Thesis (D. Ed.)--Ball State University, 2009. / Title from PDF t.p. (viewed on Nov. 12, 2009). Includes bibliographical references (p. 263-288).

Social skills training was investigated in an after-school program setting with four seven- and eight-year-old males. Two were Hispanic and two were African-American. Social skills training consisted of a direct instruction, behavioral learning model of skillstreaming as described by McGinnis and Goldstein (1997). There were four major components to each social skills training session: (1) an explanation of the skill being taught; (2) modeling by the researcher of the skill being taught; (3) role play by each of the participants; and (4) performance feedback regarding the role plays. Sessions lasted approximately 30 minutes and were held weekly throughout the intervention phases of the study. The behaviors taught were raising ones hand before leaving the seat, sitting properly in ones seat, and attending to homework or staff instructions. Participants also received reinforcement for performance of the social skills in homework sessions at the after school program, as is consistent with the literature regarding social skills training. However, the reinforcement and behavior learning (direct instruction) components were introduced both in combination and at separate times to experimentally control for the influence of each intervention component. This research design allows for the investigation into the relative effectiveness of direct instruction versus reinforcement in social skills training. Experimental control was demonstrated through the use of a multiple baseline across behaviors design. Direct instruction and reinforcement for behaviors were systematically introduced at separate times, keeping some behaviors under baseline condition while moving others into intervention conditions. Visual analysis of the results indicates that social skills training was effective in improving the three target behaviors of all four students. Direct instruction, reinforcement, and the combination of the two presented together all were effective in improving the target behaviors. Possible intervention effects not related to social skills training may have influenced the behavior of attending.

This dissertation analyzes how discourses of risk shape teens’ digital media practices. The purpose is to understand the relationship between discourses of risk, policy regulations, informal learning, and teens’ everyday experiences. This research serves to combat discourses that construct technology as a threat and youth as ‘at-risk’ in two ways. One, it demonstrates the agentive ways teens manage risks and two, it provides empirical evidence of the ways technologies and literacies function as risk reduction strategies. From a Foucauldian perspective of governmentality, this study considers risk to be an always already historically, socially, and politically constructed phenomenon; as such, policies serve as risk intervention strategies. The first part of this dissertation traces how risk discourses are mobilized through moral panics and federal policies regulating young people’s use of the internet. Despite research to the contrary, policies reify anxieties associated with the threat of pornography and predators. As such, policies rely on constructions of young people as passive victims and technologies as risks; such regulations unintentionally limit learning opportunities. The second part analyzes how schools regulate subjects of risk and digital media, as well as how teens themselves manage risks. Ethnographic research was conducted in a large, ethnically diverse, low-income high school in Texas. As part of a team, the researcher spent eight months observing two after-school digital media clubs. The ethnography also consisted of 18 case studies with diverse high school students. Researchers conducted individual, semi-structured, qualitative interviews with the students on a regular basis for an entire academic school year. Findings suggest discourses of risk were mobilized through school district policies which regulated teens’ use of digital media. Specifically, regulations limited students’ opportunities to develop a) social, b) network, and c) critical digital media literacies. However, students generated agentive ways to resist regulations in order to maintain robust peer and learning ecologies. The clubs constructed technologies as interventions for ‘at-risk’ youth. Within informal learning spaces teens a) developed skills, b) acquired social capital, and c) negotiated empowered identities. Lastly, the study considers how teens acknowledged and negotiated risks associated with privacy. Teens demonstrated three strategies for managing consumer and social privacy: a) informational, b) audience management, and c) spatial strategies. / text

本論文以「實施國中補救教學師資精進計畫之分析—以新北市國中國文科為例」為主題，旨在探究新北市政府與國立臺灣師範大學共同合作之國中補救教學師資精進計畫之現況、困境及相關建議。資料蒐集主要採取文件分析法及訪談法，結論如下： 一、參與教師年資偏低、正式教師比例僅佔一半，教師延續參加的比例偏低。 二、教師肯定師訓之精神及其辦理成效，但對偏遠學校有交通不便的困擾，也會干擾教師本身工作之進行。 三、教師能學會補救教學相關專業知能，並能活用教學技巧於其他教學場域，但備課時間過長成為教師之負擔。 四、學生學習成效在動機及語文能力部分有所進步，但很難有立即的成效。 五、政策本身缺乏強制性，造成在學生編班、教師招募、行政執行上有所困難。 最後依據研究結果提出具體建議，提供教育行政機關、學校及未來研究之參考。 / The purpose of the study is to investigate the topic-the analysis of qualified teachers of the EOQEDS' implementation. Take the major subject of Chinese Literature as an example. The main point is to discuss the current situation, difficulties and suggestions of the EOQEDS cooperated by New Taipei City Government and National Taiwan Normal University. The methods of data collection are adopted by the analysis of documentary and interview survey and the results are as follows: 1.Participating teachers have less seniority; the proportion of formal teachers is only half of the group; the proportion of teachers continuing participating in the group is relatively low. 2.Teachers agree with the spirit of EOQEDS and with the effect of EOQEDS' practice. However, teachers working in remote schools are sometimes annoyed by the inconvenient transportation problems, which may also interfere the process of teaching. 3.Teachers can acquire knowledge related to remedial teaching and utilize skills of teaching to other education fields, but it is a burden that preparation of teaching sources and materials takes too much long time. 4.The effects of the student’s learning are promoted on the motivation and the abilities of the literature, but it takes too long time to be revealed. 5.Policies themselves lack power of compulsory. As a result, it is difficult to group students into class, to hire teachers, and to execute education administration. According to the results, this study provides the conclusion and the suggestions particularly for the institution of educational administration, junior high schools and the research in the future.

The goal of this study is to provide a better understanding of the impact of outreach programs designed to impart technology skills to middle-school students from underserved communities, on both participants and their families. An outreach program, called Hi-Tec CompNow, was chosen for this study. This program was conducted as an after-school program for middle-school students from underserved communities in central Texas wherein participants learn computer hardware and software skills during a ten-week period. The study utilized (a) an interpretive analysis of the data generated from a questionnaire administered at the beginning and end of the program to obtain participants‟ computer beliefs, (b) program observations recorded by the researcher during program sessions, and (c) interviews conducted by the researcher with participants and their families after program completion. Results of the study showed that the majority of participants experienced some increase in their CSE beliefs at the end of the program, but the changes were not statistically significant. The study further illustrated that participants interviewed by the researcher expressed increased confidence in computers, spent more time on home computers, and were able to resolve computer issues in their homes. Parents were pleased with the program as well and generally expressed increased confidence in their children‟s computer skills. The study identified some of the program attributes which seemed to have led to enhanced CSE beliefs in most participants. These included hands-on experiences and teacher demonstrations of computer skills. In addition, the study found that student encouragement through family support and commitment had a positive impact on participants‟ CSE beliefs, while negative family input had a negative impact. Lack of culturally-responsive learning content, participants‟ lack of use of the dial-up Internet service provided cost-free for a year, and perceptions that the computers provided by the program were outdated and thus not fully functional were factors which seemed to have undermined the program‟s impact on digital equity. Additionally, the program provided software which focused on document creation, spreadsheet-based analysis, and presentations. However, the study also revealed that most participants utilized home computers for more “recreational” purposes, e.g. playing games, and playing and/or editing music, games, and videos. The study suggests that well-intentioned outreach programs such as Hi-Tec CompNow are making laudable efforts to bridge the digital divide. However, they need to reinvent themselves to ensure underserved populations do not get left behind in a digital world that has moved beyond the desktop computer. To enhance the digital literacy of the underserved, digital equity programs must provide opportunities to build their skills in multimedia, mobile media and online participation in addition to fostering access to newer computers of good quality with high-speed and wireless Internet. / text

We want to search knowledge in how teachers with a focus on after-school recreation centre estimate how their own competence is used in after- school recreation center and school and what expectations/apprehensions they have on their profession in the future. In our study we have asked teachers with a focus on after-school recreation center how they estimate that their competence has been used in after-school recreation center during the last three years. The method we have used to illustrate this is the Delphi method Nordänger (2009), where we interviewed eight respondents by e-mail. From the responses, we have found that teachers with a focus on after-school recreation center experience that their skills should get more attention in the school. They want to combine care and pedagogy that supports students' physical, intellectual, social and emotional development. The most distinctly sign for the teachers with a focus on after-school recreation centre is that they distance themselves from the formal learning that is typical for the compulsory school Klerfelt (1999). The focus on after-school recreation center education is to create different informal learning environments through play, experiments, creative activity so that after-school recreation center education can complement the school.

The individual like a personality grows and ripens only in a society. The whole social environment has an influence on a person‘s socialization. Socialization takes place rapidly, especially in the primary school age. The primary school age is a propitious time to develop sociality, because primary school students are interested in the activities rather than in the results of these activities. In practical activities the child acquires not only individual experience but social experience too. The after-school education is important for development of children‘s competences, civic development, social problems solving and development of children‘s skills and talents. The aim of my diploma thesis was to disclose the importance of after-school education for primary school students’ positive socialization. During the research theoretical (study of pedagogical, psychological, methodical literature, analysis of the laws and documents), empirical (pedagogues’ and parents’ testing, children’s written works), statistical (amending statistic data) methods were used. The research findings disclosed the positive standpoint of primary school community to after-school education and it was recognized as necessary for primary school students. An exclusive role in the process of education, while developing an all-round educated personality and developing a person’s qualities, social, communicative skills is occupied by after-school education. During the research it was determined that... [to full text]

Violence is a leading cause of death and injury for juveniles and is projected to increase in the state of Georgia. Many if not most of these violent acts occur while teens are unsupervised between after school and when guardians return from work. After school programs have been proven effective in improving academic preparation and social skills while also providing adequate supervision. An additional and important component in reducing violence and other high-risk opportunities is related to workplace readiness. However, a review of existing programs concludes that there are currently no programs that contain all three components of academic preparation, social skills, and workplace readiness. The goal of the proposed program is to reduce delinquency, recidivism, and prepare juveniles for the workplace. This proposed program utilizes the infrastructure of a faith-based organization to house an after school program and to share resources. Activities offered as part of this proposed program include group therapy, violence prevention curricula, job interview skills, computer technology, and other specific activities depending on participant’s interest. The proposed program is also suggested as a sanction for minor juvenile offenders as a replacement for probation, community service, or therapy in order to reduce recidivism. The proposed program is also suggested for high school students classified as at-risk by school faulty or staff. Issues pertaining to implementation and sustainability will be discussed.

Darbe yra iškeltas tikslas – atskleisti paauglių popamokinio užimtumo struktūrą socialiniu – edukaciniu aspektu. Vadovaujanti šiuo tikslu iškelti tokie uždaviniai: taikant teorinę analizę, atskleisti laisvalaikio reikšmę asmenybės formavimuisi socialiniu – edukaciniu aspektu, taikant anketinę apklausą paaugliams, išsiaiškinti esamą laisvalaikio leidimo situaciją per laisvalaikio fazių, popamokinės veiklos ir fizinės aplinkos prieinamumo aspektus bei taikant neparametrinę statistiką atskleisti pageidaujamą laisvalaikio leidimo situaciją per laisvalaikio fazių, popamokinės veiklos ir fizinės aplinkos prieinamumo aspektus. / Obtained results of the research demonstrated that currently the leisure structure among adolescents comprise the following ways of spending passive free-time: watcing TV, sitting at computer, listening to music. Activities of active leisure most often include the following: riding a bicycle, rollerskates, being engaged in sports activities. When looking at the situation of needs, the adolescents express a wish to spend their leisure in a more active, public way and to visit cultural institutions more often. It is noticed that traditions of festivals are fostered in families, however there is no tendency to organise leisure, very often passive recreation is selected, although after completion of the reserach it was established that there is a need to spend leisure with family in a more active way. It should be noted that more than a half of all the respondents indicated that their parents encourage them to take part in after-school activities which demostrates parents‘ interest in their child‘s occupation. It is obvious from the results obtained that the situation of availability of public spaces and occupation institutions within adolescents‘ residential area, according to their opinion, is satisfactory.

Popamokinė veikla – labai svarbi moksleivių užimtumo sritis, suteikianti galimybes atsiskleisti jų gabumams, leidžianti pagilinti ir praktiškai panaudoti žinias, įgytas pamokų metu. Viena iš popamokinės veiklos rūšių yra muzikinė veikla (būreliai). Mokinių įtraukimas į jiems reikšmingą, įdomią veiklą — svarbi sąlyga asmenybės tapsmui formuotis. Pastaraisiais metais formalusis popamokinis ugdymas suprantamas kaip papildoma popamokinė veikla, atliekanti mokinių užimtumo funkciją. Tačiau pagrindinis popamokinės muzikinės veiklos tikslas — puoselėti prigimtinį vaiko muzikalumą, ugdyti kūrybišką ir emocingą, norinčią ir gebančią prasmingai dalyvauti muzikinėje veikloje asmenybę. Mokinių ugdymas remiantis popamokine muzikine veikla, traktuojant šią veiklą ne kaip užimtumo priemonę, o kaip į raišką orientuotą veiklą, yra svarbi pedagoginė problema. Todėl tyrimo objektu pasirinktas vidurinių klasių mokinių ugdymas remiantis popamokine muzikine veikla. Tyrimo tikslas — atskleisti mokinių ugdymo remiantis popamokine muzikine veikla galimybes. Formuluojama tyrimo hipotezė, kad popamokinė muzikinė veikla yra neatsiejama mokinio asmenybės ugdymo dalis, stiprinanti savarankiškumą, kūrybiškumą, iniciatyvumą bei saviraišką. Tyrimas atskleidė, kad popamokinės veiklos ugdymo institucijose veiksmingumas priklauso nuo subjektyvių ir objektyvių sąlygų — prieinamumo, materialinių išteklių, organizacijos, informacijos sklaidos bei kitų veiksnių. Pagrindinis popamokinės muzikinės veiklos tikslas —... [toliau žr. visą tekstą] / After-school activity is a very important field of pupils’ occupation, giving opportunities to reveal their talents, deepen and practically use their knowledge, gained during the lessons. Musical activity (circles) is one type of after-school activity. Pupils’ attachment to the activity they are keen on is an important condition of developing their personalities. In the last years formal after-school education is considered as an extra after-school activity carrying out the function of pupils’ occupation. However, the main objective of after-school musical activity is to cherish natural musical abilities of a child developing a creative and emotional personality who is eager and capable taking a meaningful part in a musical activity. Pupils’ education referring to after school musical activity, considering it not merely as means of occupation but as an activity seeking personal self expression - this is an important pedagogical problem. Thus an object of investigation is education of pupils on the basis of after-school musical activity in a secondary school. The purpose of this analysis is to reveal possibilities of pupils’ education based on after school musical activity. The hypothesis of the analysis is formulated that after- school musical activity is an inseparable part of developing pupils’ personality enforcing individual independence, creativity, initiative and self-expression. The analysis reflected that the effectiveness of after-school musical activity in an... [to full text]