Many school districts are using research-based strategies to increase student achievement. The No Child Left Behind Act of 2001 was created and implemented to assist all students becoming proficient in reading and mathematics by 2014. One strategy many school districts implemented includes an after-school program. One school district in Mississippi operated an after-school program to help increase the academic achievement of 7th and 8th grade students scoring minimal and basic on the MCT2. The purpose of this study was to examine the effect of regular participation in an after-school program on indicators of student academic achievement. The dependent variables for this study consisted of (a) math grade point averages, (b) reading grade point averages, (c) language arts grade point averages, (d) MCT2 math scores, (e) MCT2 language arts scores, (f) number of absences, and (g) number of discipline referrals. The independent variable for this study was program participation, which had two levels. One level was program attendance for at least 40 days and the other level was program attendance for less than 40 days. In this study, 7 hypotheses were tested by comparing the measures of the dependent variables for the two levels of the dependent variables. Analysis of Covariance (ANCOVA) was used to test the 7 hypotheses. The results of the ANCOVAs failed to detect any statistically significant differences in the dependent variables between the students who attended the after-school program for at least 40 days and students who did not attend the after-school program for 40 days. However, there were differences in the measures between the two groups. Not only did the regular attendees have lower averages in absenteeism and discipline referrals, they also had higher averages in mathematics (both GPA and MCT2), reading GPA, and language arts GPA. The only measure where the non-regular attendees demonstrated better performance was on the language arts MCT2. The recommendations for future research are as follows: implementation of adequate professional development for after-school program teachers, a research based reading program to assess student achievement, and a longitudinal study on after-school programs.

This study evaluated after school program participation on student academic achievement as a way of helping schools meet Adequate Yearly Progress (AYP) standards set by the No Child Left Behind Act. After school programs were divided into academic after school programs and traditional after school programs. Student achievement was measured through Criterion Referenced Tests in Language Arts and Mathematics. This study took place in a small urban school district located in the Intermountain West. Students in after school programs were matched with students not participating in the programs on several background characteristics including socioeconomic status, English language proficiency status, school area, race, gender, and guardianship. Hierarchical cross-classified modeling was then used to assess the impact of participation in an after school program on student test scores. This study found that participation in an after school program was associated with a decrease in Language Arts test scores and found no difference on Mathematics test scores. As well, academic after school program participants test scores were not considerably different from traditional program participants. This study shows that after school programs are not an effective way at raising student achievement and thus helping schools to meet AYP.

Utilizing Social Control Theory, this study explores the role of participation in After School Programs, mentoring relationships, and commitment to school in reducing adolescent delinquency. This study uses local survey data of 556 youth attending Boys and Girls Clubs collected from 2010-2012. The negative binomial regression results indicate that increased club attendance is associated with reduced delinquency. This effect is mediated by the presence of a mentor and by the youths' commitment to school.

Pink and Dude Chefs: A nutrition and culinary intervention for middle school students Tianna Sheehan The prevalence of obesity in US adolescents has more than tripled in the past 35 years, and the greatest impact has been among low-income and minority racial/ethnic populations. Adolescents report inadequate fruit and vegetable intake, an overconsumption of sweetened beverages, and a high reliance on fast food locations for meals or snacks; increasing the risk of adolescent obesity. Building knowledge and skills through culinary interventions may empower middle school students to create and also choose healthful foods. Pink and Dude Chefs, a six-week nutrition and culinary intervention, aims to improve healthy eating behaviors by increasing nutrition knowledge and culinary ability. Trained research assistants from California Polytechnic State University (Cal Poly) led middle school boys and girls in lessons ranging on topics including macronutrients, real-world application of USDA MyPlate guidelines, and meal planning and budgeting. Cal Poly research assistants supported middle school participants in cooking recipes that were specifically chosen to highlight themes covered in the nutrition lesson and to progress in difficulty throughout the program. The program consisted of 12 lessons that were each divided into 1 hour of classroom nutrition instruction and 1 hour of hands-on cooking practicum. The program took place in two locations, at Mesa Middle School in Arroyo Grande, California and Carpinteria Middle School in Carpinteria, California with 15-20 middle school volunteer participants who enrolled in each program. Questionnaires were used to measure fruit and vegetable preferences, dietary behavior, and barriers to healthy eating, culinary skill, culinary confidence, and basic nutrition knowledge pre- and post-intervention. Participants’ responses indicated an improved dietary profile as indicated by fruit and vegetable preferences, and fruit and vegetable intake. Responses also indicated increased culinary confidence and improved nutrition knowledge. More research is needed to test the long-term impact of participation in nutrition and culinary interventions.

The epidemic of adolescent obesity has become one of the greatest public health concerns in the United States. Approximately 20.5% of adolescents of both sexes aged 12-19 years are considered obese. Higher rates of obesity are evident in ethnic minority and lower income status children with the highest prevalence among Hispanic/Latino and Black populations. The causes for obesity are multifactorial in nature and highlight disparities nationwide. These factors include socioeconomic status, education, environment, availability and access to fresh fruits and vegetables, and behavior patterns. Successful intervention methods that have reduced the impact of adolescent obesity have incorporated nutrition knowledge and culinary skill building into afterschool programs. Pink and Dude Chefs, a 12-lesson nutrition education and culinary skills afterschool program targeted toward middle school students, aims to improve nutrition knowledge and dietary behavior in low income and minority populations. Based off of evidence-based curriculum, the program focuses on culinary fundamentals while incorporating nutrition lessons about macronutrients, micronutrients, label reading, kitchen safety, and USDA guidelines. Research assistants from California Polytechnic State University, San Luis Obispo and Vanderbilt University in Tennessee, were trained to implement each lesson. The program took place at Mesa Middle School in Arroyo Grande, CA; Shandon, CA; and two sites in Nashville, TN from Spring 2014 to Fall 2014. Thirty-two middle school students participated in the study aged 11-14 years. Questionnaires were used to measure fruit and vegetables preferences, nutrition knowledge, and fruit and vegetable intake. Results indicate that participants’ fruit and vegetable preferences, nutrition knowledge and fruit and vegetable intake all increased. However, statistical significance was only achieved with nutrition knowledge, likely due to small sample size. If programs such as Pink and Dude Chefs show promise for decreasing risk for obesity, the public health impact could improve long-term health outcomes for adolescents and mitigate obesity related consequences.

Much educational research is currently devoted to determining the most effective instructional strategies for raising student achievement. The instructional strategy used in this study is curriculum integration, which is defined as the process of students and teachers collaboratively designing curriculum and studying real-world problems. The purpose of this study was to understand the implementation of curriculum integration with upper elementary school students in an afterschool program. For this study the guiding research question was "What are the dynamics of implementing curriculum integration with fourth through sixth graders in an afterschool program setting?" The subquestions were (1) What is the teacher's role in implementing curriculum integration in the program? (2) What is the role of student diversity in the implementation of curriculum integration in the program? (3) What is the role of the democratic classroom model in curriculum integration in the program? and (4) What is the role of college-age tutors in curriculum integration in the program? There are several factors to consider when examining a complex concept like curriculum integration. The study concluded that a number of conditions impact the success of implementing curriculum integration in an afterschool program for fourth to sixth graders, including the impact of the federal No Child Left Behind accountability act on the tutors', parents', and children's perceptions of the value of instructional activities that were not textbook-based and awareness of the importance of homework. The study concluded with eight recommendations for those who attempt to implement curriculum integration in an afterschool program. All stakeholders should understand the program's goals, and all program staff should have extensive training in curriculum integration and homework tutoring before and during the program's operation. Resources should be allocated with flexibility. Program evaluation should take into consideration factors not easily quantified. The program should meet daily for at least 3 hours at the school site. Ongoing supervision should prevent a lapse in program implementation. Program implementation should be considered on a continuum, with the goal being a fully implemented program. Mandatory staff meetings should be held each week. More research needs to be conducted on the full implementation of curriculum integration.

Den fysiska beröringen sker dagligen i det pedagogiska arbetet i fritidshemmet utan att vi pratar om det. Det sker närsomhelst i olika situationer såsom tröstning, uppmuntran eller konflikt. I samhället finns det en diskurs kring fysisk beröring överlag, om den är lämplig inom det pedagogiska arbetet eller hur läraren ska förhålla sig till den. Denna studie undersöker hur lärare i fritidshemmet uppfattar och förhåller sig till fysisk beröring. Frågeställningar är, hur uppfattar läraren den fysiska beröringen i fritidshemmet samt hur förhåller sig lärare till den fysiska beröringen i fritidshemmet mellan lärare och elev. Syftet och frågeställningarna kopplas till teorin fenomenologi. Kännetecknande för denna teori är upplevelsen av ett fenomen ur olika perspektiv. Fenomenet i denna studie är fysisk beröring. I syfte att synliggöra fenomenet används en kvalitativ studie med semistrukturerade intervjuer. I studien deltar nio legitimerade lärare i fritidshem vilka är fördelade på olika arbetsplatser i Hallands län. Det empiriska materialet transkriberas och analyseras genom Gills metod. Resultatet visar på hur lärare använder pedagogiska strategier för att skapa relationer med eleverna. Dock är strategierna påverkade av den rädsla många lärare, framför allt de manliga, känner inför den fysiska beröringen. Rädslan bygger på hur andra vuxna i omgivningen uppfattar den fysiska beröringen. Detta leder till att läraren inte tar hänsyn till elevens pedagogiska behov, utan fokuserar på samhällets normer. På detta sätt skapas olika förhållningssätt till den fysiska beröringen. / The physical touch takes place daily in the educational work in the leisure center without us talking about it. It happens at any time in different situations such as comfort, encouragement or conflict. In society there is a discourse around physical touch in general, if it is appropriate within it the pedagogical work or how the teacher should relate to it. This study examines how teachers in the leisure center perceives and relates to physical touch. Questions are, how perceive the teacher the physical touch in the after-school center and how teachers relate to the physical the touch in the leisure center between teacher and student. The purpose and questions are linked to the theory of phenomenology. Characteristic of this theory is the experience of a phenomenon from different perspectives. The phenomenon in this study is physical touch. In order to make the phenomenon visible, a qualitative study with semi-structured interviews is used. In the study, nine certified teachers in leisure centers who are distributed in different workplaces participate in the study Halland County. The empirical material is transcribed and analyzed using Gill's method. The results show how teachers use pedagogical strategies to create relationships with the students. However, the strategies are influenced by the fear many teachers, especially the male ones, feel before the physical touch. The fear is based on how other adults in the environment perceives the physical touch. This leads to the teacher not taking the student's into account educational needs, but focuses on society's norms. In this way, different are created approach to the physical touch.

The study focuses on how different after-school centers in Stockholm work with the school's basic subjects, Swedish, mathematics and English, within their activities, as well as how the after-school teachers view it. The study was done using a qualitative method and semistructured interviews with four different after-school teachers from four different schools. The schools are strategically selected using statistics from the Swedish National Agency for Education based on students in year 3 and their results in the national exams from the school year 2022. The purpose of the study was to check how different after-school teachers view working with the school's basic subjects in the after-school center and how they do it. The study's previous research highlights relevant phenomena that can be linked to the study. Among other things, the previous research deals with how collaboration takes place on the class teacher's terms, how the after-school environment can affect students, and how after- school teachers today can be considered difficult. The results from the interviews showed that all four teachers value the work highly, but they have different approaches that are both similar and different from each other.

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