Participation in youth programs: enrollment, attendance, and engagement
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
San Francisco, CA
Jossey-Bass
2005
|
| Schriftenreihe: | New directions for youth development
105 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | 134 S. graph. Darst. |
| ISBN: | 0787980536 |
Internformat
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Datensatz im Suchindex
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|---|---|
| adam_text | Contents
Editor in Chief s Notes: The Significance of Enrollment,
Attendance, and Engagement 1
Gil G. Noam
Editors Notes 5
Heather B. Weiss, Priscilla M. D. Little, Suzanne M. Bouffard
Executive Summary 9
1. More than just being there: Balancing the participation
equation 15
Heather B. Weiss, Priscilla M. D. Little, Suzanne M. Bouffard
Participation in out of school time programs confers many benefits for
young people, but many youth do not participate in programs. Understand¬
ing participation as a three part construct of enrollment, attendance, and
engagement can help stakeholders to maximize participation in and benefits
from programs.
2. To participate or not to participate: That is the question 33
Lynne M. Borden, Daniel F. Perkins, Francisco A. Villarruel,
Margaret R. Stone
Research from the perspectives of youth can illuminate reasons that they do
or do not enroll in out of school time programs. This information can help
increase program participation, particularly for ethnic minority youth, who
are traditionally underserved in programs.
3. Predicting participation and outcomes in out of school activities:
Similarities and differences across social ecologies SI
Sandra D. Simpkins, Marika Ripke, Aletha C. Huston, Jacquelynne
S. Eccles
Youth and family characteristics predict which youth are most likely to
participate in organized out of school time activities and how likely they
are to benefit.
4. Recruitment and retention strategies for out of school time
programs 71
Sherri C. Lauver, Priscilla M. D. Little
Out of school time programs can increase youth participation using a set
of promising strategies and a school and community wide commitment to
implement diem.
5. Present and accounted for: Measuring attendance in
out of school time programs 91
Leila M. Fiester, Sandra D. Simpkins, Suzanne M. Bouffard
Reasons and methods for collecting attendance data in out of school time
programs depend on program goals, characteristics, and design. Four
indicators of attendance can help programs collect these important data.
6. The ABCs of engagement in out of school time programs 109
W.ToddBartko
How do we get from attendance in out of school time programs to active
engagement? Research in schools proposes that engagement is composed of
three ABC components—affect, behavior, and cognition—and suggests
how programs can use this model to foster engagement.
7. Activities, engagement, and emotion in after school programs
(and elsewhere) 121
Deborah Lowe Vandell, David J. Shemoff, Kim M. Pierce,
Daniel M. Bolt, Kimberly Dadisman, B. Bradford Brown
Experience sampling methodology was used to measure engagement during
the after school hours. Experiences that combined high levels of intrinsic
motivation with conceited effort and enjoyment occurred more often at
after school programs than elsewhere.
Index 131
|
| adam_txt |
Contents
Editor in Chief's Notes: The Significance of Enrollment,
Attendance, and Engagement 1
Gil G. Noam
Editors' Notes 5
Heather B. Weiss, Priscilla M. D. Little, Suzanne M. Bouffard
Executive Summary 9
1. More than just being there: Balancing the participation
equation 15
Heather B. Weiss, Priscilla M. D. Little, Suzanne M. Bouffard
Participation in out of school time programs confers many benefits for
young people, but many youth do not participate in programs. Understand¬
ing participation as a three part construct of enrollment, attendance, and
engagement can help stakeholders to maximize participation in and benefits
from programs.
2. To participate or not to participate: That is the question 33
Lynne M. Borden, Daniel F. Perkins, Francisco A. Villarruel,
Margaret R. Stone
Research from the perspectives of youth can illuminate reasons that they do
or do not enroll in out of school time programs. This information can help
increase program participation, particularly for ethnic minority youth, who
are traditionally underserved in programs.
3. Predicting participation and outcomes in out of school activities:
Similarities and differences across social ecologies SI
Sandra D. Simpkins, Marika Ripke, Aletha C. Huston, Jacquelynne
S. Eccles
Youth and family characteristics predict which youth are most likely to
participate in organized out of school time activities and how likely they
are to benefit.
4. Recruitment and retention strategies for out of school time
programs 71
Sherri C. Lauver, Priscilla M. D. Little
Out of school time programs can increase youth participation using a set
of promising strategies and a school and community wide commitment to
implement diem.
5. Present and accounted for: Measuring attendance in
out of school time programs 91
Leila M. Fiester, Sandra D. Simpkins, Suzanne M. Bouffard
Reasons and methods for collecting attendance data in out of school time
programs depend on program goals, characteristics, and design. Four
indicators of attendance can help programs collect these important data.
6. The ABCs of engagement in out of school time programs 109
W.ToddBartko
How do we get from attendance in out of school time programs to active
engagement? Research in schools proposes that engagement is composed of
three "ABC" components—affect, behavior, and cognition—and suggests
how programs can use this model to foster engagement.
7. Activities, engagement, and emotion in after school programs
(and elsewhere) 121
Deborah Lowe Vandell, David J. Shemoff, Kim M. Pierce,
Daniel M. Bolt, Kimberly Dadisman, B. Bradford Brown
Experience sampling methodology was used to measure engagement during
the after school hours. Experiences that combined high levels of intrinsic
motivation with conceited effort and enjoyment occurred more often at
after school programs than elsewhere.
Index 131 |
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| series | New directions for youth development |
| series2 | New directions for youth development |
| spelling | Participation in youth programs enrollment, attendance, and engagement Heather B. Weiss ..., issue ed. San Francisco, CA Jossey-Bass 2005 134 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier New directions for youth development 105 Jeunesse, Services à la Service social à la jeunesse Jugend Social work with youth Youth Services for Jugendarbeit (DE-588)4028863-8 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Jugendarbeit (DE-588)4028863-8 s DE-604 Weiss, Heather B. Sonstige oth New directions for youth development 105 (DE-604)BV016451805 105 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014281870&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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| title | Participation in youth programs enrollment, attendance, and engagement |
| title_auth | Participation in youth programs enrollment, attendance, and engagement |
| title_exact_search | Participation in youth programs enrollment, attendance, and engagement |
| title_exact_search_txtP | Participation in youth programs enrollment, attendance, and engagement |
| title_full | Participation in youth programs enrollment, attendance, and engagement Heather B. Weiss ..., issue ed. |
| title_fullStr | Participation in youth programs enrollment, attendance, and engagement Heather B. Weiss ..., issue ed. |
| title_full_unstemmed | Participation in youth programs enrollment, attendance, and engagement Heather B. Weiss ..., issue ed. |
| title_short | Participation in youth programs |
| title_sort | participation in youth programs enrollment attendance and engagement |
| title_sub | enrollment, attendance, and engagement |
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| topic_facet | Jeunesse, Services à la Service social à la jeunesse Jugend Social work with youth Youth Services for Jugendarbeit Aufsatzsammlung |
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