More Than Attendance: The Importance of After‐School Program Quality

Hirsch, Barton J.; Mekinda, Megan A.; Stawicki, Julie Ann

doi:10.1007/s10464-010-9310-4

Cited by 47 publications

(36 citation statements)

References 19 publications

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“…15 Consistent with other research, a continuous quality improvement model for training the after-school staff appeared to be an important facilitator for implementation. 17,21,22 Afterschool staff typically lack formal training in healthy eating and PA, so providing a hands-on training was effective for successful implementation. Furthermore, it is likely that one-time trainings are not effective for several reasons.…”

Section: Discussionmentioning

confidence: 99%

Factors Influencing the Implementation of Organized Physical Activity and Fruit and Vegetable Snacks in the HOP'N After-School Obesity Prevention Program

Hastmann

Bopp

Fallon

et al. 2013

Journal of Nutrition Education and Behavior

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Section: Discussionmentioning

confidence: 99%

Factors Influencing the Implementation of Organized Physical Activity and Fruit and Vegetable Snacks in the HOP'N After-School Obesity Prevention Program

Hastmann

Bopp

Fallon

et al. 2013

Journal of Nutrition Education and Behavior

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“…Students who participate in activities after school will have less time to become immersed in activities that lead to maladaptive behaviors, such as crime, drug abuse, violence, or sex (Hirsch, Mekinda, & Stawicki, 2010). The range of after-school programs is wide and thus includes a variety of goals, missions, and focuses.…”

Section: After-school Programsmentioning

confidence: 99%

STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest

Young¹,

Ortiz²,

Young³

2016

IJEMST

102

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This study is a meta-analysis of the effects of out-of-school time (after school, summer camps, enrichment programs, etc.) on the student interest in STEM. This study was guided by the following research questions: (1) How effective is OST as a means to foster student interest in STEM? (2) How does the effectiveness of OST differ by program and study characteristics? A total of 19 independents effect sizes were extracted from 15 studies investigating the effect of out-of-school time (OST) on STEM interest. Included studies were representative of K-12 settings in the United States from 2009-2015. Specifically studies were included if they directly assessed the effects of OST on STEM interest, and provided sufficient data to calculate an effect size. The status of publication was not a constraint on this investigation, thus grey literature was included along with journal articles to provide a more representative sample of studies. The results suggest that out-of-school time has a positive effect on student interest in STEM. Furthermore, the variation in these effects is moderated by program focus, grade level, and the quality of the research design. The effects of out-of-school time on STEM interest are synthesized, and implications for teaching and practice are provided.

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“…(Pierce, Bolt, & Vandell, 2010;Riggs, Bohnert, Guzman, & Davidson, 2010). As support for the focus on program practices and quality has grown, the definition of program quality has drifted away from quality as a global concept and instead has concentrated on quality at the point of service with convergence around the importance of the interaction between program content, staff practices and youth experiences (Hirsch et al, 2010;Smith, Peck, Denault, Blazevski, & Akiva, 2010;Yohalem, Granger, & Pittman, 2009). …”

Section: Measuring Program Quality As a Critical Factor In Youth Progmentioning

confidence: 99%

From Then to Now: Emerging Directions for Youth Program Evaluation

Arnold

Cater

2011

JYD

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Understanding the impact of youth development programs has been an important topic since the programs first began, and the past 25 years in particular have witnessed considerable advances in the evaluation of youth development programs. This article presents a brief history of youth development program evaluation, considering how it has changed over the years. From there, three contemporary trends related to youth program evaluation are examined: 1) a new evaluation focus, which is the emphasis on evaluating program quality; 2) organizational structures related to effective program evaluation, primarily in the area of program evaluability and evaluation capacity building; and 3) an emerging evaluation approach, involving youth in evaluating the programs that affect them. The article concludes with a call for programs to attend carefully to program implementation quality.

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More Than Attendance: The Importance of After‐School Program Quality

Cited by 47 publications

References 19 publications

Factors Influencing the Implementation of Organized Physical Activity and Fruit and Vegetable Snacks in the HOP'N After-School Obesity Prevention Program

Factors Influencing the Implementation of Organized Physical Activity and Fruit and Vegetable Snacks in the HOP'N After-School Obesity Prevention Program

STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest

From Then to Now: Emerging Directions for Youth Program Evaluation

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