The Experts below are selected from a list of 14916 Experts worldwide ranked by ideXlab platform
Jacqueline Ryan Vickery - One of the best experts on this subject based on the ideXlab platform.
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the role of after School digital media Clubs in closing participation gaps and expanding social networks
Equity & Excellence in Education, 2014Co-Authors: Jacqueline Ryan VickeryAbstract:This article considers how after-School digital media Clubs, as an example of informal learning, can provide meaningful opportunities for youth to participate in the creation of interest-driven learning ecologies through media production. Ethnographic research was conducted in two after-School digital media Clubs at a large, ethnically diverse, low income, public high School over the course of an academic year. The after-School Clubs provided students with opportunities to develop digital literacies that could be leveraged for the acquisition of cultural and social capital. Although participation in the Clubs expanded students’ offline social networks, restrictive School policies blocked access to social media and video sharing sites. Students were unlikely to share their work online and missed opportunities to develop network literacies that are crucial to more equitable modes of online participation.
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the role of after School digital media Clubs in closing participation gaps and expanding social capital
Social Science Research Network, 2013Co-Authors: Jacqueline Ryan VickeryAbstract:his article considers how after-School digital media Clubs, as an example of informal learning, can provide meaningful opportunities for youth to participate in the creation of interest-driven learning ecologies through media production. Ethnographic research was conducted in two after-School digital media Clubs at a large, ethnically diverse, low income public high School over the course of an academic year. The after-School Clubs provided students with opportunities to develop digital literacies that could be leveraged for the acquisition of cultural and social capital. Although participation in the Clubs expanded students’ offline social networks, restrictive School policies blocked access to social media and video sharing sites. Students were unlikely to share their work online and missed opportunities to develop network literacies that are crucial to more equitable modes of online participation.
Stephen T Russell - One of the best experts on this subject based on the ideXlab platform.
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an initial investigation of sexual minority youth involvement in School based extracurricular activities
Journal of Research on Adolescence, 2013Co-Authors: Russell B Toomey, Stephen T RussellAbstract:Sexual minority youth are at risk for negative School-based experiences and poor academic outcomes. Yet, little is known about their experiences in positive School-based contexts. Using the National Longitudinal Study of Adolescent Health (1,214 sexual minority and 11,427 heterosexual participants), this study compared participation rates in, predictors of, and outcomes associated with three types of School-based extracurricular activities - sports, arts, and School Clubs - by sexual orientation and gender. Findings revealed several significant sexual orientation and gender differences in participation rates in School-based sports, Clubs, and arts activities. Further, findings suggested that the outcomes associated with extracurricular activity involvement do not differ by sexual orientation and gender; however, predictors of participation in these domains varied across groups.
Peter King - One of the best experts on this subject based on the ideXlab platform.
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How have after-School Clubs adapted in the United Kingdom post-March lockdown?
'Journal of Childhood Education and Society', 2021Co-Authors: Peter KingAbstract:When the first Lockdown in the UK was introduced in March 2020, children's services including after-School Clubs were affected. When all were allowed to re-open in July 2020 this study looked at how after-School Clubs had to adapt to Covid-19 restrictions
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how have after School Clubs adapted in the united kingdom post march lockdown
Journal of Childhood Education and Society, 2021Co-Authors: Peter KingAbstract:After-School Clubs have provided an important childcare service for parents and carers where children are provided with an environment to play once the School day has finished. When the United Kingdom went into lockdown in March 2020, all children’s services closed that included the childcare provision of after-School Clubs. When they re-opened in between July and September 2020, changes had to be implemented to meet Government restrictions. This study from 54 respondents working in the childcare sector identified changes within four themes: maintain service; bubbles; play space and play behaviour. This has resulted in an increase hygiene measures, staffing and amount of space for individual children, however, there is a decreased in the number of children attending, the resources and activities on offer and movement within the place space. Although after-School childcare is still being offered, there is financial concern on their viability and sustainability as parental demand may drop which has implications in providing a unique environment where children of different ages and abilities mix.
Russell B Toomey - One of the best experts on this subject based on the ideXlab platform.
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an initial investigation of sexual minority youth involvement in School based extracurricular activities
Journal of Research on Adolescence, 2013Co-Authors: Russell B Toomey, Stephen T RussellAbstract:Sexual minority youth are at risk for negative School-based experiences and poor academic outcomes. Yet, little is known about their experiences in positive School-based contexts. Using the National Longitudinal Study of Adolescent Health (1,214 sexual minority and 11,427 heterosexual participants), this study compared participation rates in, predictors of, and outcomes associated with three types of School-based extracurricular activities - sports, arts, and School Clubs - by sexual orientation and gender. Findings revealed several significant sexual orientation and gender differences in participation rates in School-based sports, Clubs, and arts activities. Further, findings suggested that the outcomes associated with extracurricular activity involvement do not differ by sexual orientation and gender; however, predictors of participation in these domains varied across groups.
Russell Jago - One of the best experts on this subject based on the ideXlab platform.
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the association of School related active travel and active after School Clubs with children s physical activity a cross sectional study in 11 year old uk children
International Journal of Behavioral Nutrition and Physical Activity, 2019Co-Authors: Ruth Salway, Lydia G Emmcollison, Simon J Sebire, Janice L Thompson, Debbie A Lawlor, Russell JagoAbstract:Physical activity is associated with improved physical and mental health among children, but many children do not meet the recommended hour per day of moderate-to-vigorous-intensity physical activity (MVPA). The aim of this paper is to investigate participation in active after-School Clubs and active travel to and from School at age 11 and estimate the average daily minutes of MVPA associated with active club attendance and active travel. Accelerometer data were collected on three weekdays for 1296 11-year-old children in a cross-sectional study. Children reported attendance at active after-School Clubs and how they travelled to and from School for each day of the week. To account for repeat days within child and clustering within Schools we used multilevel models with random effects at the School and child level, and fixed effects for all covariates. We calculated odds ratios for participation in active after-School Clubs and active travel for gender, measures of socio-economic position and BMI category. We also explored the association between active club attendance, active travel and daily average MVPA. Boys and girls were equally likely to attend active after-School Clubs. Boys were more likely to travel to School using active modes. Attendance at active after-School Clubs and active travel home were not associated with each other. Attending an active after-School club was associated with an additional 7.6 min (95% CI: 5.0 to 10.3) average MVPA on that day among both boys and girls. Active travel was associated with an additional 4.7 min (95% CI: 2.9 to 6.5) average MVPA per journey for boys and 2.4 min (95% CI: 1.0 to 3.7) for girls. Both active after-School Clubs and active travel are associated with greater physical activity on the day that children participate in these, and we saw no evidence that those attending active Clubs do so at the expense of active travel home afterwards. While the increased daily MVPA is small to moderate, active after-School Clubs and active travel on multiple days of the week could make important contributions as part of complex interventions aimed at increasing population levels of physical activity in children.
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the provision of active after School Clubs for children in english primary Schools implications for increasing children s physical activity
Open Journal of Preventive Medicine, 2014Co-Authors: Ben R Davies, Lesley Wood, Kate Banfield, Mark J Edwards, Russell JagoAbstract:Introduction: The transition from primary to secondary School is a period when physical activity (PA) declines. Interventions delivered during curriculum time have had limited impact on PA. The after-School period may offer a valuable opportunity to increase children’s PA. In order to identify how best to implement after-School PA interventions for older primary School children, more information regarding the provision of after-School Clubs is required. This paper examined the current after-School club provision of English primary Schools. Methods: All state-funded primary Schools in England (n = 15,307) were sent an online questionnaire in two phases during 2013. Schools were asked about the active and non-active after-School Clubs on offer to year 5 and year 6 pupils and the days on which they run, the number of children attending each after-School club, who funds the club and who leads the club. Results: Responding Schools (501) were reasonably representative of the national profile. Of the 2413 Clubs reported, more non-active than active Clubs (5.3 vs. 4.8 per School) were described. Football was the most frequently reported activity (offered by 79.5% of Schools), with netball and dance being offered by 45.3% and 44.1% of Schools, respectively. A high proportion of Clubs was funded by Schools or parents (88.6%) and more than 40% were led by external parties. Conclusions: A number of PA programmes are provided after-School but current provision is dominated by team sports and thus, there is a need for non-sport specific PA Clubs. Furthermore, there is a need to find cost-effective methods of delivering after-School PA programmes.