http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
Meanings stakeholders attribute to after-school recreation programs
The 3 to 6 p.m. time period has been identified as a primary period when children tend to be unsupervised and exposed to opportunities and circumstances that can lead to negative or delinquent behaviors. As a result, a number of agencies have developed after-school programs. However, there is insufficient empirical evidence of after-school program impacts and a need to identify program characteristics that facilitate targeted outcomes. This study was undertaken to determine the similarities and differences in meanings that three stakeholder groups (students (n = 28), parents (n = 21), and teachers (n = 14)) attributed to the quality of after-school recreation programs including their program characteristics and outcomes. Twelve themes emerged from the semi-structured interviews and were grouped under three headings: community needs; goals for successful after-school programs; and program characteristics. There were several major differences among stakeholder groups views of the after-school enrichment programs. Teachers had a more global perspective of the local communities and a more pessimistic view of the community environments. They felt academic achievement was the key measure of program success. Parents wanted to be more involved and did not value activities that were mostly "fun and games." They were rarely asked their opinion about programs. Students wanted more input into the program and opportunities to participate with friends. There were several similarities among stakeholder groups' views of the after-school enrichment programs. Teachers and parents stressed academic focus and structured and age-appropriate activities that were well supervised. Teachers and students wanted creative, enthusiastic approaches to learning new participants. Parents and students valued teachers who had a genuine interest in students and they believed community safety was a major problem after sunset. Finally, all three groups wanted a safe environment; a wide variety of interesting activities; increased parental involvement in school; and programs that complemented the child care and work schedules of older siblings and parents. The data suggested that the quality of after-school programs could be enhanced by recognizing that multiple realities exist, and by incorporating these different perspectives in a way that is meaningful to each stakeholder group.
"Major Subject: Recreation, Park and Tourism Sciences".
Issued also on microfiche from University Microfilms Inc.
Includes bibliographical references: pages 214-232.
Major recreation, park and tourism sciences