Typescript, etc.

Typescript, etc.

Call number: LD2668 .T4 1938 M53

After – school education allows obtaining one of the most important aims of education – to ensure qualitative and continues education while a child with his needs is in the centre of the process. Professional organization of educational process is constant improvement of school and item of qualitative education. After – school education is understood like a permanent process intended for a child’s socialization, creativeness, development of abilities, expansion of leisure time, recreation. All after – school activities have to help a child to spread his individual abilities of creativity, to satisfy his natural demands of self – expression, love and deference, purport, creativeness, orderliness and harmony. After – school education is a component of educational process, which determines individual formation and even has decisive stress for it. Therefore it is very important to anlyze this process systematically. Research object: organization of after – school education. Research objectives: To analyze the structure, organization of after – school activities, to establish expedience, usefulness, varieties of forms, initiative using after – school activities.

The purpose of the study was to investigate and report what representatives of Indiana public high schools have been doing in the areas of fund raising procedures and practices utilized in student extra curricular fund raising activities. A review of related literature was conducted to ascertain research and findings in the area.A questionnaire was developed and field tested through a pilot study sample. The study population consisted of 355 Indiana public high school principals.Principals returned 316 of 355 survey questionnaires. Data obtained from questionnaires were analyzed, summarized, and presented, in narrative form. Tables were developed to report the raw data.Major findings were1. Indiana Law prescribes the financial procedures to be followed in accounting for student activity funds through the utilization of the "Extra Curricular Account."2. Principals are responsible for establishing policy and procedures for fund raising-activities in seventy-four percent of responding schools.3. Fifty-four percent of participating Indiana public high schools do not have an official school board policy governing fund raising activities throughout the school corporation.4. Ninety-nine percent of responding Indiana public high school-student bodies conduct fund raising activities within the school community.5. Principals reported approximately $6,386,494 dollars raised through fund raising activities conducted in participating Indiana public high schools during school year 1980-81.6. Candy sales are the most common fund raising activities utilized by students to raise funds. Major conclusions based upon the findings of the study were:1. Public high school officials in Indiana need fund raising activities to support and maintain student extra curricular activities at the current level of implementation.2. Principals are primarily responsible for direction and supervision of fund raising activities in the high schools3. High school fund raising programs tend to exploit school communities and cause patrons to complain.4. School administrators should re-evaluate fund raising activities and determine the feasibility of each activity.5. General school board policies governing fund raising activities conducted by schools are needed.

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The activities attended by elementary students are surely not just the classroom lessons only. It includes the participations in classroom and school wide student organizations, in academic and sport competitions sponsored by schools, regions, and states, in self-study and school plays and other performance organized by schools, as well as the participations in after school activities , such as cram schools, dance schools, music and instrument lessons, sport trainings, homework, housework, and leisure activities. It is believed that student participation is somewhat related to their family socio-economic status and to some extent shaping their personality in respect to their self-esteem, autonomy, attitudes towards school, and educational aspiration. This study was designed to examine the interrelationships between student participation, the socioeconomic status of their family , and their personality development . Our data were collected from the survey administered to the fifth graders and the sixth graders in class randomly and systematically selected from two metropolitan elementary schools with a salient descent background in farming and labor in Kaohsiung City and Fonsan City. It was found that both participations in school activities and after school activities favor students more for students from upper socioeconomic status family than for those from lower socioeconomic status family, except sport competitions, homework, and housework. On the other hand, the participation in school activities appears to bear more impact upon self-esteem, autonomy, attitude, and aspiration than does the participation in after school activities. Nevertheless, neither the participation in school activities nor the participation in after school activities can completely explain away the relationship between socioeconomic status and the personality variables. The personality variables of self-esteem, autonomy, attitudes, and aspiration are a reflection in social opportunity structure, particularly, for those at the elementary schools, and also attuned to the earlier findings in the study in social inequality. This study provides information worthwhile for those in academic and education who are concerned with the welfare and the equal opportunity for the poor.

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Social stratification research has consistently found persistent inequalities in the academic outcomes of children from different socio-economic status (SES) groups. Research in the sociology of education has shown that students from higher SES groups outperform peers from lower SES groups on various academic indicators as well as make greater academic progress when assessed at two or more separate points in time. Recent evidence from the US has also shown that participation in leisure out-of-school activities (OSA) is among the factors which may contribute to maintaining or even widening these inequalities. Similar evidence is lacking in the UK. The present research focuses on this issue by analysing the role of participation in leisure OSA in the process of reproduction of social inequalities in academic outcomes among British school-aged children. The study draws on social and cultural capital theories to address the following questions: a) Are there differences in participation in OSA among school-aged children in dissimilar SES groups?; b) Taking into account children’s SES, is participation in OSA associated with their academic outcomes?; c) Does the association between participation in OSA and children’s academic outcomes vary across different SES groups? Using data from the third and fourth sweeps of the Millennium Cohort Study (MCS), when cohort members were aged 5 and 7 years old, the research explores participation in three categories of leisure activities; a) social-group activities, b) commercial-public activities, and c) home-centred activities. Children’s academic outcomes are assessed using verbal and non-verbal standardised tests, as well as by teachers’ assessment. The study applied regression models to examine the relationships between children’s SES, participation in OSA and academic outcomes. The statistical analyses were carried out in a multilevel framework which enabled the MCS hierarchical data structure and area variations to be accounted for. The findings suggest that participation in some, but not all leisure OSA is one of the factors which contributes to socio-economic inequalities in educational outcomes among British school-aged children. This is because participation in OSA is associated with better academic performance among all students, however those in high SES groups are more likely to be exposed to such activities. After controlling for SES, gender, family characteristics, school type, absenteeism and geographical variation, there is a small to moderate positive relationship between participation in a number of different leisure OSA and 7-year-olds' academic performance. Interestingly, variations among children from different SES groups were found in the extent to which attendance at certain OSA (e.g. after-school clubs) is associated with academic development between age 5 and 7: children from lower SES who attend such activities tend to progress more academically than children from intermediate and higher SES.