Piloting a classroom-based intervention in after-school programmes: A case study in science migration

Kathryn Hynes, Emilie Phillips Smith, Daniel Perkins

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

Policy-makers are looking to after-school programmes to improve family and child wellbeing and are searching for evidence-based ways to improve the quality of after-school programmes. This study examines whether the Good Behaviour Game, a behaviour management curriculum designed for school classrooms, can be easily migrated to academically focused after-school programmes. Our results are based on programme observations, qualitative interviews and ratings of implementation fidelity. We describe the structure and activities in these after-school programmes and then identify challenges to implementing and evaluating classroom-based interventions in the after-school setting.

Original languageEnglish (US)
Pages (from-to)4-20
Number of pages17
JournalJournal of Children's Services
Volume4
Issue number3
DOIs
StatePublished - Jan 1 2009

Fingerprint

migration
classroom
science
qualitative interview
school
rating
curriculum
management
evidence
Administrative Personnel
Curriculum
Interviews

All Science Journal Classification (ASJC) codes

  • Health(social science)
  • Education
  • Developmental and Educational Psychology
  • Sociology and Political Science
  • Law

Cite this

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Piloting a classroom-based intervention in after-school programmes : A case study in science migration. / Hynes, Kathryn; Smith, Emilie Phillips; Perkins, Daniel.

In: Journal of Children's Services, Vol. 4, No. 3, 01.01.2009, p. 4-20.

Research output: Contribution to journalArticle

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