This study was made with the hope that the findings may encourage the administration and teachers in Van Zandt county Texas to analyze the Ten Social-Economic Goals set up by a committee on the National Education Association.

Neighborhood social disorganization has been found to be related to crime and deviance. In explaining this relationship, most have focused on specific factors of informal social control and collective efficacy. Using data from the 2000 National Household Survey on Drug Abuse (n = 12,800), the relationship between social disorganization and delinquent outcomes was examined by looking at extra-curricular activities as intervening mechanisms with logistic regression in SPSS. While the effect of social disorganization on delinquency remained significant, results indicated some evidence of mediation when accounting for extra-curricular activity measures predicting binge drinking. Specifically, the coefficient for social disorganization was reduced and significant at a lower threshold once extra-curricular activity measures were added in the models. Also, findings indicated different patterns of relationships found among the various extra-curricular activity categories concerning delinquent outcomes. Unlike other types of extracurricular activities, increased involvement in athletic activities was related to increased participation in delinquency.

A basic interpretive qualitative research approach (Merriam, 2002) was used to investigate the experiences of adolescent females engaged in elite dance training while attending regular high school programs. Participants were five adolescent females from the local dance community of a mid-size Canadian Prairie city. Semi-structured interviews provided an opportunity for the participants to share their experiences and perspectives, and describe what it is like to dance through high school. Data were analyzed in terms of Kearneys (2001) shared meaning and descriptive categories. The shared meaning of the dancers experiences reflected a common sentiment of mastery, accomplishment in both dance and school, and recognition of dance as a coping behavior and resource. Descriptive categories included two themes: The Daily Life of a Dancer (School and Dance Integrated) and The Social Life of a Dancer (School and Dance Separated). Findings are discussed in terms of the current literature on dance training and extracurricular activities for adolescents; implications are identified for counselling and educational professionals; and recommendations are made for future research.

A basic interpretive qualitative research approach (Merriam, 2002) was used to investigate the experiences of adolescent females engaged in elite dance training while attending regular high school programs. Participants were five adolescent females from the local dance community of a mid-size Canadian Prairie city. Semi-structured interviews provided an opportunity for the participants to share their experiences and perspectives, and describe what it is like to dance through high school. Data were analyzed in terms of Kearneys (2001) shared meaning and descriptive categories. The shared meaning of the dancers experiences reflected a common sentiment of mastery, accomplishment in both dance and school, and recognition of dance as a coping behavior and resource. Descriptive categories included two themes: The Daily Life of a Dancer (School and Dance Integrated) and The Social Life of a Dancer (School and Dance Separated). Findings are discussed in terms of the current literature on dance training and extracurricular activities for adolescents; implications are identified for counselling and educational professionals; and recommendations are made for future research.

The purpose of this study was to investigate differences in academic performance and persistence among freshman participating in fraternities, corps of cadets, and athletics in comparison to matched samples of non-members. The study showed that, on average, students were adversely affected by participation in athletics and fraternities when sex, race, college, major, and academic ability were controlled. There was no evidence to conclude that participation in these organizations had any consistent effect on persistence. / Ph. D.

The purpose of the study is two-fold: (1) to determine a sound basis for the administration of extra-curricular activities in a secondary school and (2) to evaluate practices and procedures of forty high school administrators in administering extra-curricular activities to determine the extent to which they meet accepted criteria in the field.

No description available.

The diploma thesis describes the cultural heritage, the history and the natural conditions of the Vltava valley between the towns of Loučovice and Vyšší Brod, as well as the possible didactic use of the area for biology classes and extra-curricular activities focusing on biology. The thesis proposes an outdoor learning programme based in the area, using an environmental game.

The purpose of this study is to discover and report the best practices of selecting, organizing, and administering the extra-curricular activitiy program in elementary and secondary schools.

This project investigates the benefits and practicality of applying Zimmerman's (1994) dimensions of self-regulated learning to co-curricular activities so as to increase students' willingness and opportunities to communicate in English in the hallways of intensive English programs. Three of these dimensions (social environment, motivation, and physical environment) work together to create a semi-structured liaison between in and out of class communicative environments and give students an occasion, location, and motivation to speak English with one another. To evaluate the effectiveness of such activities and conceptualize a means in which to assist intensive English programs effectively incorporate co-curricular activities in their curricula, the principal researcher designed and conducted a co-curricular activity based self-regulated learning. She obtained student feedback using surveys and interviews and found that the majority of students spoke mostly English, made new friends, practiced listening and speaking skills, and enjoyed themselves at this activity. As a result of this data, the principal researcher created a booklet to assist in the planning of future co-curricular activities. While only a preliminary study, this data and resulting booklet have great potential to fill the hallways of intensive English programs with English and thus create a holistic learning environment.