The Afterschool Hours: Examining the Relationship between Afterschool Staff-Based Social Capital and Student Engagement in LA's BEST. CSE Technical Report 712.

D. Huang, Allison Coordt, Deborah La Torre, Seth Leon, Judy N. Miyoshi, P. A. Pérez, C. Peterson
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引用次数: 19

Abstract

The relationship between afterschool staff and students is very important for encouraging and promoting longevity in school. The primary goal of this study was to examine the connection between perceptions of staff-student relationships and the educational values, future aspirations, and engagement of LA’s BEST students. To this end, we developed a set of research questions which would help us examine the association between strong staff-student relationships—characterized by mutual trust, bonding, and support—and student variables such as academic engagement and future aspirations. To address these evaluation questions, staff and student surveys were piloted and developed by the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) and widely administered to both afterschool staff and students. Descriptive statistics were computed for the survey data; HLM analyses and structural equation models were fitted to examine the variables. Afterschool programs have become much more than childcare providers for working parents or safe havens within violent communities. They have blossomed into powerful learning centers for students with lasting and far-reaching effects. These programs possess an asset that gives them the ability and opportunity to influence students to develop a belief system that will ultimately impact their academic and social futures—that asset is social capital. Executive Summary Afterschool programs offer an important avenue for enhancing educational opportunities. Federal, state, and local educational authorities increasingly see them as environments to improve attitudes toward school, achievement, and academic
课后时间:在洛杉矶最佳学校检视课后员工社会资本与学生参与之间的关系。CSE技术报告
课后工作人员和学生之间的关系对于鼓励和促进学校长寿非常重要。本研究的主要目的是研究师生关系的感知与教育价值、未来愿望和洛杉矶最好的学生的参与之间的联系。为此,我们开发了一套研究问题,这些问题将帮助我们研究强大的师生关系(以相互信任、联系和支持为特征)与学生变量(如学业投入和未来抱负)之间的关系。为了解决这些评估问题,由国家评估、标准和学生测试研究中心(CRESST)进行了教师和学生调查的试点和开发,并广泛地对课后教师和学生进行了管理。对调查数据进行描述性统计;采用HLM分析和结构方程模型对变量进行检验。课后项目已经不仅仅是为在职父母提供托儿服务,或者成为暴力社区的避风港。它们已经发展成为学生们强大的学习中心,并产生了持久而深远的影响。这些项目拥有一种资产,使他们有能力和机会影响学生,使他们形成一种最终会影响他们的学术和社会未来的信念体系,这种资产就是社会资本。课外活动是增加受教育机会的重要途径。联邦、州和地方教育当局越来越多地将它们视为改善对学校、成绩和学术态度的环境
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