Adventure-based education: a quantitative evaluation of the impact of program participation in high school on youth development

2015 Spring.Includes bibliographical references.Adventure-based physical-education (ABPE) classes have become a more prevalent class offering in many middle and high schools throughout the United States. Several studies have researched the outcomes and benefits of adventure-based programs (e.g., Cason & Gillis, 1994; Gillis & Speelman, 2008; Hans, 2000; Hattie, Marsh, Neill, & Richards, 1997), and links have been made between youth-development constructs and adventure programming (e.g., Henderson, Powell, & Scanlin, 2005; Sibthorp & Morgan, 2011). To date, limited research has focused on the progression of positive-youth development (PYD) constructs in high-school students participating in a semester-long ABPE course. This research study examined the progression of PYD of students throughout the course of a semester who were enrolled in an ABPE class compared to that progress for those who were not enrolled in any adventure classes at all. Results suggested that there were no significant differences in PYD throughout the semester for students who were enrolled in adventure classes compared to the PYD of those students who were not in any adventure classes at all. There were, however, significant differences in connection for students who were in the Adventure Leader class compared to connection for those who were not in any adventure classes at all. The findings of this research study highlight the need for more studies that examine different types of adventure classes or activities, as opposed to adventure classes or activities as a whole

Patterns Of Academic Help-Seeking In Undergraduate Computing Students

Knowing when and how to seek academic help is crucial to the success of undergraduate computing students. While individual help-seeking resources have been studied, little is understood about the factors influencing students to use or avoid certain re- sources. Understanding students’ patterns of help-seeking can help identify factors contributing to utilization or avoidance of help resources by different groups, an important step toward improving the quality and accessibility of resources. We present a mixed-methods study investigating the help-seeking behavior of undergraduate computing students. We collected survey data (n = 138) about students’ frequency of using several resources followed by one-on-one student interviews (n = 15) to better understand why they use those resources. Several notable patterns were found. Women sought help in office hours more frequently than men did and computing majors sought help from their peers more often than non-computing majors. Additionally, interview data revealed a common progression in which students started from easily accessible but low utility resources (online sources and peers) before moving on to less easily accessible, high utility resources (like instructor office hours). Finally, while no differences between racial groups was observed, the lack of diversity in our sample limits these findings

Student achievement as a function of class size and pupil-teacher ratio

Background: The degree to which class size is able to produce positive, enduring effects on student achievement has been and continues to be vigorously debated. Comparative studies have clouded the issue with imprecise use of the terms class size (CS) and pupil-teacher ratio (PTR), making it difficult to draw clear conclusions regarding the effects of class size on student achievement. Purpose: To assess differences, if any, in achievement between students attending classes where the class-size is approximately n = 17 and students attending classes where the class-size is approximately n = 25 and the pupil-teacher ratio is approximately 15:1. Setting: Six public schools from suburban and rural locations in Michigan. A total of 117 third-grade students and 125 fourth-grade students participated. Research Design: Nonexperimental, ex-post facto, cross-sectional study. Data Collection and Analysis: Student achievement data were gathered from standardized assessment tools normally collected at each school. Student achievement scores were analyzed by using a two-tailed t test to determine differences in the scores of students in class-size and pupil-teacher-ratio settings. Information was gathered to determine the extent to which the schools providing data for class-size settings had implemented class-size reform as defined by current research. Observation data were gathered to determine differences in the amount of square footage per student and possible behavioral differences between students in the two settings. Findings: Significant differences in student-achievement-outcome scores between students in class-size and pupil-teacher-ratio settings were identified in third-grade mathematics and fourth-grade reading but not in third-grade reading or fourth-grade mathematics. None of the sites supplying class-size data for the study had fully implemented class-size settings according to current research. Students in small classes exhibited significantly fewer instances of disruptive behavior and had significantly more square feet per student than did the students in pupil-teacher-ratio class settings. Conclusions: Analyses showed that in one half of the categories there were significant differences in the achievement of students in CS and PTR settings, while in the other half of the categories there were no significant achievement differences. Class-size initiatives not implemented in accordance with current research do not produce positive effects on student achievement; however, CS did improve the classroom environment

Doctor of Philosophy

dissertationThe purpose of this dissertation was to examine the effects of Sports, Play and Active Recreation for Kids (SPARK), a health-related physical fitness school program, on middle school students' in-class physical activity levels, cardiovascular fitness levels, motivation, and academic learning time compared to the traditional physical education program. Two quantitative studies were conducted to address this purpose. In study 1, in-class physical activity levels (step counts measured by pedometer), cardiovascular fitness levels (measured by PACER of FITNESSGRAM), and motivation (perceived competence and enjoyment) were assessed among 174 middle school children from SPARK and traditional physical education groups over a period of 11 weeks. Change scores for each outcome variable were used for data analysis. Results from a MANOVA yielded that the SPARK program was more effective in increasing students' in-class physical activity and cardiovascular fitness levels compared to the traditional physical education program, achieving a statistically significant greater increased change score on in-class physical activity levels (Mean Δ = 9.33) compared to the traditional physical education group (Mean Δ = 1.30) (p < .05). Study 2 examined the impact of SPARK and traditional physical education on students' percentage of time spent in academic learning in physical education over the course of 9 weeks. The results suggested that the SPARK program was more effective in augmenting students' percentage of time spent in subject matter motor, especially in skill practice and fitness, compared to the traditional physical education program. This finding is consistent with previous research regarding the in-class physical activity levels in study 1. In conclusion, these studies support that SPARK is an effective pedagogical strategy to increase middle school children's physical activity levels, cardiovascular fitness, and academic learning time in school physical education settings. Physical educators may consider SPARK as an alternative instructional program in order to sustain elevated levels of physical activity, cardiovascular fitness and academic learning time in their classes. By employing SPARK children will have a greater probability of achieving recommended physical activity and cardiovascular fitness levels suggested by various health agencies

The impact of three types of writing intervention on students' writing quality

Students' writing constitutes a topic of major concern due to its importance in school and in daily life. To mitigate students' writing problems, school-based interventions have been implemented in the past, but there is still a need to examine the effectiveness of different types of writing interventions that use robust design methodologies. Hence, the present study followed a longitudinal cluster-randomized controlled design using a multilevel modeling analysis with 370 fourth-grade students (nested in 20 classes). The classes were randomly assigned to four conditions: one comparison group and three writing types of writing interventions (i.e., week-journals, Self-Regulation Strategy Development (SRSD) instruction and SRSD plus Self-Regulated Learning (SRL) program using a story-tool), with five classes participating in each condition. Data supports our hypothesis by showing differences between the treatment groups in students' writing quality over time. Globally, the improvement of students' writing quality throughout time is related to the level of specialization of the writing interventions implemented. This is an important finding with strong implications for educational practice. Week-journals and writing activities can be easily implemented in classrooms and provides an opportunity to promote students' writing quality. Still, students who participated in the instructional programs (i.e., SRSD and SRSD plus story-tool) exhibited higher writing quality than the students who wrote week-journals. Current data did not find statistical significant differences between results from the two instructional writing tools.This study was conducted at the Psychology Research Centre, University of Minho. PR, JH and JC were supported by the Portuguese Foundation for Science and Technology, UID/PSI/01662/2013. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript

Best Practice Program for Low-Income African American Students Transitioning from Middle to High School

On the basis of systematic evaluation of three program databases, totaling 246 programs, this article provides a discussion on a best practice program for low-income African American students transitioning from middle school to high school in urban school settings. The main research question was “Of the programs touted as best practice, is there one that could produce positive middle school transition outcomes for low-income African American students in urban school settings?” To allow for the examination of as many programs as possible that targeted African American students, no subcategories of African American students were made, for example, low income. Using specific exclusion criteria, the author chose four programs as best practice (School Transitional Environmental Program [STEP]; Skills, Opportunity, and Recognition; Positive Action through Holistic Education; and Fast Track). These four programs were further evaluated with an eight-point inclusion criteria. The results suggested that STEP was the best best practice program, from those examined, for working with low-income African American transitioning from middle school to high school

Female Students in Computer Science Education: Understanding Stereotypes, Negative Impacts, and Positive Motivation

Although female students engage in coding courses, only a small percentage of them plan to pursue computer science (CS) as a major when choosing a career path. Gender differences in interests, sense-of belonging, self-efficacy, and engagement in CS are already present at an early age. This article presents an overview of gender stereotypes in CS and summarizes negative impressions female students between 12 and 15 experience during CS classes, as well as influences that may be preventing girls from taking an interest in CS. The study herein draws on a systematic review of 28 peer-reviewed articles published since 2006. The findings of the review point to the existence of the stereotypical image of a helpless, uninterested, and unhappy "Girl in Computer Science". It may be even more troubling a construct than that of the geeky, nerdy male counterpart, as it is rooted in the notion that women are technologically inept and ill-suited for CS careers. Thus, girls think they must be naturally hyper-intelligent in order to pursue studies in CS, as opposed to motivated, interested, and focused to succeed in those fields. Second, based on the review, suggestions for inclusive CS education were summarized. The authors argue that in order to make CS more inclusive for girls, cultural implications, as well as stereotypization in CS classrooms and CS education, need to be recognized as harmful. These stereotypes and cultural ideas should be eliminated by empowering female students through direct encouragement, mentoring programs, or girls-only initiatives.Comment: 22 page