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1.
Ashley N. Palmer William Elliott III Gregory A. Cheatham 《The Journal of educational research》2017,110(2):151-158
The authors focused on participation in extracurricular activities as a way of improving the educational outcomes of children with disabilities. Regarding students in the general population, adolescent involvement in extracurricular activities has been shown to have a positive association with school involvement and adolescent self-esteem, academic achievement, and adolescent development. Using the Educational Longitudinal Study dataset, the authors conducted logistic regression analyses to examine the relationship between participation in high school–sponsored extracurricular activities and postsecondary degree completion for students with disabilities. Findings show a statistically significant association between postsecondary degree completion for students with disabilities and extracurricular activity participation, including extent and type of extracurricular activity. Students with disabilities who participate in high school extracurricular activities may have increased likelihood of completing a postsecondary degree. Implications for policy, practice, and future research are discussed. 相似文献
2.
Chris Michael Kirk Rhonda K. Lewis Kyrah Brown Brittany Karibo Elle Park 《The Journal of educational research》2016,109(6):589-595
Despite spending more money per student than almost all developed nations, the United States lags behind in educational indicators with persistent disparities between privileged and marginalized students. Most approaches have ignored the role of power dynamics in predicting student performance. Building on the existing literature in school climate and empowering settings, this study explored the construct of student empowerment to identify both environmental factors that predict increased empowerment and outcomes associated with empowerment. A survey was administered to 381 students from five urban high schools. Results suggest that intrapersonal student empowerment is predicted by equitable power use by teachers, positive teacher–student relationships and a sense of community in the classroom. Highly empowered students reported better grades, fewer behavioral incidents, increased extracurricular participation and higher educational aspirations than students who were less empowered. Limitations are discussed alongside implications for educational practice and future research. 相似文献
3.
Tobias Linberg Olaf Struck Thomas Bäumer 《Zeitschrift für Erziehungswissenschaft》2018,21(6):1205-1227
Politicians and scientists are pinning their hopes on the expansion of the provision of all-day school, assuming that these programs provide particularly favorable conditions for supporting students’ cognitive skills. Against this background, this paper examines whether and under what conditions participation in all-day schooling is connected with the development of competencies in the domains of reading and mathematics. Using data from Starting Cohort 3 of the German National Educational Panel Study (NEPS), our research considers different forms of all-day schools, the usage of extracurricular learning activities, as well as student ratings of the attractiveness of extracurricular activities. Furthermore, selective access to different school types and usage of extracurricular activities is carefully controlled for. The results show a positive association between student-rated attractiveness of extracurricular activities and competence development. Neither the organization of schooling nor participation in learning activities show significant independent main effects on competence development from grade five to seven. 相似文献
4.
A series of school extracurricular activities and types of personal, informal interactions were developed to reflect the various types of interracial contact situations defined by Gordon Allport inThe Nature of Prejudice. These were used to determine whether cross-race contact through participation in extracurricular activities in high school could be used to predict cross-race contact at the university. Canonical correlations indicted that, for whites, frequency of cross-race contact while in high school is a predictor of frequent cross-race contact at the university. Additionally, those who gain experience in cross-racial situations through participation in Supportive Norm or Cooperative Interdependent activities in high school are likely to engage in Equal Status forms of contact at the University.This article is based on a paper presented at the annual meeting of the American Educational Research Association, New York, 1982. 相似文献
5.
Using data from yearbooks for 193 high schools, this study examines the degree of interracial contact in 8,849 high school teams and other organizations. More than one-third of these groups were all-white, while only about 3% were exclusively nonwhite. Owing in large part to their overall numerical preponderance, white students rarely found themselves outnumbered in groups by as much as three to one; by contrast, nonwhites often were in this position. Tabulations show that the degree of interracial exposure was typically less than what would occur if all organizations in each school had been racially balanced and was much less than the exposure that would have occurred if all organizations reflected the racial composition of the schools containing them. Whereas the nonwhite percentage of the students enrolled in the sample high schools was 24.9%, the membership of clubs and teams was 20.7%, reflecting a lower rate of participation by nonwhites. Furthermore, because the racial compositions of clubs and teams were not uniform, the average white member was in an organization that was only 15.3% nonwhite. Although clearly less than its theoretical maximum, this rate of contact nonetheless appears to be much higher than what would occur if friendships were the only vehicle for interracial contact outside the classroom. Finally, the extent of segregation associated with these organizations was the same or less in the South than in the rest of the country. 相似文献
6.
Abizada Azar Gurbanova Ulkar Iskandarova Ainura Nadirzada Narmin 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2020,66(4):487-507
Extracurricular activities play an important role in the school lives of students. To understand this effect, the authors of this article consider public schools in Azerbaijan and analyse the effect of extracurricular activities on students’ academic performance. They conducted a study investigating three groups of extracurricular activities: sports, fine arts and student clubs. For data on academic performance, they used results of a centralised state school examination which assesses students in two subjects: language of instruction (either Azerbaijani or Russian) and mathematics. The results of this study show that some extracurricular activities have a positive effect on students’ academic performance, while others show no effect. Moreover, the authors consider the number of different extracurricular activities a student takes part in and analyse the significance of this number in predicting student success.
相似文献7.
《The Journal of educational research》2012,105(9):418-422
AbstractThe change in interracial attitudes of students in desegregated junior high schools was studied through the use of a set of attitudinal items. A simple procedure based on range interval has been applied for the analysis of student responses to the attitudinal instrument. The findings suggest that the school integration had a definite positive effect on the feelings and attitudes of Negro and white students. 相似文献
8.
学业负担过重是我国教育研究中的热点问题,为此国家不断提出各种减负政策.近几年,我国减负政策聚焦于校外培训机构的治理,因此研究课外补习对我国初中学生学业负担的影响可以为我国更好实施减负政策提供重要参考.基于CEPS2015全国大样本基线调查数据,利用卡方检验、ordinal回归分析和shapley分解法,分析课外补习对我国初中生主观学业负担和客观学业负担的影响差异和影响程度.研究发现:参加课外补习增加学生的客观学业负担,却减轻了学生的主观学业负担;个人因素对学生主观学业负担和校内客观负担的影响程度最大,课外补习影响程度较小,但课外补习对学生校外客观负担的影响程度最大,是造成学生校外客观负担较重的主要原因.政府、学校和家庭应根据课外补习对我国初中生学业负担的影响差异和程度,实施精准减负政策,有效减轻我国初中学生主客观负担. 相似文献
9.
Although delinquency in US schools is near historic lows, concern over delinquency in US schools remains a pressing issue among school officials, parents, and policy-makers. Many scholars argue that the current approach to discipline in the United States is highly punitive. While some projects have assessed the effect of punitive security on students’ perception of safety and general well-being, little attention has been given to understanding the role these measures play in extracurricular activity. Using the Educational Longitudinal Study (2002/2004), we examine the role of security measures in predicting student extracurricular activity cross-sectionally and over time. Results show that schools with greater numbers of security measures have students who are less involved in extracurricular activities, although the presence of security measures does not relate to decreased levels of participation over time. 相似文献
10.
Evaluation of the Long-Term Impact of a University High School Summer Science Program on Students' Interest and Perceived Abilities in Science 总被引：1，自引：2，他引：1
Many biomedical research universities have established outreach programs for precollege students and teachers and partnerships with local school districts to help meet the challenges of science education reform. Science outreach programs held in university research facilities can make science more exciting and innovative for high school students and can offer them much more insight into the nature of science and laboratory research than is available in most high school science courses. This paper describes a long-term follow-up study of high school students enrolled in the Summer Science Academy program at the University of Rochester to investigate the program's impact on students' perceived abilities in higher level science courses, on participation in extracurricular science programs, as well as the program's impact on student interest in pursuing a career in science. Students' exposure during SSA to advanced laboratory techniques and their participation in authentic science investigations provided them with a very positive hands-on experience. Students who attended the program indicated that it provided a positive influence on their performance in advanced science courses, as well as their decision to participate in other science programs and their desire to pursue a career in science. 相似文献
11.
Martin Carnoy Amber K. Gove Susanna Loeb Jeffery H. Marshall Miguel Socias 《Economics of Education Review》2008
This study uses rich empirical data from Brazil to assess how a government program (PDE) that decentralizes school management decisions changes what goes on in schools and how these changes affect student outcomes. It appears that the PDE resulted in some improvements in management and learning materials, but little change in other areas including evaluation and community relations. However, we find no evidence that schools’ participation in the PDE improved student achievement. The results for grade passing are stronger. Students in PDE schools saw greater increases in grade passing rates than students in non-PDE schools during the period of our study. We also estimate a positive relationship between PDE spending and student gains for those schools in the program, especially for spending on teaching and learning materials and furniture. We find no benefit of electronics spending or spending on teacher training, two of the three largest areas of school investment. 相似文献
12.
13.
Is identification with school the key component in the ‘Black Box’ of education outcomes? Evidence from a randomized experiment 总被引：1，自引：0，他引：1
In this paper, we follow up the important class size reduction randomized experiment in Tennessee in the mid 1980s (Project STAR) to attempt to further understand the long-lasting influences of early education interventions. While STAR led to large test score benefits during the intervention, these benefits quickly faded at its conclusion. However, research has recently shown that the STAR experiment led to long term benefits, including increases in college entrance exams participation (ACT/SAT), especially for minority students. We collect new follow up data on high school participation in extracurricular activities to examine whether (1) STAR increased participation in high school activities and (2) whether this increase in participation in high school is the explanation behind the long term benefits of the intervention. We find suggestive evidence that STAR did indeed increase some aspects of high school participation, including scholastic honors and participation in sports, especially for minority students. In contrast, we find little evidence that this increase in participation is the mechanism that has conferred higher rates of college-going to the STAR students. 相似文献
14.
Danhui Zhang 《International Journal of Science Education》2013,35(10):1381-1402
ABSTRACTInformal science learning has been found to have effects on students’ science learning. Through the use of secondary data from a national assessment of 7410 middle school students in China, this study explores the relationship among five types of extracurricular science activities, learning interests, academic self-concept, and science achievement. Structural equation modelling was used to investigate the influence of students’ self-chosen and school-organised extracurricular activities on science achievement through mediating interests and the academic self-concept. Chi-square tests were used to determine whether there was an opportunity gap in the student’s engagement in extracurricular activities. The students’ volunteer and school-organised participation in extracurricular science activities had a positive and indirect influence on their science achievement through the mediating variables of their learning interests and academic self-concept. However, there were opportunity gaps between different groups of students in terms of school location, family background, and especially the mother’s education level. Students from urban areas with better-educated mothers or higher socioeconomic status are more likely to access diverse science-related extracurricular activities. 相似文献
15.
《The Journal of educational research》2012,105(6):388-393
AbstractThis study examined the effect of school organizational structure on interracial friendships among middle school students. Students evaluated a white friend and a black friend on a modified semantic differential scale and reported the number of their other-race friends. Responses of students in two team-structured schools were contrasted to those of students in three traditionally structured schools. Multivariate analysis revealed that the organization of a school affects number of other-race friends and that whites with even "some" black friends are more positive in their perceptions of blacks than are those who report having "almost no" black friends. Variations in the nature and extent of contact between white and black students in schools does affect the racial attitudes of whites. Black students rated white and black friends the same regardless of the organizational structure of the school. 相似文献
16.
"双减"政策的有效落实需要精准识别学生选择参与课外补习的深层原因,研究我国中小学生首次参与课外补习时间能够为疏解家长和学生的课外补习需求提供实证依据。本文基于2017中国教育财政家庭调查(CIEFR-HS 2017)数据,采用生存分析的方法,对我国中小学生首次参与课外补习时间进行了刻画,探讨了家庭社会经济背景对学生首次参与课外补习时间的影响。研究发现:(1)我国中小学生大多数参加过课外补习,且许多学生在较低年级就参加了课外补习。(2)我国中小学生首次参与学科类课外补习时间明显早于兴趣类课外补习,随着年级的升高这一差异更为凸显。(3)城乡地区和不同阶层家庭的学生首次参与课外补习时间存在显著差异,但这种差异随着学段的上升而逐渐缩小。(4)家庭社会经济背景对学生首次参与课外补习时间有显著正影响,家庭社会经济背景越好的学生首次参与学科类和兴趣类课外补习时间均越早,但这种差异随着学生学段的上升而减小。"双减"政策背景下,建议政府进一步提高学校教育质量和校内课后服务品质,更好满足家长和学生对个性化教育的需求;重点照顾弱势阶层家庭,为学习成绩较差的弱势阶层学生提供校内学业辅导帮助;引导家长理性选择课... 相似文献
17.
Sports participation has been shown to positively affect youth well-being. However, research has also shown that sports environments can be unsafe for lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth. Using data from a large study on school-related experiences of LGBTQ secondary students who reported on their extracurricular activities in school, (N = 15,813), this study examined LGBTQ youth's participation in school sports, the effects of participation on well-being and school belonging, and whether any such benefits of participation varied by transgender status and gender binary identity. Over a quarter of LGBTQ respondents in our study had participated in school sports, and being transgender and being nonbinary were related to a lower likelihood of sports participation. Transgender males and transgender nonbinary youth had the lowest likelihood of sports participation. In general, LGBTQ youth who participated in sports had increased well-being and greater school belonging. However, in regard to self-esteem, transgender nonbinary youth appeared to have greater benefit from participating in sports than did their transgender male and transgender female peers. Considering these results, schools have a responsibility to ensure that school sports are safe and welcoming for LGBTQ youth. 相似文献
18.
Restructured extracurricular activities are a component in many of the proposed solutions for the educational problems of
minority students in urban schools. This study investigates the relationships between participation in traditional extracurricular
activities and the academic achievement levels of minority male and female students in poor urban schools. Using a national
data base, we found that, in almost 50 percent of the cases, male student participation in extracurricular activities was
associated with lower achievement levels. For female students, the results were mixed. In 23 of the 90 different analyses
run, females who participated in extracurricular activities were found to have higher achievement levels than nonparticipating
females. In 6 cases, female participants had lower achievement levels. In the remaining cases, no differences were found.
Reasons for and implications of the results are examined. 相似文献
19.
Danna Harvey Diana Greer James Basham Bo Hu 《The American journal of distance education》2013,27(1):14-26
The authors conducted a study to examine experiences and preferences of middle and high school students in online learning environments. An online questionnaire was supplied to administrators of online schools, who then distributed the questionnaire to students enrolled in their schools. Topics addressed in the questionnaire included involvement in online and traditional school settings, use of special education services, participation in extracurricular activities, actual and preferred interactions with teachers and online peers, bullying, and overall opinions regarding online learning. The findings from this study are explained as well as limitations and implications for future research. 相似文献
20.
Ursula Mager 《Educational Research Review》2012,7(1):38-61
This article reviews empirical research on the effects of student participation in school decision-making processes. Out of 3102 searched citations, a total of 32 publications met the inclusion criteria. The qualitative analyses employed in this review yielded a typology of student participation, a categorisation of the diverse effects of student participation and an overview of the quality and quantity of related research (available evidence). We found moderate evidence of positive effects of student participation on life skills, self-esteem and social status, democratic skills and citizenship, student-adult relationships and school ethos. We found limited evidence of positive effects on academic achievement, facilities, rules or policies, and health; we also found low levels of evidence of negative effects. We did not find sufficient research on the positive effects of student participation on peer relationships or on effects on teachers. Different forms of student participation seem to have different effects, but first and foremost, this review indicates a need for more comprehensive high quality research. 相似文献