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Thesis (Ph.D.)--University of Wyoming, 2008. / Title from PDF title page (viewed on July 17, 2009). Includes bibliographical references (p. 44-51).

Thesis (Ed.D.)--Liberty University, 2010. / Includes bibliographical references.

Theses (Ed.S.)--Marshall University, 2005. / Title from document title page. Includes abstract. Document formatted into pages: contains 34 p. Bibliography: p. 32-34.

Overweight and obesity are serious health concerns facing American children today. The number of children (2 to 19 year olds) who are overweight has increased from 13.9% in 1999-2000, to 15.4% in 2001-2002, and 17.1% in 2003-2004. The prevalence in overweight and obesity rates is increasing. Since it is well documented that physical activity attenuates the overweight and obesity crises, physical activity has been deemed as a leading health indicator for improving our nation's health, and is an effective approach to preventing and/or reducing overweight and obesity. In a 2003 study, it was discovered that 72.3% of middle school children participated in vigorous intensity physical activity at least three days of the previous week and 33.6% participated in moderate intensity physical activity at least five days the previous week. Yet, it is recommended that middle school age children participate in at least 60 minutes of moderate to vigorous intensity physical activity every day. The primary purpose of this study was to determine if differences in after-school physical activity participation existed among middle school children from different socioeconomic statuses (SES). The secondary purpose was to identify which predisposing, reinforcing, and enabling factors predicted after-school physical activity participation among middle school children. The PRECEDE-PROCEED planning model was utilized in a cross-sectional, descriptive, survey research design. The study sample consisted of 158 middle school children (24.9% participation rate). The gender breakdown of the sample was almost even, 81 females (51.3%) and 76 males (48.1%). The socioeconomic status of the sample were 39.2% low SES and 58.9% were not-low SES. Almost two-thirds of the children (60.8%) were physically activity for one hour or more after-school each day. Somers' d tests revealed that there was a significant difference (p = .035) in children's after-school physical activity level and their socioeconomic status. Low SES children were more active than not-low SES children. Ordinal logistic regression analysis revealed that of the fourteen predisposing, reinforcing, and enabling factors that were tested, physical activity self-efficacy (p = .03), attraction to physical activity (p = .01) (predisposing factors), and access to sports equipment (p = .01) (enabling factor) were statistically significant predictors of middle school children's after-school physical activity level. Children who held a higher level of physical activity self-efficacy were 3.4 times more likely to be physically active after school that children with a lower level. Children who were attracted to physically active games, sports, and activities were 3.48 times more likely to be physically active after school that children with lower levels of physical activity attraction. Children who felt that they had active toys, games, equipment, and supplies at home were 2.46 times more likely to be physically active after school than children who did not perceive adequate access to equipment. Middle school children have approximately 6 ½ hours of time after school each day to devote to a variety of pursuits. Although almost two-thirds of children in this study met the daily physical activity recommendation, research shows that as children grow older, their physical activity levels decrease. Furthermore, most research also shows that low socioeconomic status adults engage in less physical activity that their not-low counterparts. Consequently, the area in which this study was conducted was rural and poor Eastern Kentucky; health educators must continually strive to cultivate children's physical activity behavior. This study also found that the average time children devoted to watching television and playing computer/video games was 3 hours and 43 minutes per day. Communities will see long-term health benefits when strong foundations for physically active lifestyles are established and sedentary activities are minimized.

The historical case study was designed to examine how the Play It Smart program, a Sports-Based Youth Development Program, was adopted and sustained by local stakeholders in an urban high school setting after the initial seed funding was cut. Current and past key stakeholders were invited to participate and school leaders (n = 2), community leaders (n = 2), the original Academic Coach (n = 1) and current Academic Coaches (two of which are past program participants) (n = 3) agreed to be interviewed for this investigation. The intent of the interviews was to uncover the key factors that are present that allow the Play It Smart program to sustain itself from year to year as well as how the program has become entrenched into the school culture and the role it plays in the academic and athletic objectives/philosophies of the school. Responses revealed a number of major themes related to the adoption and ongoing commitment to sustain the program for the last 16 years. These themes included an initial pledge from the stakeholders to restore the academic and athletic reputation at the school, the recognition of the relationship with the original Academic Coach and the positive results that were repeatedly promoted, the recruitment and buy-in from a collection of traditional and non-traditional allies including the students and, ultimately, a shift in culture that seems to stem from a dynamic group of past participants that provides hope. The themes related to sustainability seem to further validate the theoretical framework that was so critical for the establishment of the Play It Smart programs in that: the context, football (sport) and academic performance, is also valued by stakeholders; the primary external asset, the caring adult mentor or Academic Coach, was able to attract and involve other assets to support the participants; the internal assets, life skills, were developed and refined while participating in community service activities which serve as the regular highlights shared with stakeholders throughout the school year; and the evaluation was designed to promote progress and to allow for adjustments.

This study is based on perceptions of risk behaviors for migrant Latino youth who participate in an after school program. Currently, there is no known research on perceptions of risk behaviors for migrant youth. There is plenty of research on after school program and how they are helpful in reducing or even preventing risk behaviors in adolescence. Fourteen migrant Latino youth between age's 10-18 grades 4-12 were studied. Participants attended the Illinois Council Migrant Technology Learning Center during after school hours between three and six p.m. A Q sort survey was given to each participant for collection of quantitative data. At the bottom of the q sort survey, qualitative questions were asked to gather qualitative data. Analysis of the data showed that the majority of the participants (n=12) comprised factor one, positive behaviors while only two participants comprise factor two, risk behaviors. Qualitative data revealed that participants felt the Technology Learning Center (TLC) is a good place to complete homework, socialize with friends, and use the computers.

abstract: An underrepresentation of females exists in the STEM fields. In order to tackle this issue, work begins early in the education of young women to ensure they are interested and have the confidence to gain a career in the STEM fields. It is important to engage girls in STEM opportunities in and out of school to ignite their interest and build their confidence. Brigid Barron's learning ecology perspective shows that girls pursuing STEM outside of the classroom is critical to their achievement in the STEM pipeline. This study investigated the impact after-school STEM learning opportunities have on middle school girls by investigating (a) how the length of engagement in after-school programs can affect the confidence of female students in their science and math abilities; (b) how length of engagement in after-school programs can affect the interest of female students in attaining a career in STEM; (c) how length of engagement in after-school programs can affect interest in science and math classes; and (d) how length of engagement can affect how female students' view gender parity in the STEM workforce. The major findings revealed no statistical significance when comparing confidence in math or science abilities or the perception that gender plays a role in attaining a career in STEM. The findings revealed statistical significance in the areas when comparing length of engagement in the girls' interest in their math class and attaining a career in three of the four STEM fields: science, technology, and engineering. The findings showed that multiple terms of engagement in the after-school STEM programs appear to be an effective catalyst to maintain the interest of girls pursuing STEM-related careers, in addition to allowing their interest in a topic to provide a new lens for the way they see their math work during the school day. The implications of this study show that schools must engage middle school girls who are interested in STEM in a multitude of settings, including outside of the classroom in order to maintain engagement in the STEM pipeline. / Dissertation/Thesis / Doctoral Dissertation Educational Administration and Supervision 2015

The Hope Scholars Programme (HSP) is an after-school programme implemented by the South African Education and Environment Project (SAEP) in Cape Town, South Africa. After-school programmes (ASPs) are widely described as programmes that are implemented independently of the school day and are aimed at improving the learning outcomes and advancement of kindergarten and high school learners. The HSP began in 1998 with a goal to equip HSP learners with foundational literacy and numeracy skills for the future education and training (FET) phase and subsequent education. HSP activities are implemented under four broad service areas: (a) academic tutoring sessions; (b) experiential learning; (c) psychosocial support services; and (d) community engagement. The scope of this evaluation was the academic component under which the programme offers intensive tutoring in mathematics, natural science and English literacy. The objective of the evaluation was to assess the implementation fidelity of the academic component for programme quality and effectiveness improvement purposes. A conceptual framework for measuring implementation fidelity by Carroll, Patterson, Wood, Booth, Rick and Balain (2007) was used to guide this evaluation. Using the logic model for the programme, the evaluation focused on examining whether the HSP sessions were implemented with the intended process mechanisms through which the programme was designed to lead to its desired academic outcomes. Both primary and secondary data were used to conduct the evaluation. Primary data were collected through oneon-one in-depth interviews with HSP staff members and the volunteer tutor and focus group interviews with the HSP learners. Secondary data were obtained through the review of the HSP documents. An inductive content analysis was employed to analyse the data. The results indicated that the academic component of the HSP was implemented with limited fidelity and poor quality. Programme implementation challenges identified need to be resolved to enhance the quality of the HSP services and programme effectiveness. This evaluation contributes to the literature on: (a) the duration and frequency of the tutorial sessions; (b) the extent to which learners attend; and (c) dropout from the programmes and causes for dropping out in the context of after-school programmes. Among the contributing factors of learner dropout from the HSP, influences that were found unique to the South African context were mistrust between the learners and their parents (mistrust at home) and sweeping of classrooms.

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