Afterschool programs are seen as a solution to many of the problems facing our educational system today. In particular, afterschool programs are intended to help low income and at-risk students improve their academic performance. However, all afterschool programs are not created equally. Programs differ in the amount of time students participate, the length of time the program has operated, the types of activities offered, and programs vary depending on the school in which they operate. This paper will demonstrate the ways in which afterschool programs differ and the subsequent impact on academic achievement. Additionally, it will highlight the need for more focused regional analysis of the impact of afterschool programs on academic achievement.

In the current study, structural equation modeling is used to explore the complex relationships between environmental and individual factors as they influence multidimensional indices of adjustment among a sample of Chilean adolescents. The first aim was to examine the direct relationships between school contextual factors and both educational and socioemotional outcomes. The second aim was to determine the mediational effect of academic self-efficacy and school connectedness on these relationships. Invariance testing was then applied to the full structural model to determine whether demographic variables such as sex or school placement had significant moderating effects on path coefficients. Participants in this study included 893 (428 male and 465 female) 9th through 12th grade students sampled from four distinct high school settings in and around Santiago, Chile. The Chilean Ministry of Education identified three of the four schools as "priority" (meaning "high risk") public high schools based on academic achievement, area poverty, local economic prospects, and school demographics (e.g., drop-out rate). The fourth school is a private Catholic school that is partially subsidized by the government and located in central urban Santiago. Overall, findings from this study highlight that school contextual assets and stressors have a significant impact on the multidimensional adjustment of Chilean adolescents, both directly and by influencing individual academic self-efficacy and school connectedness. Direct relationships were found between school contextual factors and both educational and socioemotional outcomes. In addition, results highlighted the significant mediating effect of both school connectedness and academic self-efficacy in these relationships, reinforcing the central protective role of such factors in the school engagement and adjustment of youth. Lastly, invariance testing revealed significant differences in model fit between groups based on school type but not sex. Culturally embedded implications for intervention and future research are discussed.

Ethnic identity is an important aspect of individuals’ sense of self. For individuals identified as ethnic minorities, ethnic identity has been found to be a potential protective factor for overall well-being. Multiracials (i.e., individuals identified with two or more races) are one of the fastest growing minority populations in the United States. Limited research examining multiracials’ ethnic identity development currently exists. Furthermore, there is a paucity of ethnic identity literature examining longitudinal ethnic identity growth from adolescence to emerging adulthood. Ethnic minority adolescents, such as multiracials, and emerging adults are often at higher risk for lower psychological well-being and higher substance use. Therefore, understanding developmental trajectories and factors that contribute to ethnic identity development allows for clinicians to work with ethnic minority individuals in ways that are empowering and facilitate success. The current study utilizes Hierarchical Linear Modeling (HLM) to examine longitudinal growth trajectories of ethnic identity among multiracial and monoracial groups (White, Black, Latino/a, and Other [includes Asian, Pacific Islander, Native American, and Other]). HLM was also used to examine the relationships between social factors (i.e., experiences of discrimination, teasing by peers, and bullying) and school contextual factors (i.e., school climate, school safety, and perception of teachers) factors in the development of ethnic identity over time. The present study drew from an ethnically diverse sample of individuals living in the Pacific Northwest who were assessed each year from grade 6 to 9 and once during emerging adulthood (N = 593). Results indicated small linear increases of ethnic identity over time. In general, ethnic identity increased from Grades 6 through 8, decreased from Grade 8 to 9, and increased again from Grade 9 to emerging adulthood. Multiracials’ ethnic identity growth, however, did not differ from the identity growth of individuals within monoracial groups. Negative peer interactions significantly contributed to decreases in ethnic identity scores for individuals from Grade 8 to 9. School context did not significantly contribute to changes in ethnic identity growth. Findings suggest that individuals’ ethnic identity changes over time, and is significantly impacted by peer interactions.

This case study takes an in-depth look at what type of students transition from elementary to middle school 21st Century Community Learning Center programs. Using binary logistic regressions, I identify key characteristics that predict whether or not a student will continue to attend the program after they transition to a new school and then discuss how to improve the attendance of after-school programs. Moreover, this case study also identifies how different school program environments serve different types of students in two cohorts starting in fifth grade. Middle school context moderates the effects of other variables that are predictive of participation in after-school programs during middle school. Thus, I demonstrate how understanding who makes successful transitions in the after-school program can help improve the sustainability and effectiveness of these programs.

The sociocultural influence of ethnicity on peer victimization among youth has received little attention in the research literature. Individual ethnicity within school ethnic composition may influence the frequency of victimization and the effect of victimization on adolescents’ well being. The current study investigated these issues using a data set of 5,581 sixth grade students attending 37 schools located in four sites. Multilevel models examined the extent to which individual ethnicity within school ethnic composition influenced the frequency and impact of overt and relational victimization on changes in life satisfaction. Ethnic differences were found in the frequency of victimization, but these differences did not vary across schools that differed in ethnic composition. Individual ethnicity, but not school ethnic composition, influenced the impact of relational victimization on life satisfaction. These findings shed light on the influence of ethnicity on victimization experiences and have implications for the role of ethnicity in adolescents’ development.

iii ABSTRACT The study focused on two competent, qualified, experienced secondary Mathematics teachers working in contrasting South African school contexts (fee-paying and no fee schools). The study investigated: on how teachers chose and used examples and how they explained their choices and usage; and what considerations were in play when these teachers chose and used examples. These teachers were purposely selected because we can learn more from their experiences as Mathematics teachers especially when they teach quadratic functions. Quadratic functions were used as unit of analysis to illuminate their choice and use of examples.

[pt] A tese Tia, existe mulher bombeira? Meninas e meninos co- construindo identidades de gênero no contexto escolar trata da construção de identidade de gêneros de crianças, entre 6 e 7 anos de idade, numa classe de alfabetização de uma escola pública na cidade do Rio de Janeiro, a partir da análise da fala em interação em grupos mistos, durante a realização de atividades de jogo controladas pelas próprias crianças, e em atividades de roda e de apresentação de brinquedos, com a participação da professora. A pesquisa, de natureza qualitativa e etnográfica, tem seu suporte teórico na Sociolingüística Interacional, na Análise da Conversação e na Etnografia da Comunicação. Os conceitos mais importantes são os de enquadre e alinhamento, tópico e estruturas de participação. O trabalho dialoga com as teorias sobre gênero, dos anos 80 e 90, e com os estudos sobre gênero e infância, com foco especial em estudos sobre o contexto (cultural, escolar, tipo de atividade). A análise dos dados aponta para a construção de diferentes identidades de gêneros femininos e masculinos, no âmbito individual e do grupo. Discuto assim diferentes modos de ser menina e menino que as crianças da turma co-construíram, fazendo reflexões sobre as teorias de gênero da dominância, da diferença/ duas culturas, construcionistas e performáticas. Avalio se os resultados obtidos relacionam-se aos modelos hegemônicos de identidades de gênero ou a outras formas/múltiplas de serem hoje meninas e meninos, em função do contexto e de diferentes atividades de que as crianças participam. / [en] The dissertation Teacher, is there firewomen? Girls and boys coconstruing gender identities at school investigates the construction of gender identities among 6 and 7 years old children, first graders of a public school at Rio de Janeiro city, through the analysis of talk in interaction in mixed groups, during game activities controled by the children, and in sharing activities, with teacher participation. This ethnographic research articulates Interactional Sociolinguistics and Conversation Analysis (discursive topics, participation structures, frames, and footings analyses), through a dialogue among 80´s and 90´s gender theories, as well as gender and childhood studies, focusing context studies (cultural, school, types of activities). The data analysis points to the construction of different female and male gender identities, giving rise to macro issues related to the theory of difference, and to different male and female identities according to types of school activities. There is also a difference concerning individual and group identity constructions. Thus, I discuss the ways of being a girl or a boy that those children co-construed, reflecting on gender theories of dominance, of difference, constructivist, and performative. I evaluate if the results reproduce hegemonic models of pre-established identities, or if they reformulate/reconstrue other forms of being girls and boys, considering the context and the different types of activities that those children engage in.

The primary objective of this study was to explore the influence of parental support on antisocial behavior among 1514 adolescents from Sarasota County (Florida). An integrated multilevel approach was developed considering elements of the social support paradigm and social learning theory. Using Hierarchical Linear Modeling (HLM), the results suggest that both paternal and maternal support were significant factors in the prevention of antisocial behavior. However, paternal support demonstrated to be stronger when students justified school misbehavior. At the school level, the findings suggest that the influence of parental support to reduce antisocial behavior competes with favorable definitions toward crime learned by youngsters from society and deviant peers.

Este estudo objetivou verificar o impacto e a persistência de um Programa de Intervenção Motora com enfoque no contexto Motivacional para a Maestria no cotidiano das crianças participantes. Foi avaliado o desempenho motor (habilidades motoras fundamentais), a descrição dos contextos familiar e escolar e as medidas antropométricas (IMC e circunferência abdominal). A amostra desta pesquisa foi composta por 40 crianças (20 do grupo controle e 20 do grupo interventivo) participantes do Programa realizado no ano de 2008, na Escola de Educação Física da UFRGS, e de uma Escola Estadual do município de Porto Alegre. Para as avaliações das crianças foram utilizados: (1) o Teste de Desenvolvimento Motor Grosso (TDMG) de (ULRICH, 2000), adaptado e validado para a população do RS (VALENTINI; VILLWOCK; BARBOSA; PICK; SPESSATO; BALBINOTTI, 2008) para avaliar o desempenho motor bem como a descrição do contexto familiar (questionário (BERLEZE, 2002) adaptado de (SERRANO; NETO, 1997) e do contexto escolar (entrevista semi-estruturada) para melhor discutir o desempenho motor e; (2) as medidas da circunferência abdominal e, peso e estatura para cálculo do IMC, para a análise antropométrica. As crianças foram avaliadas em 03 momentos distintos: pré e pós-intervenção e 18 meses após o termino da intervenção (período de manutenção). O Programa de Intervenção Motora foi desenvolvido em 28 semanas, implementando os pressupostos da estrutura TARGET à aprendizagem das habilidades motoras básicas. Os resultados demonstraram que: (1) no desempenho motor, as crianças do grupo interventivo apresentaram ganhos na pós-intervenção e permaneceram com estes durante o período de manutenção (55% na categoria “Média”) enquanto que as crianças do grupo controle permaneceram com o mesmo desempenho em todos os períodos avaliados (60% na categoria “Muito Pobre”); (2) na análise antropométrica, ambos os grupos apresentaram a maior parte de seus participantes na categoria “Eutrófico” (70% interventivo; 60% controle) da pré para a pós-intervenção e no período de manutenção; (3) as avaliações antropométricas de IMC (p=0,795) e circunferência abdominal (p=0,751) apresentaram-se com resultados não significantes no período de manutenção bem como na interação com o desempenho motor no mesmo período. Conclui-se que as experiências proporcionadas em um ambiente adequado com a implementação de climas motivacionais apropriados contribui para o aumento do nível de interesse e desempenho final nas habilidades adquiridas, revelando assim, o impacto positivo do Programa Interventivo, bem como, a manutenção em mudanças positivas nas variáveis analisadas. / This study aimed to verify the impact and persistence of an intervention program focusing on the Motor Motivational context of Mastery in everyday life of the participants. We assessed motor performance (fundamental movement skills), the description of the family and school contexts, and anthropometric measurements (BMI and waist circumference). The sample in this study comprised 40 children (20 in the control group and 20 of the interventional group) participating in the program conducted in 2008, the School of Physical Education at UFRGS, and a state school in the city of Porto Alegre. For assessments of children were used: (1) Test of Gross Motor Development (TGMD) of (Ulrich, 2000), adapted and validated for the population of RS (VALENTINI; VILLWOCK; BARBOSA; PICK; SPESSATO; BALBINOTTI, 2008) to evaluate motor performance and a description of the family context (questionnaire (BERLEZE, 2002) adapted from (SERRANO; NETO, 1997) and the school context (semi-structured interview) to discuss the best motor performance and (2) measurements of waist circumference and, weight and height for BMI calculation, for anthropometric analysis. The children were evaluated in 03 separate stages: pre-and post-intervention and 18 months after the end of intervention (maintenance period). The Motor Intervention Program was developed in 28 weeks, implementing the assumptions of the structure of TARGET learning basic motor skills. The results showed that: (1) in motor performance, the children of the interventional group showed gains in postintervention and remained with them during the maintenance (55% in category "Medium") while children in the control group remained the same performance in all evaluated periods (60% in category "Very Poor"), (2) anthropometric analysis, both groups showed a Most of the participants in the "eutrophic" (70% interventional and 60% control) from pre-to post-intervention and in the maintenance period, (3) anthropometric assessments of BMI (p = 0.795) and waist circumference (p = 0.751) were non-significant results in the maintenance period as well as interaction with the motor performance in the same period. We conclude that the experiences provided in a suitable environment with the implementation of appropriate motivational climate contributes to the increased level of interest and ultimate performance in the acquired skills, thus revealing the positive impact of the Intervening Program, as well as the maintenance of positive changes in the variables analyzed.

Ethnic identity is an essential component of youths' sense of self and is influenced by social relationships and experiences. Despite the large amount of time adolescents spend in the school environment and with their peers, little is known about the influence of the overall school context on ethnic identity development. This study examined the direct and indirect effects of sixth grade school context (defined by negative peer relationships and school environment) on ethnic identity development and depression in ninth grade. Using cross-lagged analysis, the bidirectional impact of discrimination experiences on ethnic identity development was also explored. These relationships were also examined separately for European American youth, youth of color with one ethnicity, and multiethnic adolescents. For all adolescents, less negative peer relationships were related to higher ethnic identity level. Ethnic identity was also positively associated with later adolescent depression. In addition, school environment was related to ethnic identity development for European American and adolescents of color; for youth of color with one ethnicity, ethnic identity also predicted later depression levels. School context was not found to be associated with ethnic identity development for multiethnic adolescents, although negative relationships were related to higher depression levels for this group. Finally, the cross-lagged model of ethnic identity and discrimination suggested no bidirectional influence between these two variables. This study supports existing studies on the importance of ethnic identity on adolescent development. It also provides much needed knowledge of how the school context contributes to adolescent ethnic identity and depression. Furthermore, these findings contribute to the growing body of literature on the developmental trajectories of multiethnic adolescents. Findings from this study have implications for intervening at the school level. Promoting cultural sensitivity among students and staff can decrease negative peer interactions (e.g., bullying) and other negative social experiences, thereby decreasing the risk of poor academic and psychological outcomes for adolescents at risk of experiencing adversity.