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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

A study of the effects of an after-school program on the discipline and the academic achievement of selected seventh grade students

Hammett, Lisa A., Oliver, Bernard. January 2004 (has links)
Thesis (Ph. D.)--School of Education . University of Missouri--Kansas City, 2004. / "A dissertation in urban leadership and policy studies in education." Advisor: Bernard Oliver. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Dec. 18, 2007. Includes bibliographical references (leaves 118-127). Online version of the print edition.
2

Measuring the effectiveness of after-school programs via participants' pre and post-test performance levels on the Georgia Criterion Referenced Competency Test

Ogden, Cheri Lynn. January 2008 (has links)
Thesis (Ed.D.)--Liberty University, 2008. / Includes bibliographical references.
3

An investigation of an after-school science enrichment program /

Jamison, Jennifer Lyn. January 1900 (has links)
Thesis (M.S.)--Rowan University, 2007. / Typescript. Includes bibliographical references.
4

After School Programs in Diverse Populations: The Effects on Female Participants

Fickes, Leann 01 January 2005 (has links)
After school programs are important in the lives of many children and adolescents. In the past decade, a diverse range of programs have been offered by nonprofit agencies, city and county governments, schools, churches, and other community groups. In this qualitative study, research was conducted on the impact and influence of after school programs on female participants in diverse schools, with specific emphasis on Hispanic females. While multiculturalism has typically been applied to the regular school day curriculum, this study examines how students' diverse backgrounds have also been integrated into after school programming. The study was conducted on a large, multi-site after school program in the Central Florida area and interviews were conducted at one school. Three other program sites were also visited. Female participants, after school counselors, coordinators, and a director of the program were interviewed at one school to gain multiple perspectives in addition to the researcher's own participant observation experiences as a counselor. In general, the study found female participants are influenced positively by the after school program and, to a lesser extent, found the program aids the girls in making healthier decisions. Moreover, the study found the after school program evaluated incorporates the diverse cultures of the participants into clubs and activities.
5

Planning for quality after school programs a guide for after school leaders /

Nay, Bethany W. January 2009 (has links) (PDF)
Thesis (M.Ed.)--University of North Carolina Wilmington, 2009. / Title from PDF title page (January 14, 2010) Includes bibliographical references (p. 70-75)
6

Transforming Teaching and Learning Practices in After School Time Focusing on the Teaching of Science

Sullivan-Casey, Jonna Jaye January 2012 (has links)
Thesis advisor: Irwin Blumer / Over the past decade, demands and expectations placed on after school programming have changed dramatically. In the new standards based culture of accountability, after school time is seen as an opportunity to provide additional time to learn and demonstrate learning to standards. Professional development opportunities offered has not kept pace with demands being placed on after school programs. After school programs must have protocols in place to evaluate and implement professional development plans in the most effective manner possible. This study was conducted to support programs with planning professional development by assessing the impact of prevalent forms of professional development available on teaching practice and perception. The research questions were: What are teachers' perceptions of how involvement in teaching a new science program affected teaching practice in the after school program? How do teachers' perceive the three models of professional development - intervention, self-initiated, and district directed - contributed to teacher learning? Data was collected in the form of journals, interviews and observations utilizing a pool of five teachers who implemented a new set of science classes during after school time. Findings included a positive increase in perceptions of practice and teacher learning. The level of increase was a function of accurately identifying teacher needs and mapping the best forms of professional development while taking into account teacher's learning/working style. The literature review stated clearly the impact of properly aligned professional development. It underscored the need for professional learning to take place in the context of a collaborative environment that supports teacher change. The study indicates that, irrespective of the form, professional development completed in the context of a collaborative learning community has the ability to create sustainable change. It is the collaborative discussion that serves as the basis for the ongoing professional development. Each form has a particular audience for whom the impact will be the most direct, however, professional development in any form will have an impact on teacher perception and practice. / Thesis (EdD) — Boston College, 2012. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.
7

The revolution begins at 3pm a qualitative study of a statewide 21st century community learning centers program /

Davis, Corrie L. January 2008 (has links)
Thesis (Ph. D.)--Georgia State University, 2008. / Title from file title page. Jennifer Esposito, committee chair; Sheryl Gowen, Carolyn Furlow, Carlos McCray, Susan Ogletree, committee members. Electronic text (226 p. : col. ill.) : digital, PDF file. Description based on contents viewed August 22, 2008. Includes bibliographical references (p. 185-213).
8

Do after school programs help to increase student achievement? /

Hewitt, Petra L. January 1900 (has links)
Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.
9

Investigation into the effects of an after school GEPA math program in raising student achievement /

Costigan, Denise J. January 2005 (has links)
Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.
10

Memorial School & MAP : how did it do? /

London, Brian Z. January 1900 (has links)
Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

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