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ERIC Number: ED525997
Record Type: Non-Journal
Publication Date: 2009
Pages: 113
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1244-8310-8
An Investigation of after School Supports: An After-School Program and Its Impact on African American Males Aged 5-13
Brock, Leonard M.
ProQuest LLC, Ed.D. Dissertation, St. John Fisher College
Evidence indicates that after-school programs are beneficial to children in the elementary school years, especially when they target more than just problem behaviors, but also focus on a wide range of positive developmental outcomes such as critical thinking, self-awareness and self-confidence (Catalano et al., 2002). The most effective programs (a) target problem prevention and competency promotion simultaneously, (b) are well integrated into the school or community context (Weissberg & O'Brien, 2004), and (c) focus on social and emotional development (Catalano et al., 2002; Elias et al., 1997). The present study examined the effects of participation in a community-based after-school program for a sample of elementary school-aged African American males. This study was a mixed-method descriptive analysis of a school-centered evidence-based curriculum introduced in the after-school setting. Further, it explored the efficacy and fidelity of the evidence-based curriculum used as a strategy to enhance the development of African American males. This study employed descriptive and inferential statistics and used qualitative techniques to gather additional data. It used the Teacher-Child Rating Scale, a pre-developed scientifically reliable and valid instrument that assesses a child's social emotional competence according to four subscales: task orientation, behavior control, assertiveness, and peer social skills. In addition, staff focus group interviews were used as a means to gather other supportive empirical data. Findings of this study suggested a need for further investigation. Data demonstrated positive gains for youth who were more frequently exposed to the after-school program (and curriculum) and data supported the potential future use of this curriculum in the after-school context. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A