This study of the extra-curricular activities of the Woodrow Wilson High School of Dallas, Texas, was made to determine who and why each of the activities developed, the life span of each, the percentage of the student body enrolled in the various groups, and the value of each extra-curricular activity from the viewpoint of the teachers, of the students, and of authorities in the field.

This thesis examined the relationship between high school sport participation and academic achievement. It was hypothesized that a positive relationship would exist; the more a student participated the higher their grade point average (GPA) would have been. It was also predicted that female and White students would display the largest benefit in their GPAs from participating. Multiple regression and analysis of variance were conducted utilizing data from Monitoring the Future: A Continuing Study of American Youth (12th Grade Survey), 2008, a nationally representative sample of American high school seniors. Results indicated that a significant positive correlation exists between sport participation and GPA. This relationship remained significant even after accounting for other relevant factors, such as socioeconomic status and/or self-esteem. Female and White students did record the highest GP As, but participation was not a contributing factor. Overall, there appears to be some academic benefit for participating in school athletics; students may be learning a set of skills or attitudes through sport that transfer into other areas of their lives.

Student affairs personnel are often charged with the task of creating a strong sense of community (SOC) on university campuses. Sport is among one of the many extracurricular activities that historically has been used to meet this need for community among students. Yet, how and when a sense of community is created within a sport context has not been appropriately addressed in literature. Utilizing a symbolic interactionalist theoretical framework, this study employed a grounded theory approach and uncovered the necessary factors for creating a sense of community within two intercollegiate sport settings. First, 21 former university sport club participants were interviewed regarding their experiences. The results revealed that Common Interest, Leadership Opportunities, Amateurism/ Voluntary Activity, and Competition were the most critical components to creating a sense of community. These results along with the results of Warner and Dixon’s (in review; see Appendix F) sense of community study among varsity athletes, which concluded that Administrative Consideration, Leadership Opportunities, Equity in Administrative Decisions, Competition, and Social Spaces were the key factors to foster a sense of community, were then used to guide focus groups. Eight focus groups consisting of 39 current varsity and sport club athletes were then conducted to further examine and explain the differences and similarities that emerged between the two sense of community in sport models. The results propose a broad based sense of community within sport theory that considers the contextual contingencies surrounding an athlete-driven versus a professionally-administered sport model. The results contribute to community building and sport management theory, and provide practical solutions for enhancing the intercollegiate sport experience. The implications and philosophical differences between an athlete-directed sport experiences versus a more formalized and structured sport model are also discussed. / text

Title: Football as an extracurricular activity at a grammar school. Objective: This issue has already been written many works. Most of the research that I have studied, however, carried out in primary schools. Therefore, I decided to deal with this issue at grammar schools, because I think that students of grammar schools no longer have that study as much free time for extracurricular activities. The aim of my thesis is to find out how they stand football as an extracurricular activity with regard to other activities for children in this age. Furthermore, how much free time students have grammar schools, and how to handle this free time. Whether their school offers some activities or rings that could children in their spare time to attend. In conclusion, I followed the doctor Tomas Malkus discovered his opinion on stretching and compensation exercises in sports. Methods: Data were collected by the method of quantitative questioning a particular interrogation method using an anonymous questionnaire with open and closed questions and structured interviews with open and closed questions. To the the research sample included respondents are of the grammar school above the table. The questionnaires will work out a controlled interview results and converts them through text and graphs in this thesis....

Diplomová práce seznamuje s jednotlivými symptomy a typy pervazivních vývojových poruch. Předkládá možnosti využití široké škály různých přístupů či programů při práci s těmito žáky. Věnuje se hře ve spojení s poruchami autistického spektra a s využitím volného času v rámci školy, rodiny či projektu. Práce nastiňuje jednotlivá úskalí mimoškolních aktivit dětí a mládeže s poruchami autistického spektra. Zdůrazňuje, jakou významnou pozici mimoškolní aktivity v životě dětí a mládeže zastupují a jak důležité jsou pro všestranný rozvoj. Dále mapuje volnočasové aktivity, kterým se věnují děti a mládež s poruchami autistického spektra v rámci rodiny, školy a nejrůznějších projektů. Nedílnou součástí mimoškolních činností se stává hra, kterou lze využít jako jednu z možných forem práce s dětmi a mládeží s poruchami autistického spektra. Volný čas a hra se také prolíná návrhem projektu, který je součástí diplomové práce. Projekt nese název: "Společná škola v přírodě".

To increase the trend of placing more importance on arts and humanity in the current wave of educational reform, Ministry of Education endeavors to promote the "one school, one art group" project to realize the education of the arts and humanity and to urge the necessity of interdisciplinary teaching in the art category, in combination with the "One person, one musical instrument" project to pursue a wider range of learning. In an environment that art subject and after class activities used to be neglected but now attract more attention, string orchestra is gradually being developed. The members of junior high school and elementary school string orchestras are mostly the basic members of senior high school orchestras and even the music majors in universities. The promotion of basic string education will be beneficial to a higher level of the string music. The first chapter mainly researches into the motivation, purpose, objects, scope and method of this study. The second chapter primarily focuses on the understanding of the development of string orchestras in other countries, and the approach of development, function and meaning of string orchestras in Taiwan. The third chapter introduces string orchestras in junior high school and elementary school, including the preparation of the string orchestra, the recruitment of members, the training and the teaching materials applied in an orchestra, and so on. The fourth chapter explores the current situation of the junior high school and elementary school string orchestras in Kaohsiung city, including current teaching conditions, practicing repertoires, teaching materials, the problems encountered, and so on. Conclusion and suggestions are proposed in the fifth chapter .The development of string orchestras in Taiwan have gradually matured with an effort from many forerunners and string teachers in recent years. As a music educator, I hope that more relevant information about the teaching situations in junior high school and elementary school string orchestras in Kaohsiung City can be acquired through this study and that I can make a contribution to string music.

The adolescent developmental phase has encouraged many research studies as a result of the diversity and dynamics of this period of life. This phase is characterised by a range of challenges on an intrapersonal level, in family life, peer group settings and school settings. Various studies confirm that every aspect of adolescent development is influenced by experiences at school. Secondary school (Grades 8 to 12) is also considered to be a critical time for creating healthy and cohesive societies, since it forms the link between primary education and higher education, and the labour market. However, in low and middle income countries, such as Namibia, many adolescents grow up in conditions of poverty, which present them with fewer opportunities, experiences, resources and services that are essential for them to become healthy and productive adults. Educational opportunities are limited, while most of the learning resources or learning opportunities are unaffordable. In Namibia, the educational system has made progress since Independence in 1990. However, there remains a lack of instructional materials, a high proportion of unqualified teachers, and a scarcity of pre-primary education programmes. In the township of Mondesa in Swakopmund, the schools are overcrowded and children reach Grade 8 with literacy and numeracy skills far below the required level. The need for interventions in improving education and alleviating constraints, such as overcrowded classes, unqualified teachers and lack of resources the system is facing is evident and this has resulted in programmes attempting to make a difference in this sector. The Mondesa Youth Opportunities (MYO) Programme is one such initiative, aiming at providing educational assistance to underprivileged students drawn from disadvantaged schools in Swakopmund. They present learners with free afternoon education with classes in English, mathematics and reading. Classes for computer skills, life skills, music and sport are also included, to provide the learners with a stimulating environment and exposure to a variety of activities to expand their life world and experience. The board members of MYO have not yet attempted a comprehensive evaluation to judge and justify the efforts of the programme, since this would be a complex and costly endeavour. This study aimed at exploring the experiences of alumni adolescents on the contribution of the programme. The results could possibly form a basis for future more comprehensive evaluations of the programme and make the possibility of such an endeavour more feasible. This is a qualitative study and data was gathered through focus groups of adolescents who are currently in Grades 9 to 12 and who have previously attended the programme. After thematic analysis the findings of the study pointed out various contributions the programme experienced by the adolescents, pointing out themes that possibly provides a platform for starting future research on the effectiveness of the programme. The adolescents experienced various benefits as a result of attending the programme. This included enhancement of academic performance, cognitive development, provision of resources, and introduction to unfamiliar content, such as sports and music that taught them new skills, and helped them to find their own talents. The life skills classes provided them with useful knowledge for everyday life. The findings also suggest that the adolescents experienced an influence in their intrapersonal skills by gaining more confidence in their abilities, becoming more independent and learning to take responsibility. On a social level, the programme provided them with opportunities to make friends. The relationships they had with some of the teachers at MYO proved to be invaluable as a source of emotional support. These findings have contributed to an understanding of the adolescents’ experiences of the programme, and have highlighted positive experiences and various challenges adolescents faced in terms of the implementation of the programme, such as the amount of effort and time required to participate in the programme. Conclusions were made to provide MYO management with valuable feedback and suggestions for further research. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

The adolescent developmental phase has encouraged many research studies as a result of the diversity and dynamics of this period of life. This phase is characterised by a range of challenges on an intrapersonal level, in family life, peer group settings and school settings. Various studies confirm that every aspect of adolescent development is influenced by experiences at school. Secondary school (Grades 8 to 12) is also considered to be a critical time for creating healthy and cohesive societies, since it forms the link between primary education and higher education, and the labour market. However, in low and middle income countries, such as Namibia, many adolescents grow up in conditions of poverty, which present them with fewer opportunities, experiences, resources and services that are essential for them to become healthy and productive adults. Educational opportunities are limited, while most of the learning resources or learning opportunities are unaffordable. In Namibia, the educational system has made progress since Independence in 1990. However, there remains a lack of instructional materials, a high proportion of unqualified teachers, and a scarcity of pre-primary education programmes. In the township of Mondesa in Swakopmund, the schools are overcrowded and children reach Grade 8 with literacy and numeracy skills far below the required level. The need for interventions in improving education and alleviating constraints, such as overcrowded classes, unqualified teachers and lack of resources the system is facing is evident and this has resulted in programmes attempting to make a difference in this sector. The Mondesa Youth Opportunities (MYO) Programme is one such initiative, aiming at providing educational assistance to underprivileged students drawn from disadvantaged schools in Swakopmund. They present learners with free afternoon education with classes in English, mathematics and reading. Classes for computer skills, life skills, music and sport are also included, to provide the learners with a stimulating environment and exposure to a variety of activities to expand their life world and experience. The board members of MYO have not yet attempted a comprehensive evaluation to judge and justify the efforts of the programme, since this would be a complex and costly endeavour. This study aimed at exploring the experiences of alumni adolescents on the contribution of the programme. The results could possibly form a basis for future more comprehensive evaluations of the programme and make the possibility of such an endeavour more feasible. This is a qualitative study and data was gathered through focus groups of adolescents who are currently in Grades 9 to 12 and who have previously attended the programme. After thematic analysis the findings of the study pointed out various contributions the programme experienced by the adolescents, pointing out themes that possibly provides a platform for starting future research on the effectiveness of the programme. The adolescents experienced various benefits as a result of attending the programme. This included enhancement of academic performance, cognitive development, provision of resources, and introduction to unfamiliar content, such as sports and music that taught them new skills, and helped them to find their own talents. The life skills classes provided them with useful knowledge for everyday life. The findings also suggest that the adolescents experienced an influence in their intrapersonal skills by gaining more confidence in their abilities, becoming more independent and learning to take responsibility. On a social level, the programme provided them with opportunities to make friends. The relationships they had with some of the teachers at MYO proved to be invaluable as a source of emotional support. These findings have contributed to an understanding of the adolescents’ experiences of the programme, and have highlighted positive experiences and various challenges adolescents faced in terms of the implementation of the programme, such as the amount of effort and time required to participate in the programme. Conclusions were made to provide MYO management with valuable feedback and suggestions for further research. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

An undergraduate student’s level of engagement in non-academic activities has demonstrated to be a robust predictor of their success in higher education. Previous research indicates positive outcomes associated with student engagement including social benefits and sense of community gained by the students. Little is known about what motivates millennial students to join these activities and what students gain through these types of experiences. This study explores motivations and experiences of 11 undergraduate millennial students involved with student-run organizations at the University Of Victoria. The findings of the study suggest that today’s students are motivated to become engaged in non-academic activities due to professional and social benefits, encouragement from others, and personal interests. Additionally, through their participation, students have a better experience in university and learn about ideas of leadership and leadership skills. The findings from this study provide insight on how universities can create programs and policies to foster student engagement and student success. / Graduate

<p>Докторска теза Драмска и<br />луткарска активност у наставној и<br />ваннаставној пракси Српског језика и<br />књижевности у основној школи замишљена<br />је као књижевно-методичко истраживање<br />које има за циљ да истакне значај драме и<br />луткарства у наставној и ваннаставној<br />пракси; да истакне значај и утицај драме и<br />луткарства у редовној настави; да прикаже<br />рад драмске и луткарске секције и њихов<br />значај, као и значај који драма и луткарство<br />имају за ученике у ваннаставном процесу, а<br />све то кроз принципе диференциране наставе<br />и кроз примену теорије синхроницитета.<br />Рад је заснован на примерима и<br />искуствима из&nbsp;праксе, а кроз примену дијалошке методе (слободан разговор:</p><p>дискусија, полемика), рада на тексту,<br />демонстративне методе, практичног рада и<br />радионица, кроз примену игровне<br />активности, аналитичко-интерпретативне<br />методе дошло се до резултата који показују<br />да драма и луткарство у наставном и<br />ваннаставном процесу имају значајан утицај<br />на ученике и у образовном и у васпитном<br />смислу. Применом поменутих метода као и<br />принципа диференциране наставе часови<br />редовне наставе Српског језика, као и часови<br />драмске и луткарске секције ученицима су<br />омогућили нов приступ драмским<br />књижевним делима како на пољу читања и<br />разумевања, тако и на пољу доживљавања и<br />анализе.</p> / <p>Doktorska teza Dramska i<br />lutkarska aktivnost u nastavnoj i<br />vannastavnoj praksi Srpskog jezika i<br />književnosti u osnovnoj školi zamišljena<br />je kao književno-metodičko istraživanje<br />koje ima za cilj da istakne značaj drame i<br />lutkarstva u nastavnoj i vannastavnoj<br />praksi; da istakne značaj i uticaj drame i<br />lutkarstva u redovnoj nastavi; da prikaže<br />rad dramske i lutkarske sekcije i njihov<br />značaj, kao i značaj koji drama i lutkarstvo<br />imaju za učenike u vannastavnom procesu, a<br />sve to kroz principe diferencirane nastave<br />i kroz primenu teorije sinhroniciteta.<br />Rad je zasnovan na primerima i<br />iskustvima iz&nbsp;prakse, a kroz primenu dijaloške metode (slobodan razgovor:</p><p>diskusija, polemika), rada na tekstu,<br />demonstrativne metode, praktičnog rada i<br />radionica, kroz primenu igrovne<br />aktivnosti, analitičko-interpretativne<br />metode došlo se do rezultata koji pokazuju<br />da drama i lutkarstvo u nastavnom i<br />vannastavnom procesu imaju značajan uticaj<br />na učenike i u obrazovnom i u vaspitnom<br />smislu. Primenom pomenutih metoda kao i<br />principa diferencirane nastave časovi<br />redovne nastave Srpskog jezika, kao i časovi<br />dramske i lutkarske sekcije učenicima su<br />omogućili nov pristup dramskim<br />književnim delima kako na polju čitanja i<br />razumevanja, tako i na polju doživljavanja i<br />analize.</p> / <p>PhD thesis Drama and puppet activity in<br />curricular and extracurricular practice of<br />teaching The Serbian language and literature in<br />primary school is envisioned as literarymethodological<br />research with the purpose of<br />emphasising the importance of drama and<br />puppetry in curricular and extracurricular<br />practice; emphasising the importance and<br />influence of drama and puppetry in regular<br />classes; showing the work of drama and puppetry<br />club and its importance, as well as the<br />importance of drama and puppetry for students in<br />extracurricular process, all through the principles<br />of differentiated teaching and through the<br />application of the theory of synchronicity.<br />This paper is based on the actual<br />examples and experiences, through the<br />application of dialogue method (free conversation: discussion and polemics), text</p><p>analyses, demonstrative method, practical work<br />and workshops, while applying acting games,<br />analytical-interpretative method. This showed<br />that drama and puppetry in curricular and<br />extracurricular process have a significant<br />influence on students in both educational and<br />upbringing sense. Applying the said methods, as<br />well as the principles of differentiated teaching,<br />the classes of The Serbian language, as well as<br />drama and puppetry club classes gave students an<br />entirely new approach to dramas in the field of<br />reading and understanding, as well as in the field<br />of experience and analysis.</p>