The purpose of the study is to investigate how students and educators construct gender through linguistic practices in the after-school center. The focus is how the perception of girls and boys being different express themselves through students' and teachers' linguistic practices, as well as how students and teachers maintain and renegotiate the normative construction of gender through language. In the section on previous research, we present Ulla Forsberg, Bronwyn Davies, Anna Öqvist and Ylva Odenbring, whose research is closely linked to our own empirical study by using their perspectives and concepts in our analysis and discussion. The study's theoretical framework is based on a social constructivist perspective, as well as gender studies theories by Judith Butler, Yvonne Hirdman and Ryan Connell. The study has a qualitative approach using the method structured observation, and the material has been analyzed using thematic analysis. The results of the study show that students are constantly involved in "gendering" and that the teachers partially reinforce different normative gender concepts through their interaction with the students. At the same time students are able to switch between different femininities and masculinities. / Syftet med studien är att undersöka hur elever och pedagoger konstruerar genus genom språkliga praktiker i fritidshemmet. Fokus är hur föreställningar om flickor och pojkar som olika tar sig uttryck genom elever och lärares språkliga praktiker, samt hur elever och lärare upprätthåller och omförhandlar normativa genusföreställningar genom språket. I avsnittet om tidigare forskning presenterar vi Ulla Forsberg, Bronwyn Davies, Anna Öqvist och Ylva Odenbring, vars forskning knyts nära vår egen empiri genom att vi använder deras perspektiv och begrepp i analys och diskussion. Studiens teoretiska ramverk utgår från ett socialkonstruktivistiskt perspektiv, samt genusvetenskapliga teorier där framför allt Judith Butler, Yvonne Hirdman och Ryan Connells teorier får belysa våra frågeställningar. Studien har en kvalitativ ansats med metoden strukturerad och observation och materialet har analyserats med hjälp av tematisk analys. Resultatet i studien visar att elever är ständigt inbegripna i ett "genusgörande" och att lärarna delvis förstärker olika normativa genusföreställningar genom sina yttranden. Samtidigt pågår gränsöverskridande arbete där elever delvis växlar mellan olika femininiteter och maskuliniteter.

Since the enactment of the No Child Left Behind Act of 2001, students who failed to demonstrate proficiency on state assessments were identified and targeted in order to receive interventions to assist in increasing their academic achievement. For many students, time during the regular school day simply could not be provided for the attention or time on-task necessary to meet their needs. As a result, many school districts and schools implemented after-school and tutoring programs to target those students who failed to demonstrate proficiency. Louisville Municipal School District (LMSD) operated an after-school program to help increase the academic achievement of 5th through 8th grade students in reading/language and mathematics on the MCT2. The purpose of this study was to (a) explore the impact the after-school program’s strategic components (leadership, activities, and partnerships) had on student achievement, and (b) determine if the after-school program had a positive effect on academic outcomes in the areas of reading/language and mathematics. A mixed method research design was used to conduct the study. A narrative approach was used to provide a response to the first research question. The Chi-squared test of independence was used as the primary means of analysis for the second and third research questions to determine if relationship existed between participation in the after-school program and academic achievement. The results from the research study show that strategic components of an after-school program had a positive impact on student achievement. Emerging themes were identified for each strategic component: leadership, activities, and partnerships. Participation in the after-school program proved to be a good predictor of student achievement on MCT2, with statistically significant Chi-squared results for reading/language. The recommendations for future research are as follows: (a) further research to improve reading/language and mathematics skills among the nation’s students, (b) longitudinal studies to determine long term effects on students attending after-school programs multiple years, (c) study of effects of after-school programs on other grade levels, and (d) including outcomes of other variables such as after-school participation on school attendance, behavior, and classroom grades.

In this study, we examine how leisure- time teachers in Swedish School age educare centre experience the effect of social media on students. We also discuss the impact of social media on the creation of the students' identities. The research is based on data collection through qualitative interviews in two different municipalities, Botkyrka and Södertälje. We interviewed six licensed leisure-time teachers and four students from lower and middle grades. The purpose was to examine similarities and differences in how social media influences students in these schools. The collected data is then refined, examined and analyzed to draw the conclusion. The analysis of the collected data is approached using two theories, Vygotsky's socio-cultural theory and the Childhood Sociology as it is described in Halldèn’s book (2007) Den moderna barndomen och barns vardagsliv and Linnéa Holmberg’s (2020) book Perspektiv i fritidshem. The result of the study showed that both schools experienced both advantages and disadvantages of social media. It also shows that here is a lack of education about social media in the leisure centers, the cause is that leisure-time teachers do not have the space or opportunity to educate about social media and its limitations. Students are strongly influenced by social media and have the tendency to compare their appearances and lifestyles with friends and public figures from around the world. However, the research also shows that the use of social media also has positive effects, such as increased social interaction and communication with different types of people around the world. Despite choosing two different schools, we found that booth schools had similarities. One difference we noticed is that one school gathered small groups so that the leisure-time teacher could explain to the students that websites with negative content that are not suitable for students of their age, such as websites with sexual content may occur, while the other school addressed the problem with the students individually.

With the increase in federal funding for the 21st Century Community Learning Centers (21st CCLC) after-school program, more intricate evaluations are needed to assess the needs and successes of the programs. And with many programs targeting students of minority and limited-English proficiency (LEP) status, additional analyses should focus on these targeted populations. This study examines a regional 21st CCLC program with math and English standardized test scores (CRT scores) for students prior to participation and after two years of participation. These test scores were used to create a score change variable, which provides a unique approach to assessing after-school programs. Analyses indicate that LEP participants are the furthest behind and have the most to gain by participating in the program. Also, the type of activity participated in matters. Overall, participants benefit from both academic and enrichment activities, but LEP participants benefit most from academic activities and from higher participation. Site coordinators need to be aware of the different types of participants and structure programs accordingly.

After-school programs play an increasing role in providing developmental and social skills through extra-curricular activities. Adolescents are most likely to engage in delinquent behavior during unsupervised after-school hours. Different after-school programs are available, both community-based and faith-based programs have risen in number in response to the need of children to have a safe environment with adult supervision. This study is interested in comparing after-school programs that are faith-based to community-based and see if any similarities or differences exist within each other. The purpose of this thesis was to contribute to the existing literature on after-school programs in two ways. First, this research will provide a brief history of after-school programs and a discussion of the types of programs. Second, this study will compare and contrast the various goals, structure, and performance of a community-based program and a faith-based program. Through in-person interview, a comparison will be drawn on organizational structure, activities, source and funding, goals and objectives, and outcomes of each program.

This study explores parents' views on the importance of free play when it pertains to what their children do after school. By studying this information, teachers, childcare providers, and administrators can use these perceptions in an attempt to discover why children are no longer engaging in unstructured play as frequently as they once were. Through the responses of 59 parents who participate in a large afterschool program, this study revealed that although 81% of parents ranked free play as valued in their own childhoods, free play ranked low in terms of parents' acknowledgement of play in after school programs of their own children. Future research might focus on how best to inform parents of the benefits of unstructured play and how to effectively incorporate unstructured or free play into the daily schedule of after school programs.

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Objective: To determine whether a social cognitive theory guided nutrition educational intervention in an after-school program is associated with improved nutrition and physical activity knowledge, attitudes, beliefs and behaviors for fourth and fifth grade participants. Design: A prospective comparative study with a quasi-experimental design over a six month period. Questionnaires were collected at baseline and at the end of the program for students at the intervention and comparison schools. Follow-up questionnaires were collected at the intervention school three months post program. Subjects/Setting: Fourth and fifth grade students enrolled in an after-school program targeted to reach students performing below grade level and/or living below the poverty level at an elementary school in southwest Virginia. Fourth and fifth grade students at another county elementary school with similar demographics served as comparison participants. Main Outcome Measures: Daily food intake, dairy intake, physical activity, sedentary behaviors, environment, self-efficacy for consuming dairy products, and food and activity beliefs. Statistical Analysis: Measures of central tendency (mean, median, and variance) were performed to describe participants. Independent t-tests (p<0.05) were used to compare changes from pre to post-questionnaire by treatment group. Paired t-tests (p<0.05) were used to test for differences from pre to post-questionnaire within group. Chi square analysis (p<0.05) was conducted to further investigate changes between groups. Results: Intervention participants significantly increased previous day's milk consumption (p=.006) and plans to drink low-fat milk instead of regular milk (p =.047) from pre to post-program. Significant change was also observed in previous day's milk consumption change from pre to post between groups (p=.004). Conclusion: Participation in an after-school program with nutrition education could change daily milk consumption and plans to drink low-fat over regular milk. Applications: After-school nutrition interventions can be effective in changing milk intake and plans to consume low-fat milk. / Master of Science

This study investigated the concerns and opinions of parents regarding supplemental care for children in the kindergarten through fifth grade age group; recommendations of parents for the improvement of present and future child care in the communities; and the differences between the responses of the rural non-farm and urban parents. Data obtained from the 213 questionnaires voluntarily completed by the parents of the rural non-farm and urban communities revealed that parents preferred home care by a relative or close neighbor; that quality of child care and quality of supervision were the two major factors to be considered when selecting child care services; and that 'after school' care was used more often than 'before school' care. Parent responses in both rural non-farm and urban areas were generally in agreement. Lack of transportation and 'after school' care programs in their communities were cited by parents as concerns. / Master of Science