se puede aprender acerca de los niños al estudiar su comportamiento y experiencias durante el recreo (Blatchford y Sharp, 2005;Erdem, 2018;Pellegrini, 2005;Smith, 2005). En el recreo, los niños se relajan, juegan y marcan un cambio de actividad y se liberan para volver a concentrarse en la clase siguiente (Barilá y Molinari, 2010).…”

El espacio como lugar para la educación cívica: diseño de un patio escolar mediante un proyecto de Aprendizaje - Servicio

“…Además, la implicación de los propios alumnos en la toma de decisiones sobre la configuración de su entorno escolar, como proponía Dewey (1915), constituye aún hoy uno de los retos más importantes en este ámbito (Chancellor y Cevher-Kalburan, 2014), lo que contribuye a evitar diseños estandarizados que resultan poco eficaces en comparación con propuestas del espacio contextualizadas y adaptadas a las necesidades de cada entorno (Jongeneel, Withagen y Zaal, 2015). A pesar de ello, en no pocos casos el potencial pedagógico de los patios escolares es ignorado por administraciones educativas e incluso por los propios educadores (Erdem, 2018).…”