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ERIC Number: EJ1170079
Record Type: Journal
Publication Date: 2018-Mar
Pages: 10
Abstractor: As Provided
ISSN: EISSN-1538-4799
Classroom Practices and Academic Outcomes in Urban Afterschool Programs: Alleviating Social-Behavioral Risk
Cappella, Elise; Hwang, Sophia H. J.; Kieffer, Michael J.; Yates, Miranda
Journal of Emotional and Behavioral Disorders, v26 n1 p42-51 Mar 2018
Given the potential of afterschool programs to support youth in urban, low-income communities, we examined the role of afterschool classroom ecology in the academic outcomes of Latino and African American youth with and without social-behavioral risk. Using multireporter methods and multilevel analysis, we find that positive classroom ecology (i.e., social dynamics, responsive instruction, and organized management) positively predicted academic skills and self-concept across 1 year. For academic skills, the association was magnified for students "with" social-behavioral difficulties; for academic self-concept, the association was magnified for students "without" social-behavioral difficulties. No significant relation was found between fall classroom ecology and spring academic engagement; yet in classrooms with more positive ecology, youth with initial social-behavioral risk were more academically engaged. Results suggest the need to consider the role of afterschool classrooms and instructors in promoting supportive interactions and advancing academic outcomes for youth facing distal and proximal risk at the transition to adolescence.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Self Perception Profile for Children
Grant or Contract Numbers: N/A