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Utilizing self-reflective practices to create a classroom environment sensitive to gender diversity
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Gender development begins in the early stages of life, and because of this it is the role of early childhood educators to carefully take into consideration the gender identity of their students. This study explored gender stereotypes within the preschool classroom in an effort to develop a classroom environment that is sensitive to gender diversity. The study consisted of eight questionnaires and a final group reflection to assist teachers in discovering if their classroom is accessible to a variety of students regardless of their gender. Research from this study suggests that gender roles are constructed within the preschool years. The reflections from the participants also revealed that being mindful of language and varying the materials within the classroom allows students of all genders to equally partake in the learning process.
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The impact of teachers exploring students' culture
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Cultural gaps and assumptions exist all over the United States. When teachers are unaware of their students' diverse needs and traditions, a special connection between the student and teacher is not developed. Student-teacher connections within the classroom
are essential for learning. The purpose of this qualitative study is to show how teachers can explore students' cultures and how such exploration impacts student behavior and learning in the classroom. Participants included four American female teachers from a
Public School in Brooklyn, New York who met for ten weeks to research and better understand the Urdu culture. They explored the Urdu culture in novels, autobiographies, and parent interviews. Findings indicated that the more the participants explored the culture and implemented new changes in the classroom accordingly, the better the Urdu students reacted, creating a student-teacher connection. Among the culture in the kindergarten classrooms, many Urdu children who were once shy or behaved unacceptably, transformed into children eager to participate in learning.
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Townson, Samantha
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2015
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Teacher attitudes towards inclusion in early childhood classroom settings
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Despite federal mandates to educate students with disabilities in the general education setting, many teachers continue to have mixed feelings towards their ability to implement inclusive practices (Swain et aI., 2012). In this study, student teacher perceptions oftheir cooperating teachers'attitude toward inclusion and ways attitudes affected inclusionary practices was studied. In addition, the influence of cooperating teachers attitudes on student teachers' own perceptions about inclusion was evaluated in order to determine the right professional development needed. This study utilized a survey consisting of 32 Likert-type items ranging from strongly disagree to strongly agree and 11 open-ended questions. Student teachers were placed into one ofthree settings, general education, integrated co-teaching and self-contained. Results indicate that all 10 student teachers hold positive experiences towards inclusion, even though some have had a negative experience with inclusion because they were placed with a cooperating teacher who had a negative attitude towards inclusion practices.
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Gazzard, Ann
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Running head:
INFLUENCE OF CBRT ON SCIENCE CONTENT
INFLUENCE OF CURRICULUM BASED READER'S THEATER ON SCIENCE
STUDENTS' PERFORMANCE ON IN-CLASS ASSESSMENTS
By
Gina Giglia
Submitted in
fultillment
requirements for the degree of
Master of Science in Education
Education Department
Wagner College
May, 2014
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
2
Wagner College
Division of Graduate Studies
s Thesis
Gina Giglia
Influence of Curriculum Based Reader's Theater on
Title of thesis:
Students' Performance on In-Class Assessments
Degree:
MSED Teaching Literacy
Date of Graduation:
May, 2014
Thesis Review Committee:
Thesis Advisor:
Dr. Rhoda Frumkin
Date
Reader:
Date
Reader:
Dr. Ann Gazzard
Date
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
3
Abstract
This study explored the implementation of Cuniculum Based Reader's Theater in a 5th
grade science classroom. Traditional Reader's Theater is often used in classroom as an
engaging activity for students. The instructional purposes of traditional Reader's Theater
range from supporting story comprehension, increasing reading fluency, and boosting the
motivation to read. This study used a variation of Reader's Theater, known as Curriculum
Based Reader's Theater (CBRT), to introduce science students to new content
information. The participants of
study were 13 fifth grade students and a science
teacher from a Title I school located in New York City.
purpose of
study was to
measure the impact of Curriculum Based Reader's Theater on both students' acquisition
of new knowledge per in-class formative
summative assessments and their
motivation to learn science. Over the course of four lessons, students were introduced to
the topic of astronomy through teacher created scripts. On day five, the final day of the
unit, students were given a ten question quiz to assess the content learned. Results
suggested that Curriculum Based Reader's Theater is an effective teaching strategy
introducing new science content knowledge. Curriculum Based Reader's Theater also
supp0l1s students' acquisition of new science content knowledge, while increasing
students' levels of motivation and participation in science. The researcher suggests that
adaptations to the implementation of Curriculum Based Reader's Theater may increase
the ellectiveness of the strategy.
Keywords: Reader's Theater, Curriculum Based, CRRT, science, comprehension,
scripts
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
4
Table of Contcnts
Abstract...............................................................................................................................3
'fable of .Figurcs..................................................................................................................6
'fable of 'rabIes ................................................................................................................... 7
Chapter 1: Conceptual Framework .................................................................................8
What is Reader's Theater? ................... .
.......................... 9
Comprehension............................. .
.............................. 13
Fluency ......... .
............................. 15
Motivation ..... .
17
A Variation of Reader's Theater: Curriculum Based Reader's Theater (CBRT) .......... 19
Conclusion and Need for This Study ............................................................................ .22
Chapter 2: Literature Rcview .........................................................................................24
Repeated Readings
.24
Fluency ........................ ..
Assisted Reading and Non-Repetitive Strategies .................................... ..
.. ....... 27
Reader's Theater for Learning Disabled Students
...28
Curriculum Based Reader's Theater.
.. ..32
Chapter 3: Methods .........................................................................................................38
Participants .....................................................................................................................38
Procedure......
Context ...................... ..
Analysis
.. ................40
...43
..........................49
Chapter 4: Findings and Results ....................................................................................51
Acquisition of Knowledge ...
.. ................51
Formative Assessments in Curriculum Based Reader's Theater ...................................51
Summative Assessment in Traditional Instruction and Curriculum Based Reader's
Theater ....................................................................................................................... .
Participation and Motivation .....
.. ...............59
Chapter 5: Discussion and Implications ........................................................................66
Discussion and Conclusions ............................................................................................66
Limitations ............. ..
Implications for Future Practice ........... ..
. .... 69
....................................... 71
�INFLUENCE OF CBRT ON SCIENCE CONTENT
5
Implications for Future Research ...
.. ...........74
References .........................................................................................................................77
Appendix A: Consent Forms ..........................................................................................79
Appendix B: Curriculum Based Reader's Theater Week Breakdown.......................81
Appendix C: Pre-Curriculum Based Reader's Theater Survey ..................................83
Appendix
I):
Lesson 1: What Makes Up the Solar System? ........................................84
Appendix E: Astronomy Quiz ........................................................................................88
Appendix F: Post-Curriculum Based Reader's Theater Survey for Students ...........90
Appendix G: Post-Curriculum Based Reader's Theater Survey for Teacher ...........91
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
6
Table of Figures
Figure 1: Comparison of Quiz Scores without Extra Credit.. ......... .
Figure 2: Comparison of Quiz Scores to Show Range
Figure 2: Copernicus' Model
Figure 1: Ptolemy's Model
3:Kcpler's Model ........................................................... .
................ 53
............ 56
........ 87
87
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
7
Table of Tables
Table 1: Breakdown of Traditional Instruction Week ...................................................... 41
Table 2: Breakdown ofCBRT Week ................................................................................ 43
�THE INFLlJENCE
CBRT ON SCIENCE CONTENT
8
Chapter 1: Conceptual Framework
When we read a story or piece of informational text our main
is to read
comprehension. In order to read for comprehension, readers must acquire
reading
t1uency at the level
skill of
the text is written. From a very early age, even before
beginning their educational careers, children are asked questions that require them to recall
inf'Ormation from various parts within a story or in reference to the story as a whole.
Fluency of the reader often plays a large part \vhen determining if comprehension has
occurred. Reading fluency and comprehension operate together; if there is a lack 01 one,
presumably there will be a lack in the other (Kabilan & Kamaruddin, 2010).
From as early as Kindergarten, teachers teach their young readers how to read with
fluency and how to comprehend what they have read in the passage. Teachers provide their
students strategies that SUppOit reading for
main idea, supporting 11:1ets and details, the
author's purpose, cause and effect, sequence, and ultimately comprehension (Young &
Vardell, 1993). Students are taught how to highlight important information, annotate the
text, complete graphic organizers,
Teachers
write responses all to support the purpose ofreading.
commonly model for students how 10 complete
above successfully
order to benefit the students' comprehension and ability to read. While supporting the skills
and strategies through modeling
applied text, teachers are also indirectly modeling f'Or
students how to read with fluency.
There are a variety of strategies
comprehension
teachers can use in order to support students'
Hueney. The appropriateness of
strategy often depends on the
structure of the text and genre. One strategy f'Ound most effective across texts and genres
is known as Reader's Theater.
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
9
Whllt is Reader's Theater'!
Reader's Theater is an instructional method of teaching that requires students to
learn content through repeated readings. Reader's Theater focuses on
text with fluency
ability to
expression. Rehearsals and repeated readings ultimately lead the
students to comprehend the text. The first reading exposes the student to the vocabulary,
author's purpose of
text. Following readings allow the students to focus
on understanding the terms used in
script, the true meaning ofthe text how the text can
main idea,
be read with expression, and repeated exposure to
text as whole. Repeated exposure to
the text familiarizes the students with words and ideas that are placed throughout the
sections of
text. Soon students will begin to recall the information
words of each
section. When reading the text, students will be able to read the words accurately and
automatically. The students' need to decode the text will decrease as
text becomes a
natural part of reading (Kinniburgh & Shaw, 2(07).
Students are motivated to pa11icipate in Reader's Theater as reading is not viewed
as a chore,
a fun classroom activity. Reader's Theater enables students to create a new
world by exploring texts and stories more than just one time. Students arc able to step on
stage and take on the role of a different person, becoming someone other than themselves
for a short period of time. Since students are taking the reins of their learning they are
motivated every step of the process (Kinniburgh & Shaw, 2(07).
Reader's Theater can be used
any classroom as a remedial strategy or
instructional method to teach curriculum content. Often teachers hesitate to use Reader's
Theater as a remedial strategy or instructional method due to the lack of time in the
classroom in a given day (Flynn, 20(4).When introducing Reader's Theater it is best to
�,UENCE
CBRT ON SCIENCE CONTENT
10
start small; build
for carrying out Reader's Theater and expectations for behavior.
Beginning the process \vith modeling
and expressive reading is beneficial for the
students.
students through choral readings or informal
teacher can slowly involve
round robin readings. Depending on the judgment of the teacher and the abilities of the
students the teacher can continue in choral readings and informal
can begin introducing
script be created by the
robin readings, or
students to scripts and script writing. It is suggested that the
as a whole.
practice the students can be broken up into
groups, where each group receives a different script (Prescott, 1999).
Most
time Reader's Theater scripts are based on
books, especially ones that contain
pictures, are great resources
Reader's Theater scripts (Stewart, 2008). Non-fiction
material
personifying every element, bringing
turning text
provide a
met with the brilliant imaginations of the
any specialized content textbook
stories. Content
souree
Students can transiorm
the material on the pages
a script with ease by
text to life. By using textbooks to make a Reader's
Theater script the teacher and students are choosing grade level appropriate material.
Through
use of grade level appropriate text students
be able to analyze, acquire,
and comprehend the story or text information successfully.
In order to construct a script that the students
or a section of a book to their liking.
perform or create a script
should
enjoy, they must first pick a book
the passage should only take five minutes to
is between two to three pages. Books suited
adaptation
a lens
rich dialogue and exciting characters. Students should read
identifying a compelling storyline, steady pace,
and conflict (Prescott, 1999).
books from a series or by a particular author make the most of iami1
the students
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
11
\"lith
format authors use to write their stories, such as language
and character and
plot development. Poetry and speeches are written to be spoken aloud and allow the reader
to recite with natural ease as one
do in a conversation. Poetry and speeches often
convey meaningful text that students are able to analyze and make meaning of. Allowing
students to create their own poetry about content material or personify elements of the text
creates an opportunity for students to manipulate text according to their own understanding.
Texts are scripted by
teacher or groups of students. The original text can be kept
as written, or modified to meet the needs of the teacher, students, or lesson. The teacher
should focus on the parts
the text that will connect and remain
popUlation. It is acceptable to cut out material that
(Stewart, 20 10). Ideally the text is divided
the student
seem too advanced for the student
meaningful parIs, similar to acts and scenes
in a theatrical play. Students are assigned a part of
text
can be grouped based upon
how the experience will be beneficial to all students, for example by interest or reading
level. Lines can be given to students individually, in pairs, small groups, and whole group,
giving each student the opportunity to perform. Students focus on the words of
script
and the gestures they make to explain the content of the script, rather than focusing on
acting out
scenes of a play (Flynn, 2004). In Reader's Theater students are not solely
required to write scripts. Students can create poems, songs, or raps in order to present the
content material precisely. Students often create more pieces of
with heavier
imagination than pieces written by the teacher, resulting in highly engaged students and
audiences (WOlihy & Prater, 2002).
Rehearsal, or repeated readings, is an important part of Reader's Theater.
amount of times a student practices amplifies the final performance, tluency in reading,
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
12
and comprehension of the material. Struggling readers benefit from repeated readings
because it helps the students to understand and comprehend the material and vocabulary
when text is initially difficult (Prescott, 1999). Through repeated reading students learn the
text and text structure more fluently, but also revisit the content information multiple times.
Revisiting the text multiple times supports the acquisition of new knowledge. By the end
of the process, students are able to provide clear, fl uent, and thorough explanations of the
text, communicating the text to the rest of the class in a way that is comprehensible and
pleasurable.
In the middle school grades, students are developing independent literacy skills that
they will use for the rest of their lives, especially in high school and college years. Middle
school grades are crucial for academic development (Worthy & Prater, 2002). Similar to
Reader's Theater in the elementary grades, Reader's Theater in the middle school grades
focuses more on the analysis and ability to convey meaning through their interpretive
readings. Reader's Theater is an opportunity for middle school students to rewrite their
textbooks into exciting, comprehensible, and even hilarious material. Due to the higher
levels of reading and writing skills of students in the middle school grades, Reader's
Theater can be used as a common instructional activity in order to acquire and comprehend
new knowledge. Reader's Theater allows students to take control of the dense material that
fills their textbooks and bring it to life. Why read numerous amounts of pages, tilled with
content that is complex, followed by an activity that is just as dryas the text, when you can
become the text and perform the text with expression, excitement, and comprehension?
Many habits developed in rehearsing for Reader's Theater carryover to any style of reading
the student may pmiake in. Reader's Theater is based upon the theory of effectively
�CBRT ON SCIENCE CONTENT
13
addressing and increasing reading fluency,
&
('(\In)'..,.p
Prater, 2002).
extensive preparation of a play, such as costumes, props, sets, and
memorization, Reader's
the teacher and the
IS
students. Students can explore the world, battle dragons,
seas,
cI
to
the highest peak in the world all without leaving the four walls ofthe classroom and their
very own seats
& Vardell, 1993). When students are able to perform the text with
intonation, expression, and
create a
of information that the audience
members can be a part of (Young & Vardcll, 1993).
Comprehension
some readers may occur when the reader spends
too much time trying to decode the words
text
to comprehend
what is being read, individuals must bc able to decode words accurately and
readers are able to do just that. Fluent readers are able to decode words accurately
and
the
Fluent readers are able to process meaning at
the opportunity to comprehend the text.
same
are
to decode
words. The mastery of any skill depends on the ability to perfcmn multiple tasks at a given
the brain to carryon with other functions. Mastery of skills also requires the
brain to focus consciously on a
Ultimately, if two or more tasks are being performed at
executing other functions.
same
one or more or
the tasks are being performed automatically (Homan, Klesius, & Hite, 1993).
Reader's
performing, which can
also requires students to move around while practicing and
Movement and gestures make
�JNFLUENCE OF CBRT ON SCJENCE CONTENT
14
Reader's Theater more interesting to perform and watch when the readers accentuate the
dialogue with appropriate movements and gestures to support the text and further explain
content. Gestures
increased retention
are relevant and significant to the script content promote
material. It is said by researchers, observed by educators, and
most importantly defined in Howard Gardner's (1983) mUltiple intelligences, learning that
incorporates a physical process is more likely to be recalled (Flynn, 2004).
Repeated reading supports students in retention of
material. Through repeated
reading students are reading, reciting, repeating, and revievving the material,
retention, critical thinking,
aiding
making meaningful connections with the text. Being able
to retain information supports the students in many situations. With standardized testing
being one of the many focuses of edueation, being able to retain inlormation only supports
the students during times of testing. Being able to retain information largely requires the
use of semantic memory; semantic memory requires the brain to remember words, such as
names, facts, figures, dates, locations,
other textbook information. Unfortunately
semantic memory is the weakest of the human's retrieval systems (Bullion-Mears,
McCauley, & McWhorter, 2007). By dramatizing the information ofthe textbook and using
Curriculum Based Reader's Theater to rehearse and perform curriculum content material
students are strengthening their semantic memory. Curriculum Based Reader's Theater
ideally takes the content material that has been seripted
rehearsed numerous times and
enters it into the students' long term memory, in turn being available when it comes to
perform
be assessed.
Through vvriting their own scripts, students eome in contact with the content of the
textbook first hand. Through the process of writing students begin Reader's Theater with
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
15
a familiarity of the content. In addition, writing often supp0l1s the learning process through
the movements our hands make as we write, creating opportunities of success for the
students when the time comes to perform v./fitten assessments (Flynn, 2004).
Fluency
Repeated reading, as llsed in Reader's Theater, plays a role in increasing tlueney.
Repeated reading provides students
multiple exposures to a text, allowing for tluency
to develop over a short period of
The National Reading Panel defines fluency as
reading a text with speed, accuracy, and proper expression (Stewart, 2010). Other
definitions of fluency refer to oral reading ability, but neglect the idea of comprehension
when in fact comprehension is equally a goal
reading. Pikulski and Chard (2005)
synthesized a definition from the Report (?f the National Reading Panel (NICHD) and
Literacy Dictionm:v (Kinniburgh & Shaw, 2007) that includes comprehension:
Reading fluency refers to the efficient, effective word recognition skills that permit
a reader to construct the meaning of text. Fluency is manifested in accurate, rapid,
expressive oral reading and is applied during, and makes possible, silent reading
comprehension. (p. 17)
Most definitions of f1uency focus on
student's ability to read
accuracy,
automaticity, and prosody. When determining if a student is reading with accuracy teachers
are looking for repeated moments of reading where
student is able to recognize words
in the text without any error in pronunciation. Accuracy also refers to the ability to decode
words properly and pronounce each letter
the correct letter sound. Automaticity refers
to the student's ability to read words in a given text correctly and effortlessly. By reading
with automaticity
student's brain is able to function and apply cognitive resources
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
16
simultaneously while reading. Prosody is the ability to analyze a text for emotion and
expreSSIOn
semantic
reading and portray it orally. The student's phrasing
reflect the
syntactic content of the passage (Young & Rasinski, 2009).
Although reading with speed is an aspect of reading that students try to increase,
teachers must be aware of the
for speed is not a means
speed plays on the student's comprehension. Reading
seeing how fast a student can read. When students read
speed they should focus on how
they speak, as fluency is modeled after natural speech:
if one is speaking too fast it is diflicult to understand what he or she has
a listener who is unable to comprehend the speaker.
speaker speaks too slowly and is dragging out
and attention, unable to comprehend the
resulting in
exact opposite applies
or her words;
a
listener may lose focus
of the speaker's message.
same theory
applies to fluency in reading. If students read with an emphasis on speed, comprehension
the text will
lost; students pay minimal attention to
content, reading without
meaningful expression (Young & Rasinski, 2009).
Repeated
is a valuable strategy teachers use in order to support fluency and
comprehension simultaneously. Repeated reading of the same passage, orally, is an
effective strategy for developing fluency in reading by providing students vvith the practice
needed to increase automaticity. Students receive the practice
practicing
script over
over in preparation of the
Fourth grade teacher Lorraine Griffith
repeated reading by
performance
2004).
Reader's Theater with her students to improve
their reading abilities. After ten weeks of implementing Reader's Theater, every child in
Lorraine Griffith's class gained a full grade level in reading. By the end of the year
students' gains had totaled up to three years of growth (Prescott, 1999).
�OF CBRT ON SCIENCE CONTENT
17
The student's ability to read
demonstrates more than just the ability to
sound good when he or she reads. Reading with
students are
IS
reading with comprehension. Many researchers debate that fluency
related.
comprehension are
lead to comprehension? Does comprehension lead to fluency?
Through repeated reading
are
control of the text and recalling how they
read the text the previous time, in addition to
a new
correcting errors
they had made and recalling the information the comes next (Worthy & Prater.
Motivation
Reader's Theater creates oooortunities for struggling or less skilled readers to
receive support from classmates \vho are more advanced
By listening to classmates
read aloud, the more advanced readers model for struggling readers
hOW
a
reads and what a fluent reader sounds like to listeners. Struggling readers can practice
reading
or
text
more advanced readers simultaneously in order to hear
how the words are supposed to be spoken and how the text is supposed to sound. Through
group practice, struggling students practice the skills of correct
and expression. In addition. teamwork stimulates focused reading, as the students must
group lines, cues, gestures, and the script overall (Flynn, 2(04).
to
close
Reader's Theater is
all students, including students
to
who have minimal to no interest in reading at
When a
IS
to
,-,uvv",-,
or
her own role based upon interest he or she is often eager to participate in other scripts,
on as
Theater
roles as possible. Sixth grade teacher Rick Swallow used Reader's
C'Cl"AnrY"l
to
the
Things Are. Even the most reluctant
�THE INFLUENCE
CONTENT
18
reader eagerly awaited
performance
the role of Max. The
student quickly became an avid reader (Prescott, 1999).
Rick Swallow used Reader's Theater particularly to focus on
academic success to boost their self-esteem and confidence. Reader's Theater etTectively
changed
soon
students' outlooks on reading, emerging into lively readers. Reader's Theater
a contest between students who could read the role more convincingly.
one reader in particular who was hindered by extreme shyness. This young
girl was
too
to even raise
the young girl became a new
class. After receiving the role of Mrs. Clause
to
could not wait to receive
future roles in every script. In the end,
reading. Third grade teacher Risa Sterns recalled a voun!:!
shyness
bOV
mastered
m one
was emotionally disturbed and a non-reader. The student otten sat
himself, refusing to participate or take part in any of the activities
other students
his class. By the following year the student would edge closer and closer to the stage,
to participate. By the time the student reached fifth grade he beeame a full and
Reader's Theater. A once reluctant reader began to develop a love for
active
reading.
at
session the young boy looked up to her with a smile,
a smile that had
and was proud of his
achievements (Prescott, 1999).
Reader's Theater provides the teacher
developing interpersonal, social, and collaborative
for
members
These skills will be later carried throughout life with the students. Developing the above
skills particularly supports struggling students. Reader's Theater supports the needs of
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
19
every student, enabling the students to express their knowledge creatively in a manner that
best suits his or her needs. Reader's Theater indirectly boosts the students' self-esteem and
can affect the students' behavior in and outside the classroom. In boosting the students'
self-esteem, Reader's Theater reaches out to students
are particularly shy or have
anxiety. Without the pressures of a true theatrical performance students are able to relax
and perform with ease and confidence (Young & Vardell, 1993).
Drama, and 1110st of the arts, is not commonly found in many schools anymore.
loss of the arts is unfortunate due to the
through participation. Drama is a
created and the many skills that are learned
activity for children that can foster emotional growth,
motivation, and engagement. Reader's Theater not only fosters reading fluency, listening
and speaking skills, but
emotional growth, motivation, engagement, confidence, and
transforms reluctant readers into book lovers (Prescott, 1999).
A Variation of Reader's Theater: Curriculum Based Reader's Theater (CBRT)
playwrights can take pieces of information, historical episodes, or narratives
adapt them as scripts with lines of dialogue, couldn't teachers and students do
something similar with the contents of a textbook, a novel, or a collection of facts?
If playwrights create lines of dialogue for a given number of characters, couldn't
teachers and students write lines so that every member of their group- or even the
entire c1ass- has a speaking role?" (p. 360)
Curriculum Based Reader's Theater, also known as CBRT, is a variation of
Reader's Theater that, as Flynn (2004) suggests, uses the topics and content material of the
curriculum to develop teacher and student created scripts. Curriculum Based Reader's
Theater activities require students to demonstrate comprehension, paraphrasing,
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
20
summarizing, synthesizing information,
communicating ideas and information orally
(Flynn, 2004). CBRT scripts are written to address a variety
local, state,
national
standards of the curriculum content.
Teaching through Curriculum Based Reader's Theater begins
on curriculum content material. The teacher must examine
addressed and met once the lesson or
text,
teachers may
standards that need to be
is completed. Textbooks are a form of appropriate
provide the students with
can be derived from, such as a
resources
students
develop the
and group
individual
can be created from
of characters and a narrator(s), in addition to
Students must remember
playwrights create a script
information
sheet, piece of literature, or set of instructions. Students
review the information while simultaneously thinking about roles
the
a script based
they are playvvTights and
delivers material in an energetic way that grasps the
attention of the audience. Students can use humor, contemporary references, expressions,
sarcasm,
other uses
will depend on
mastered the skill of
own or
the help of group mates, once
writing. Younger or less capable students
on their own,
a variety of ideas
rather support
teacher
to write
have grasped and
not be able to
script writing by offering
2004).
Students are assigned parts
rehearsal t()Cuses on reading
Rehearsals to
scripts to seize the audience. Script writing
ability of the student. Older, more capable students may be
entire script on
write the
language in
focus on
are directed to highlight their lines. The
lines correctly, listening
cues, and unison speaking.
volume and expression. Rehearsals and perfonnances
increase the students' abilities to read a given text
fluency. Reading with f1uency
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
21
.
.
In expressIng
the
content
understanding the content, and reading
connection between fluency
script, recognizing words accurately,
expression
at the same
Due to the
comprehension, students are gaInIng knowledge and
comprehension of the content, supporting higher achievement (Flynn,
Curriculum Based Reader's Theater
many benefits that affeet students
throughout the eourse of the learning process. Due to the limitless amount of opportunity
student involvement,
student in
has a part
the performance of a
Curriculum Based Reader's Theater script. Students are simultaneously engaged
attentive throughout the process. There is never a group
is too large or small to
accommodate the script and purpose of Curriculum Based Reader's Theater (Flynn,
Curriculum Based Reader's Theater is
as students
being involved in their
own lea111ing, solving problems, and creating something of their very own. During
process students partake in interesting creations, collaborate
others, meet challenges,
move around, and make discoveries on their own. Curriculum Based Reader's Theater is
especially exciting to use in content areas
to create your own
brings new
the material is dense and dry. Being able
on numbers in math class, or
to the material. Students
animal kingdoms in science class
to acquire
a manner that is more appealing than solely reading
textbook or
Ultimately, Curriculum Based Reader's Theater improves
arts
learning at
the curriculum in a more feasible manner,
every student a sllccessful star performer
students' abi
a worksheet.
to read
revising, increases retention of
with fluency and motivation to write, as well as it
content information, addresses the standards
learn new information in
levels, integrates the
incorporates theater skills, making
2(04).
�TIIE IN FLU
OF CBRT ON SCIENCE CONTENT
22
Conclusion and Need for This Study
Research shows the many benefits Reader's Theater possesses for readers of all
grades and reading levels. Reader's Theater increases rcader's flucncy
repeated
exposure to the same text multiples times a day over the course of week. Students become
f~1l11il iar
the words
tcxt and are soon able to read the words in thc text
accuracy and automaticity. Through repeated exposure and repeated readings students gam
a clearer understanding of the concepts
ideas of text. Each time
student reads
text new ideas and vocabulary become clearer in understanding, developing meaningful
comprehension of
text. Reader's Theater puts
students in
of their learning,
motivating students to practice something they have created and work
towards a
successful final piece. Students are supported every step of the way, receiving modeling
peers. In addition, Reader's Theater is a
from the teacher and
terms of making complex texts more comprehensible and
At
middle school
teaching tool
for students of all ages.
science becomes increasingly difficult, as it often requires the
application of more complex and abstract thinking in order to master a variety of concepts.
Much research shows the benefits of using Reader's Theater with fiction books to
support students' story comprehension
reading
fluency, in addition to boost
motivation towards reading. Curriculum Based Reader's Theater is a variation of Reader's
Theater
found in a classroom. Through this
is not
I will explore the
use of Curriculum Based Reader's Theater to teach new content in a science classroom. I
will
explore
students
Based Reader's Theater.
study will
new knowledge through
use of Curriculum
on the inlluence Cuniculum Based Reader's
Theater has on science students' performance on in-class assessments:
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
23
a. How does Curriculum Based Reader's Theater (CBRT) impact science students'
acquisition of new knowledge, per in-class formative and summative assessments?
b. How does CBRT impact in-class assessment scores?
c. In what ways does CBRT impact student motivation towards learning SCIence
content?
�INFLUENCE
CBRT ON SCIENCE CONTENT
Chapter 2: Literature Review
Reader's Theater is commonly implemented to enhance, support, and advance
students in the comprehension of text, reading
Research has shown
implementing Reader's Theater
strategy for accomplishing
published data
and the rnotivation to read.
classroom is an effective
common above three goals. Teachers and researchers have
supports Reader's Theater as an effective strategy, meeting the needs
of all students from
who thrive to
who strive.
Repeated Readings and Fluency
In 1979, Samuels studied the effectiveness of repeated readings on the fluency of
average
poor readers, including mentally retarded students. The results of the study
number ofrepetitions needed to master t1uency decreased over a period of
showed that
as the students repeatedly read a passage. In
it was also
reading of one passage transferred to the reading of new
the name
Knupp carried out a similar
that repeated
Another researcher by
in 1988. The students in Knupp's study
practiced repeated readings four days a week, for one
each day,
pretest scores showed an average rate of 69 words correct
eleven weeks.
minute. The posttest scores
showed an average rate of 91 words correct per minute. Five of the eight students in
Knupp's study reduced their error scores by 50 percent. Six of the eight students improved
by seventeen percent or more on the comprehension posttest (Hite,
& Klesius,
1993).
Young
Reader's Theater
Rasinski
a study
2007-2008 school year, incorporating
daily instruction of Chase Young's class. The
contained
general education, Title I students in second grade. The students' reading levels at the
beginning of the study ranged
early kindergarten to midyear
grade; the average
�INFLUENCE OF CBRT
SCIENCE CONTENT
25
reading level was end of first grade. Young delivered the Developmental Reading
Assessment (DRA) at
beginning and end of the year to assess each student's reading
word recognition accuracy
level based
comprehension. In addition, the students
were tested using the Texas Primary Reading Inventory (TPRI) to assess their reading rate
and prosody. Both assessments were delivered at the end of the
, after the
implementation of Reader's Theater, to assess the improvements in reading rate, prosody,
comprehension, and word recognition (Young & Rasinski, 2009).
The students were tested
prosody and reading in September through
use of
Developmental Reading Assessment (DRA) and Texas Primary Reading Inventory (TPRJ).
In the spring DRA was tested in April and
was tested in May. In the
began with a strong word recognition accuracy
remained strong throughout the year
99.2%. Based on a scale of 1-4,
a class average of 98.9%. Students
increased by
four being
students
raising the class average to
max, students began in the
with a
class average of 2.2 in prosody. The class average increased by 0.8, or 20%, raising
average to 3.0. The increase in prosody resulted in students reading higher
greater prosody.
texts with
tinal DRA test in
Fall the class DRA average was 19.4. After
April the class average rose 11.8, increasing the average to 31.2; Chase's students scored
above the goal
second grade by 3.2. The students made the largest gains in automatieity.
At the beginning of the school year the class averaged 62.7 words correct per minute. By
the end of the year the class growth was 64.9, an increase of almost 65 words. The class
average rose to 127.6 words correct
out of the
minute.
and 75 th percentiles and into
(Y oung & Rasinski, 2009).
tremendous
75 th and
pushed the students
percentiles
second graders
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
26
qualitative
showed
as significant
as the quantitative results.
Reader's Theater had many positive and motivational e1Tects on the students as well.
Students highly enjoyed the opportunities to practice and perform
Reader's Theater
scripts. Young recalls one student's response, "Mr. Young, Reader's Theater rules!" Many
students found Reader's Theater to be challenging because it required more reading
(repeated readings),
it was "flm reading" and required the
Struggling readers enthusiastically
observed that
"Fluency Friday." Young and Rasinski
struggl ing readers often chose
they loved the task
rehearsing
to learn more.
longest or most difficult
because
final performance. Students were exposed to a
oftext due to the ability of incorporating all genres into Reader's Theater.
very wide
Student feedback led Young and Rasinski to accomplish the goal successfully of
implementing Reader's Theater into the classroom: "creating a fun and creative means to
1l1crease
to build
reading, to promote repeated readings to foster reading
confidence, and to make meaning." (Young & Rasinski, 2009)
2006 Casey
Theater
Chamberlain had students practice and perform a new Reader's
every week
enjoyed scripts
the J 2-week study. The
were adapted fi'om books that they had been exposed to previously.
Teachers observed that within two
Theater to
found that students most
reading activities and
students transferred skills learned in Reader's
texts. Over two thirds
improved their reading rate with an average of eighteen more
correctly. From 43% to 52% percent
and pace (Clementi, 2010).
students
per minutes read
students increased their phrasing, smoothness,
�TIlE INFLUENCE OF CBRT ON SCIENCE CONTENT
27
Hollingsworth, Sherman and Zaugra (2007)
(2008) conducted action research studies that
Neumann, Ross, and Siaboch
that students responded best towards
activities that included elements of Reader's Theater: repeated readings and performances.
Reader's Theater was a forerunner in the
comprehension
of methods used to improve student
text and motivation to read.
researchers found that student
comprehension increased due to repeated readings until the students obtained a thorough
understanding of
text. Reader's Theater increased the students' academic success,
enthusiasm, and motivation (Clementi, 201
Assisted Reading and Non-Repetitive Strategies
1987 Dowhower and in 1990 Rasinski studied the comparisons of assisted
reading with repeated reading.
and repeated reading
researchers found in their data that assisted reading
resulted
substantial improvements
reading rate
accuracy. Even below average readers increased in their reading rate and comprehension,
decreasing in the amount of word errors made. Stoddard added, after her study in 1988,
that students were trained to segment sentences scored higher when tested for
comprehension (l lite, Homan, & Klesius, 1993).
A
reading and
conducted
Hite, Homan, and Klesius examined the
nonrepetitive strategies
of repeated
as echo reading, c10ze reading, and
unison reading on reading rate, error rate, and comprehension. The purpose of the
examined two research questions: do the instructional methods of repeated reading and
assisted nonrepetitive reading strategies have an effect on sixth grade Chapter I students'
reading performances? And, is the dIect
repeated reading instruction significantly
greater than that of assisted nonrepetitive reading methods on the reading performance of
sixth grade Chapter I students? Participants in the study were 26 sixth graders who were
�OF CBRT ON SCIENCE CONTENT
28
part
01
a
I
two
centers of a metropolitan area. The 26 sixth
Homan, & Klesills, 1993).
graders were below
The students were gi ven
and post- tests
passages that were
selected from a commercially prepared informal
or
Burdett and
Ginn Basal Series workbook. The reading passages were narratives
between fOUlih and seventh grade. Two forms of the tests were
A and
B. The two treatments were executed by three teachers, three times a week, 20 minute
seven weeks (I rite, Homan, & Klesius, 1993).
were noteworthy improvements between the pre- and
post- test scores. Students who participated in repeated reading and assisted non-repetitive
reading
made significant gains in comprehension. The results demonstrated that
there are no additional benefits of one strategy over
discussion the
researchers made connections between the increase of ron,",,,.. ,.a.h£O,,..
amount
time focused on connected reading. In both repeated reading and assisted non-repetitive
reading strategies are great remedial strategies, even if used for short periods oftime (Hite,
& Klesills, 1993).
Reader's Theater for Learning Disabled Students
studv conducted bv Carol Corcoran was designed to assess the effectiveness of
12 learning disabled students in
Reader's
a combined second
third grade excenli
tests were previously given to the start of the study
Oral reading fluency
at
of the
study. After eaeh oral reading fluency text was given, students received a survey in regards
to reading attitude (Coreoran, 2005).
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
29
The pre and post surveys were designed so that the first six questions would elicit
the students' comfort levels with reading in different contexts and situations. The students
scored their answers on a scale from one to four. After the post survey results were analyzed
the students comfortability levels increased by 2 to 16 percent. Students' comfOli level
jumped 14% from 81 % to 95% in regards to how Reader's Theater made the students feel.
Previous to Reader's Theater 52% of students felt comfortable reading out loud in school.
After Reader's Theater 68% of students felt comfortable reading aloud in school, an
increase of 16% (Corcoran, 2005).
Fluency scores were tested at the end of January and beginning of April. Overall
the class average for words read correct per minute increased by 17 additional words
correct from the initial text given in January. Students' gains led them to approach on grade
level quartiles (Corcoran, 2005).
Although the data showed gains for the students who participated, it is difficult to
hold much of the data with high value due to the fact that the group of participants was a
small number. In addition only a short period of time passed between pre and post oral
reading fluency tests. Unfortunately in this study there was no control group to compare
findings. Further research would need to be conducted in order to measure the effects of
Reader's Theater on reading and fluency achievements for students with learning
disabilities (Corcoran, 2005).
In the study of Mraz, Nicholas, Caldwell, Beisley, Sargent, and Rupley (2013), a
third grade teacher implemented Reader's Theater to improve fluency levels of the
struggling readers in her class. Like many teachers' first thought, the classroom teacher
agreed that Reader's Theater is a great instructional method in theory, but "will it work in
�my classroom?" Nineteen third graders participated in the study, ranging in age from seven
to nine. Three of the nineteen students were repeating the third grade, as an additional three
students received special services four days a week due to learning disabilities. At the
beginning ofthe study none of the students were on grade level (Mraz, Nichols, Caldwell
&
13).
Basic Reading Invcntorv was
10 detemline
""·pt",,,j
scores
students. Scores ranged from 81 words conect per minute to 9 words read correct per
minute; the class average was 55 words read correct per minute. The suggested district goal
set for all second graders by the end of the year was 90 words read correct per minute. The
students' prosody was also tested using Rasinski's Multidimensional Fluency Scale,
graaea on a
scale
to seven,
the
a
score
average
01
a 16.
5.
scores
scored in terms of
measuring comprehension was 49%. All scores were based upon reading the same third
grade passage (Mraz, Nichols, CaldwelL Beisley, Sargent, & Rupley, 2013).
The teacher chose six Reader's Theater scripts that were at the students'
challenging instructional level. The scripts were read and practiced for the fIrst 30 minutes
two
practiced
to
five days.
read
was
a
For example, on day one students read the script through shared reading, day two through
echo reading, day three through paired/partner reading, and day four through
choral/expressive reading (Mraz, Nichols, Caldwell, Beisley, Sargent, & Rupley, 2013).
When analyzing the results of the study, the teacher f()cused on the effects Reader's
on
reading
accuracy,
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
31
recognition automaticity, and prosody; automaticity was measured by reading rate and
prosody was measured using Rasinski's Multidimensional Fluency Scale. Post-test scores
showed that students' word recognition accuracy
ranged from 21 words correct per
minute to 64 words correct per minute. Scores showed that all students improved beyond
the approximate yearly gain of 17 words correct per minute; the highest scores were 47
words above the yearly gain. The class as whole raised their average of 55 words correct
per minute from to 93 words correct per minute at the end
showed
the study. Pretest scores
the students had an average of 6.7 errors made when reading. Post-test scores
showed much improvement as errors dropped down to a class average of 1.2 errors (Mraz,
Nichols, Caldwell, Beis\ey, Sargent, & Rupley, 2013).
When given Rasinski's Multidimensional Fluency exam at the beginning of the
study, each student scored an 8, indicating much difficulty when reading with prosody.
Due to
low scores, it can provide a possible explanation of misinterpreted and
misunderstood text, in addition to a lack of meaningful reading. Before Reader's Theater
the class average for prosody and comprehension was 49%. At the end of the six \veek
study the class average rose to 86%. The class average rose fi'om a 5 to an lion Rasinski's
Multidimensional Fluency Scale. Students showed signs
increased understanding
phrasing and syntax, overall increasing the understanding and interpretation of the text.
Ultimately over the six week period the class as whole went from a level of frustration
readers to almost independent readers
comprehension (Mraz, Nichols, Caldwell,
Beisley, Sargent, & Rupley, 2013).
Griffith
Rasinski conducted an action research project in 2004 surrounded by
method of Reader's Theater. The study observed four Title I students who struggled
�THE INFLUENCE OF CBRT
SCIENCE CONTENT
32
mostly with word recognition. After implementing Reader's Theater over
year
students increased their si
reading comprehension by 2.5 years. The students
increased their word recognition by 1.25 years. The remaining students in
observed to have tremendous gains
participation,
course of a
class were
independent reading levels. Due to full class
study showed that all students had an increase in motivation and
enjoyment in reading. Gains in reading enjoyment are critical for struggling readers who
tend to view reading as a chore
avoid reading because it may be too difficult (Clementi,
2010).
Corcoran conducted a study in 2005 that focused on the effects of Reader's Theater
on me attitudes of second and third grade students in a self-contained class. After the eight
week study students were found to be more comfortable reading aloud. Almost all students
recognized
gam
need to practice reading the scripts multiple times. The class averaged a
17 words read correctly
minute. Reader's Theater soon became
most
favorite part of the day as 97% of students stated that Reader's Theater made them feel
positive about their reading (Clementi, 2010).
Curriculum Based Reader's Theater
Reader's Theater is a technique often f()tmd
would you
Language Arts classrooms, but
to find this method of teaching in a Science classroom? Brooks' class used
the book Search lor the Golden Moon Bear: Science and Adventure in
by Sy Montgomery to reinforce the topic
creating a script
using genetics to identify species. Through
Reader's Theater, Brooks ended the
perfOllnance. In addition, the book chosen
Asian Tropics
on genetics with a
supported the current unit on geography
Social Studies. As part of the school's state mandated curriculum standards, each content
area is required to follow the read-across-the-curriculum standard, requiring the students
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
"''''
.J.J
to read books that support all their school subjects and spark engaging discussions (Brooks
& Nahmias, 2009).
students manipulated the text of the book, creating scripts developed on their
own for
purpose of
assignment. Heterogeneous groups of three were created based
upon the data collected from the Falll'eading assessments in order to ensure that each group
had at least one strong reader. The strongest reader was delegated the role of doing a read
aloud of the chapter
the group while others followed along and took notes. After each
chapter was completed the group discussed
notes It needed. In
six
notes written down and added additional
minute class periods were spent on creating a Reader's
Theater for science content; the first 5 days were spent on developing the scripts and the
last day was designated for final performances (Brooks & Nahmias, 2009).
The students showed a very high level
engagement throughout the week
completing their scripts. The students were very successful in script writing and were very
focused on creating quality scripts. ]n their self-assessments, students were very honest
about their levels of engagement. Rubric scores showed the majority of students achieved
mastery of the learning objectives. Multiple exposures to vocabulary words in context
yielded a high level of science vocabulary learning (Brooks & Nahmias, 2009).
Kabilan and Kamaruddin conducted a study over the course of six months,
involving 20 form Two learners of different ages and grade levels; the average student was
age 14. Students were selected at random from two advanced level classes. Based upon
previous text scores,
students were considered average to good English language
learners. English was not the students' first language, or favorite study subject, but
second/third/foreign language (Kabilan & Kamaruddin, 201
�E INFLUENCE OF CBRT ON SCIENCE CONTENT
34
The study was conducted in two stages. Stage one consisted of
students reading
a selected text class wide. Students were given a week to read and understand the text on
their own; the text chosen was Potato People by Angela Wright. Literature lessons were
condueted as normal without any exposure to Reader's Theater. An interview and
questionnaire was delivered between the initial reading and implementation
Reader's
Theater (Kabilan & Kamaruddin, 201
Stage two was carried out over the course
four phases. Throughout the four
phases students were broken up into groups and given two chapters of the book to read.
Based upon the readings the groups were to create scripts on their assigned chapters.
Students developed scripts, often hlcilitated
the teacher, practiced the self-created
scripts, and ended the sessions with a final performance.
final performances were
videotaped for class wide feedback and self/group reflection. At the end the same
questionnaire and interview were delivered (Kabilan & Kamaruddin, 201
The questionnaire consisted of 10 questions, scored on a five point scale, one being
the lowest, five being
students' perceptions
highest. The purpose of the questionnaire was to explore the
the comprehension level
the text read and their interest and
motivation to learn literature. The researchers administered the questionnaire two times
order to explore the ditlerences in the students' answers after experiencing
participating in Reader's Theater.
The findings showed that questionnaire scores nearly doubled after participating in
Reader's Theater. Before Reader's Theater the scores to the 10 questions averaged between
2.40 to 3.80. After Reader's Theater the average scores for the same 10 questions ranged
from 3.45 to 4.50. Before Reader's Theater students scored understanding the literary text
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
35
easily with an average score of 2AO. After Reader's Theater the average score rose lAO
points, resulting in a
Students rated literature lessons based upon stimulating their
creativity with an average score of2.65. After Reader's Theaterthe score increased to 4.30
points. Similar results were shown when rating literature lessons as enjoyable. Before
Reader's Theater students gave an average score of2.85. After Reader's Theater the score
averaged at 4A5 points. Students' motivation to learn literature increased by 1.35 points,
resulting in an average score of 3.85 (Kabilan & Kamaruddin, 2(10).
Previous to Reader's Theater students admitted in their interviews that they were
not happy with
texts that the teacher selected because they could not understand the
text and would often not finish the text independently. Questionnaire scores showed the
average score of motivation was 2.50. After Reader's Theater the students stated in their
interviews that they were able to visualize the scenes easily and relate to the characters in
the novel when they read
acted out the text at the same time; Reader's Theater better
supported the students' comprehension of the text, better than when the teacher was
sole outlet
explanation. The teacher noted an obviolls increase in student motivation
initiative to understand the text. Overall the final performances supported both
performers and audience members
understanding and comprehension
audience members who were not part of
the text;
class expressed high interest in Reader's
Theater (Kabilan & Kamaruddin, 2(10).
In addition to increased comprehension of text and motivation to learn literature
students also gained highly important personal skills. Due to group work, students were
placed in situations that promoted collaboration. Students would delegate a group leader
who would aid in delegating scripts' roles. Delegations had to be done in a timely fashion
�INFLUENCE OF CBRT
SCIENCE
36
order to be
to take full advantage of
arose where the
rehearsing,
writing and rehearsal timc. Situations
were rcquired to problem
performing, often resulting
section
the script,
improvisations. Students even faced an
occasion where the issue of morality arose in the text
the issue be included
while
students
it was important
play in order to convey a message to the
received supp0l1 from the teacher in order to come to a
audience;
decision
(Kabilan & Kamaruddin, 2010).
learners benefited from participating in Reader's Theater
development
construction
to intensive
the characters, scenes, narrations, dialogue,
plot,
experiencing the text through performance, and the process of evaluation and reflection
(Kabilan & Kamaruddin, 201
students experience Reader's Theater multiple times and each of its
multiple
elements, enhancing
bendited
of
Since Reader's Theater was performed more than once
experience
benefits of Reader's Theater. Students highly
Reader's Theater due to high
process all
of involvement from the very beginning
way to end beyond the final performance. At
level of the process
students demonstrated critical thinking. Students made connections between learning
literature and
they perceived and valued learning. Student growth proved
students
were better able to understand and critically analyze literature, in addition to improving
their comprehension of the text and better remembering numerous elements of the text.
students were better able to understand the
through repeated readings
writing
of the script ft'om their own perspective and understanding. The continuous revisiting
the text and
script encouraged the
the text (Kabilan & Kamaruddin, 2010).
to make meaningful connections between
��INFLUENCE OF CBRT ON SCIENCE CONTENT
38
Chapter 3: Methods
The DlifOose of this study was to measure
impact ofClIrrieulum Based Reader's
Theater on both students' acquisition of new knowledge per in-class formative
summative assessments and their motivation to learn science. This
ways
111
questioned the
which students can successfully acquire new knowledge of science content when
the content material is indirectly taught through a theatrical performance. This study
observed
measured
extent of students' acquisition of new knowledge, motivation,
and performance on in-class assessments.
Participants
The participants in this
were thirteen students currently enrolled in 5th grade
at a private Title I school located in Nev,l York City The participants ranged from ten to
eleven years old. Of
thirteen participants, five were
participants identified as African American,
the
and one as Hispanic. Twelve of the thirteen students
attendance in the whole class study; one of
days during
consented to
and eight were girls. Eight
as Caucasian, one as Asian,
class participated with full
young boys was absent three out of the five
week of Curriculum Based Reader's Theater. Ofthc students whose parents
child's participation in the
the small
all were selected to participate because
size. The teacher has taught science to grades 5 through 8 for seven
years, all of which
In this study,
been spent at
Title I
teacher was given a permission form to sign allowing
researcher to conduct the study with his students. Consent
the purpose of the study
(See Appendix A), stating
the option to discontinue participation in the
at any point
in time, were sent home to parents and returned to the researcher with signatures indicating
�THE INFLUENCE OF CBRT
SCIENCE CONTENT
39
consent to allow
child(ren) to participate in
that participation in this
would not
study. The consent forms also
their student's grade for the class. Consent
forms were signed and returned before the start
remove their names
study. Participants were
to
assignments completed and returned to the researcher. The
grades from Week One's quiz were given to
researcher
a spreadsheet
students' names attached to the quiz score. Grades were released through signed permission
of the teacher
school principal.
study began
a week-long formal observation of how the teacher introduces
and teaches ne\v science content. The study continued with one week of instruction using
Curriculum Based Reader's Theater. Before each session, the researcher presented the
teacher with a Curriculum Based Reader's Theater script created by the researcher. During
each lesson, the teacher and students read and acted out
day's script. At the end of each
performance students were given time to identify science content knowledge. At the end
week the students were given a quiz to assess the information introduced
acquired
the week.
Each script was based
content material that the
the next topic
were
the current Astronomy unit.
to learn was taken from the grade level
science textbook provided by the teacher and was embedded within a fictional story created
by the researcher. The content of each script was based upon each lesson within the chapter,
resulting in
scripts with a
Real people, especially
plays; instead
topic related to the overarching topic of astronomy.
participants
were based
the study, were not used as characters in the
realistic and science fiction characters.
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
40
Procedure
During Week One,
researcher observed students' motivation, as shown by their
interest, participation and engagement in the traditional lessons.
this study, multiple
behaviors were included under the broad heading of "motivation." A checklist was used
behaviors
each day to observe specific
as 011 topic engagement in discussions,
hands to ask or answer questions, eyes focused on the speaker, participating
individual or partner work, appropriate body placement and seating, type of conversation
involvement, the attention to distractions, and remaining on task.
observed if students sat
their feet on the
11001'
or answer a question; asked relevant questions
the spcaker when listening; focused on
latter could
and faced forward; raised
hands to
gave topic-related answers; tracked
task requirements and content
working
independently or in a group; and avoided off topic conversations or distractions.
addition to observing student behavior, the researcher observed the teacher
instructional proccdures, the styles of teaching, instructional methods, and tools used
during traditional lessons. The impact ofthese procedures on student learning and behavior
were also
At the end of Week One, the students' summative quizzes were collected.
quizzes were used to identify evidence of
through traditional instruction.
~WU,"l1l"
acquisition
new knowledge
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
41
------
Procedure
• Journal question and
•
•
•
reVIew
Introduction to speed and
velocity lecture notes
Speed and velocity
practice problems and
reVIew
Mousetrap cars speed
experiment
Materials
Student behavior
checklist
Data Collected
Background
knowledge of
i speed
Journal question
Speed and
velocity lecture
notes
Field notes about
students' levels of
participation,
interaction, and
motivation
Mousetrap cars
• Mousetrap cars speed
•
•
experiment
Data calculations
Presentation of data
iPads
Student behavior
checklist
MOllsetrap cars
Field notes about
students' levcls of
participation,
interaction, and
motivation
iPads
• Introduction to Newton's
3
I·
I
•
Laws of Motion notes
Whole class discussion of
Law #1
Demonstrations of Law # 1
Student behavior
checklist
Newton's Laws of
Motion notes
• Review of
•
4
•
•
•
•
Student behavior
Newton's
checklist
Laws of Motion
Whole class discussion of .
N ewton's Laws of
Law
Motion notes
Demonstrations of Law
Whole class discussion of
Law #2
Demonstrations of Law #2
---110 question,
Summative Quiz
teacher created
content quiz
I
Table 1: Breakdown of Traditional Instruction Week
Recall of speed
and calculating
Jeed
Field notes about
students' levels
participation,
interaction, and
motivation
Recall of speed
and
Field notes about
students' levels of
participation,
interaction, and
motivation
I Recall of Law #1
Students' content
knowledge about
speed, velocity,
and Newton's
Laws of Motion
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
42
During Week Two, the researcher observed the students' interest, participation, and
engagement throughout the Curriculum Based Reader's Theater lessons. The student
behavior checklist used in Week Onc was also used in Week Two. The data collected from
the researeher's observations of the students was later used to identify a relationship
between the levels of interest, participation, and engagement and the types of activities that
took place during the lessons. Researcher observations of the teacher were also conducted
to gather data on how the teacher delivered each lesson, motivated and engaged
students, sustained participation, answered questions,
followed the structure of the
Curriculum Based Reader's Theater lesson plans. At the end of Week Two, students'
sllmmative quizzes were collected to identify evidenee of students' acquisition
01
new
knowledge through Curriculum Based Reader's Theater instruction.
I CBRT
Procedure
Day
• Student Survey
• Journal question and
I
I
I
1
•
•
•
•
•
•
•
reVIew
Introduction to CBRT
Initial reading
Role assignment
Reading #1
Script annotation and
reVIew
Reading #2
Exit Ticket
Materials
Data Collected
Students' interest
towards learning
Science content and
Pre CBRT Student I Science class
Survey (Appendix
C)
Background
knowledge
Journal question
astronomy
(Appendix B)
Field notes about
Script #1
stud.e~ts' ,levels
(Appendix D)
partIcIpatlOn,
interaction,
Exit Ticket
motivation, and
content learned
(Appendix B)
Student behavior
checklist
I
I
I
I
•
•
2
..
I·
I.
Initial reading
Role assignment
Reading
Script annotation and
reVIeW
Exit Ticket
Student behavior
checklist
Script #2
I Content recalled
I Field no~es about,
students' levels of
�IE INFLUENCE OF CBRT ON SCIENCE CONTENT
43
-
--
---
•
•
•
•
~
•
•
•
•
•
Initial reading
Role assignment
Reading il]
Script annotation and
reVIew
Exit Ticket
•
•
•
•
J
Initial reading
Role assignment
Reading #1
Script annotation and
review
Exit Ticket
Summative Quiz
Post Student Survey
Post Teacher Survey
Exit Ticket
(Appendix B)
Student behavi or
, checklist
Script #3
Exit Ticket
(Appendix B)
Student behavi or
checklist
Table 2: Breakdown of CBRT Week
Field notes about
students' levels of
participation,
interaction,
motivation,
content learned
I Content recalled
i Field
Script #4
Exit Ticket
(Appendix B)
1() question,
researcher crea ed
content quiz
(Appendix E)
Post CBRT Stl dent
Survey (Appen dix
F)
l
motivation, and
content learned
I Content recalled
Post CBRT
Teacher Surve~
(Appendix G) -
notes about
students' levels of
participation,
interaction,
motivation, and
content learned
Students' content
I knowledge of
astronomy
I
Students' interest in
learning Science
through eBRT
Teacher's interest
planning and
teaching through
CBRT
Context
During
first week of
study, the researcher observed five days of traditional
instruction. The researcher noted how
teacher and students interacted with one another,
how the teacher introduced new material, and how the students acquired new knowledge
all centered around a science topic. Throughout the observation week, the teacher
introduced to the topics of velocity and speed, and Newton's Laws of Motion. During each
lesson the teacher engaged the students in clarification discussions to assess their
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
44
comprehension of
content material before they participated in the application portion
of the lesson. The clarification discussions served as a formative assessment. At
end of
the week the students completed a ten question quiz as a fonn of summative assessment.
The first lesson began
a journal question regarding the topic of speed. The
teacher orally provided the students with real life examples of how fast different forms of
transportation move on average per hour. Using the information given, the students were
asked to explain how they would feel when driving down a small street at two different
speeds: an average speed and an extremely fast speed. Three students were chosen to share
their explanations to the journal question.
The teacher presented a definition
"speed" through lecture notes. Then, he
explained the concept in detail and added a drawing of a speeding car as a visual example.
Next, he provided the formula for computing the speed
a moving object and guided
students in using the formula to solve a story problem step by step. Students independently
completed three more problems about speed. Then, they collaborativcly reviewed each step
of how they solved the problems to arrive at an answer. Next, velocity was defined
explained in the same manner as speed. A visual was drawn on the board as a transition
into the f()f!nula
the students to
velocity. Based on
formula given, the example was presented to
and solve independently before being reviewed as a class. Multiple
students were called on to solve the answer. The student who correctly solved the question
was asked to explain to
teacher explained
class how she derived at the answer. Together, the student and
more detail
meaning of velocity. The teacher provided the
students with three examples of velocity that would be reviewed by the class, step by step.
The lecture notes were concluded with five mixed examples of speed and velocity for the
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
45
students to solve. Each question was reviewed and students explained step-by-step how
they solved the question correctly. After using the procedure for solving problems about
speed, the teacher and students followed the same steps for solving problems about
velocity.
During the remainder of day one students completed an experiment using cars they
made the previous week. The cars were constructed from Legos, one spring mouse trap per
car, and rubber bands. With their partners, the students marked off an area in the classroom
that was five feet long. Using iPads, the students recorded how long it took their cars to
travel five feet. The students collected data for ten successful trials and kept records in their
notebooks; successful trials were indicated by
car crossing over the finish
without
any obstructions or mishaps.
Students began day two began by completing
previous day's expcriment and
continuing with their initial ten trials. If the ten trials were completed the students were
instructed to run another ten trials before time was up. Once all
data was collected, the
groups returned to their seats to review the formula for spced. In pairs,
calculated
average speed of their cars
the first ten
students
and the average speed of all
their trials. Each group revealed their car's average speed for ten trials and the average
speed for all trials completed.
On days three
four the teacher used an educational video connected to the
Science Channel to introduce Newton's Laws of Motion, one law at a time. The tcacher
read each law aloud and explained it simply. Based upon class conversation, the studcnts
derived an explanation of each law and wrote in their notebooks. They watched a short,
animated clip that provided a visual to accompany the law. Additional visuals, including
�THE INFLUENCE OF CBR'!' ON SCIENCE CONTENT
46
drawings, pictures, video clips, and student/teacher demonstrations provided the students
additional
life examples to show how each law of motion is used in everyday life.
Day five was quiz day. The students were given 45 minutes to complete a ten
question quiz comprised of short answer, true or false, multiple choice, and math (solve for
speed
velocity) questions. Each question was worth ten points and a bonus question
about Newton
his scientific work was worth an additional five points.
following week, Curriculum Based Reader's Theater was used for instruction
on four ofihe five days. The schedule and lesson plans for the week were developed by the
researcher and the lessons were taught by the teacher (See Appendix B). Prior to Week
Two,
teacher and researcher discussed
upcoming topic
the content
the
assessment, and created a list of ideas and facts for the Curriculum Based Reader's Theater
lessons. Exit ticket questions lor students to answer at the end of each lesson and review
discussion topics to use before starting a new topic were also developed. Both served as
formative assessments and enabled
teacher to monitor student understanding. The
researcher developed four scripts with the following topics: the solar system, the phases of
the moon, how a telescope works,
the sun and stars.
teachcr planned to practice
one script each day with the students and anticipated making on the spot changes as needed,
such as rearranging roles to match the number of students.
Before beginning Curriculum Based Reader's Theater instruction, students
completed a survey that gathered information about the students' current interest and
motivation towards traditionally taught science (See Appendix D). Students were asked to
complete the survey anonymously. The information gathered through the survey would
enable the researcher to understand the students' views towards the subject ofscience, their
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
47
science class, the clements of the class they enjoy, and changes to the class to better meet
their learning needs.
Day one was a double period of science for 90 minutes. Before the scripts were
handed out, the students were introduced to the teaching method of CUlTiculum Based
Reader's Theater. The teacher explained that they would be learning astronomy over the
next four days through four different Curriculum Based Reader's Theater scripts. Each day
they would receive a script with a different topic as the main idea; each lesson in the class
textbook provided the content material for the scripts.
The lesson began with the following journal question: List as many things you
know about space. The students were given 30 seconds to complete their list. Then, the
students picked one or more items from their list and compared and contrasted what
scientists know about this topic currently with
what scientists in the past knew and
studied. Three volunteers shared their answers aloud to the journal question and activity.
Next, the students and the teacher choral read the script one time completely through
chorus (See Appendix D). After, the teacher assigned each student a role by naming the
part and having students raise their hands. Eaeh student was able to have his or her own
role. Once all roles were assigned the students and the teacher read through the play role
by role. At the end of the reading, the teacher assessed students' understanding of the script
content by eliciting questions. This served as a formative assessment. Then the teacher
answered
student questions. As an additional review, the students were given three
minutes to review and annotate the entire script for content; students were allowed to
highlight important information and write notes for comprehension purposes. Students
were asked to annotate with a "quiz lens;" this means they were to annotate the script in a
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
48
way that highlights the important information that could be assessed on a quiz. By starting
on the first page
reading aloud page
page, students reviewed important content.
This step ended when students successfully identified all embedded content. The students
then acted out the script a second time using props tJ:om around
room and the classroom
as their stage. The lesson concluded with the f()llowing exit ticket: name one thing you
learned about spaee
you did not know previous to today's lesson.
Day two through four were conducted in a similar manner to day one. The days
began with the students
teacher reading the day's script chorally one time completely.
Students were assigned roles to act during the play. The students and teacher acted out the
play role by role. The teacher checked for understanding and clarified content as needed
before allotting the students three minutes to annotate their scripts. During those three
minutes, students highlighted important content material and wTote notes in order to record
new information.
students were advised to usc their "quiz lens" when annotating,
thinking about how the information could be turned into a quiz question. Together the class
reviewed all highlighted and annotated information to ensure that each student was
correctly identifying
important content material. On these days, class time did not
allow for a second reading of
scripts. At
end of each lesson, the students were given
an exit ticket question to answer; the students were not allowed to look back in their notes
for the answer, but had to answer
question based upon what they remembered from the
lesson.
On the final day, the students used the 45 minute class period to eomplete a ten
question quiz (See Appendix E). The quiz eontained sholi answers, multiple choice, and
true or false questions, eaeh worth ten points, and two bonus questions, totaling an
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
49
additional five points. Once
students were finished with the quiz, they completed a
post-Curriculum Based Reader's Theater survey anonymously (See Appendix F)' This
survey gathered information about how the students
about learning through Curriculum
Based Reader's Theater, and students' advice to the teacher
researcher to make
learning through Curriculum Based Reader's Theater easier and more fun. The teacher also
received a post-Curriculum Based Reader's Theater survey to complete to gather
information about
planning, implementation,
overall method of Curriculum Based
Reader's Theater (See Appendix G).
Analysis
Various assessment techniques were used throughout each method of teaching to
measure student acquisition ol'new knowledge. During the week of traditional methods of
teaching the teacher engaged the students in clarification discussions as a way of formative
assessment. The clarification discussions monitored the students'
learning and
comprehension of the content material before moving forward and engaging in the
application portion of the lessons. The clarification discussions allowed the teacher to
answer any questions the students may have had in regards to
content information and
how it was taught, improving student comprehension. At the end of week a ten question
quiz was given as a form of summative assessment. The quizzes evaluated
students'
overall learnings and comprehension of the content material. The quiz answers suggested
that the students fully mastered, partially mastered, or did not master the content material.
Four assessment techniques were used during the week
Reader's Theater. Clarification discussions and the end of
Curriculum Based
week quiz were used in the
same manner as in Week One. Two additional formative assessment techniques were used
�THE INFLUENCE
CBRT ON SCIENCE CONTENT
50
during Week Two. Exit
were used at the end of lessons one through tc)tlr to assess
the content information learned and the level at which
students comprehended: fully,
partially, or minimally. Review discussions were held at the beginning of lessons two
through four to assess
lesson.
students comprehended
key concepts
previous day's
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
51
Chapter 4: Findings and Results
This study f()cused on three questions: How does Curriculum Based Reader's
Theater impact science students' acquisition of new knowledge, per in-class formative and
summative assessments; How does Curriculum Based Reader's Theater impact in-class
assessment scores; and In what ways does Curriculum Based Reader's Theater impact
student motivation towards learning science content? To address these questions, the
researcher compared instructional methods and components, students' formative and
summative scores, and students' participation and motivation for traditional instruction and
instruction through Curriculum Based Reader's Theater.
Acquisition of Knowledge
The first purpose of this study was to measure whether students comprehended and
acquired new knowledge through the use of Curriculum Based Reader's Theater scripts.
Pour sources of data were used to determine this. Comprehension
acquisition 01 new
knowledge of each day's content was assessed and measured through three formative
assessments: end of the lesson exit tickets, clarification discussion, and review discussion.
The summative assessment a quiz at the end of lesson five, checked for overalI
comprehension and acquisition of the content from each of the four lessons.
Formative Assessments in Curriculum Based Reader's Theater
The first type of formative assessment, exit tickets, was given to the students at the
end of lessons one through four. The students were required to answer the question using
the knowledge they had acquired during the lesson
could recall without looking back
the script. Exit tickets were handed in at the end of the lesson to assess each student's level
of mastery. Students' answers were rated as showing full, partial, or minimal to no mastery.
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
52
The teacher and researcher used students' levels of mastery to determine the direction of
the following day's review discussion.
The second type
formative assessment, clarification discussions, was
implemented in lessons one through four to check for student understanding of
script's
content. The discussion was led by the students based upon the questions they had about
the script's content. The teacher would often respond by stating the content information in
a clearer manner. The discussions allowed the teacher to monitor student learning on the
spot, in addition to providing the students with explanations that would support their
comprehension and acquisition. Clarification discussions helped students answer exit ticket
questions and provided additional information for them to contribute to the review
discussion at the beginning of the following lesson.
The third type of formative assessment, review discussions, was held at the
beginning oflessons two through four. The purpose of review discussions was for students
to recall the infol1nation they had learned from the previous day's script. The discussions
were led mostly by the students with minimal teacher support; the teacher provided
minimal prompting to keep the pace lively and the focus of the discussion on task. When
recalling content information from the previous day, students' answers were rated by the
teacher and researcher as indieative of
mastery, partial mastery, or minimal to no
mastery.
Summative Assessment in Traditional Instruction and Curriculum Based Reader's
Theater
For both traditional instruetion and Curriculum Based Reader's Theater, an end of
the week quiz was used as a summative assessment to evaluate the student learning and
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
53
acquisition ofnew knowledge ofthe content material across
data
four lessons.
average of
the results of a comparison of quiz scores. The
instruction quiz was 78%.
traditional
class average of the Curriculum Based Reader's Theater
quiz was 53%. The two averages show a difference of 25
Week One ranged from the lowest score of
showing a range of 50 points.
score of 34
following
The quiz scores from
points to the highest score of 100 points
quiz scores
Week Two ranged from the lowest
to the highest score of 76
showing a range of 42 points. The
median score from Week One was 80 and the median score from Week Two was 50. The
median scores showed a difterence of 30 points.
-
Number of
Students
Assessed
13
Class
Average
(in percent)
78
12
53
r~~
Traditional
Method
CBRT Method
----
Range of
Median
Scores
Score
)n points) ,__~~
100
--~~
34-76
50
I
Figure 1: Comparison of Quiz Scores without Extra Credit
An analysis
the summative assessments
traditional (Week One)
Curriculum Based Reader's Theater (Week Two) instruction pointed to important
differences in two key areas:
the quizzes themselves and the learning experiences
involved.
Analysis of the quizzes includes a focus on the construction of the quizzes in terms
the type of questions asked
the levels
thinking required to answer the questions,
the content knowledge assessed by the quizzes. An analysis of both quizzes suggested
that the questions emphasized different levels of thinking. Even though both quizzes
required the students to answer
application students needed to recall different
amounts of content information in order to answer the questions correctly. The traditional
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
54
style quiz supplied the students with the content knowledge needed in order to answer the
questions. For example, the formulas needed to calculate velocity and speed were given at
Since the students received
the top of the
questions, they
not need to
formulas
content.
how to plug the information from the question into
addition, Ne\vton's laws
velocity
students needed to understand
given formulas
solve. In
were stated within two questions that asked the students
to provide examples that supported the laws. Although most of the
the students to apply
specd
information,
were not
to recall
questions
necessary content
information prior to answering the question. Only one or two questions required the
students to recall the dcfinition of a mathematical concept used during the experiment. In
contrast the questions on the Curriculum Based Reader's Theatcr quiz required the
to recall content information with little to no support from
questions.
order to answer the Curriculum Based Reader's Theater
words of the
questions
successfully, students needed to recall the terms, definitions, and concepts learned
throughout the week. In addition, one of the questions required the students to first recall
the information learned and then
information there was a
limited chance
content.
students
not recall the
they could answer the question completely
and gain full credit.
Next, the teacher's use of different modalities and intelligences in the traditional
lessons may have helped students to comprehend more deeply and make more meaningful
connections with the content. By varying
types of activities during the lessons, the
teacher dilTercntiatcd the lessons to support visual, auditory, verbal, and kinesthetic
learners. In contrast, the Curriculum Based Reader's Theater lessons
not address
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
55
varied learning styles of diverse learners. The only activities to take place during the
Curriculum Based Reader's Theater lessons were repeated readings of the scripts, limited
content discussions, and the annotation of the scripts. Including additional activities may
have supported the learning styles of the students, enabling fUliher comprehension of the
content. Additionally, the lack of discussion within the Curriculum Based Reader's Theater
lessons may have impeded students' abilities to further comprehend the content and acquire
new knowledge. Whole class discussion and partner discussion may have increased the
acquisition of new knowledge thereby improving the students' ability to recall information
and answer quiz questions correctly. Lastly, collaboration through partner discussion was
observed in the traditional method lessons, but not in the Curriculum Based Reader's
Theater lessons. Collaboration enables students to increase their knowledge by building
upon the knowledge of their peers, working with one another to expand their content
knowledge and comprehension. As observed in the traditional method lessons, students
who worked together were able to generate answers and explanations that targeted the
questions more clearly and accurately. By working together, studcnts were able to combine
their knowledge of the contcnt to correctly answer questions and create a deeper meaning
of the content.
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
56
on
C
': t-
70
~
GO
01
so
.~
(5
~
N
40
'5
(1
1 so
30
_
..
34
20
10
o
Figure 2: Comparison of Quiz Scores to Show Range
The amount of the content taught and assessed in each the unit may have
contributed to the difference in students ' scores.
The traditionally-taught unit about
velocity and speed required the students to comprehend and acquire the following
knowledge: the definitions for speed and velocity, the mathematical formulas for speed and
velocity, the difference between speed and velocity, the meaning of Newton ' s three laws
of motion, and examples of Newton's three laws of motion. In contrast, the CBRT unit
about astronomy required the students to comprehend and understand the models of the
solar system and who created them, what objects make up the solar system and how it
operates, the roles each object in the solar system plays, the phases ofthe moon, the various
types of telescopes and how they operate. Clearly, the amount of content taught in the
astronomy unit exceeded the amount of content taught in velocity and speed unit.
Differences in overall instruction may have influenced students' scores. First,
differences in the amount of content included in each unit impacted the amount of
instructional time allocated to each topic within the unit.
In tum, the amount of time
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
57
available for instruction for each topic impacted the extcnt of application and/or
review/clarification activities.
During traditional instruction, the students spent more time covering fewer topics
the velocity and speed unit. This allowed for more instructional time to be spent on
discussing
meanings of each topic and how the topics playa role in our daily lives.
more instructional time spent on a smaller amount of topics allows the content information
to become more comprehensible to the students, resulting in larger possibilities of
acquisition. The
of astronomy providcd
students
a large amount of new
information. However, the Curriculum Based Reader's Thcater lessons
not provide
students with opportunities for application. The students covered a large amount of material
in a given timc with little to no discussion of the contcnt. Even if the students did not
comprehend the material through two or three readings, future lessons did not include a
return to the script's content for fhrther explanation. Students were only given· the
instructional time of one lesson to gain comprehcnsion of the material.
Another instructional factor that may have impacted students' scores is
variation
in instructional modalities used in the two units. The lessons taught through the teacher's
traditional method of teaching contained activities that supported visual, auditory, or
kinesthetic learners. Students were given the opportunity to listen to
teacher rely the
content information while simultaneously copying notes and explanations from
Within the notes, students were given pictures, charts,
board.
diagrams to support the
verbiage. After the lecture portions were completed the students participated in a form of
application, whether it was participating in an experiment or a kinesthetic demonstration
of the content. For example, students participated in calculating speed of a given distance
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
58
of the mousetrap cars. Students also participated in demonstrations ofNewton's three laws
or motion, in addition to coming up
of motion. On
their own examples to prove Newton's three laws
contrary, Curriculum Based Reader's Theater lessons only supported
verbal and auditory learners. The Curriculum Based Reader's Theater lessons were carried
out strictly by reading the scripts and annotating the scripts for content. Verbal and auditory
learners received limited, additional support due to the lack of conversation and discussion
surrounding the content information. There was only a small portion of time, within in each
lesson, where the students could ask questions in order to clarify the concepts within the
scripts. Students were required to comprehend independently without further explanations
of the content, besides what was written in the scripts. If the students were unable to do so,
minimal comprehension was most likely obtained.
In particular, the use of discussion in the Curriculum Based Reader's Theater
lessons did not allow for extensive discussions to further explain of the content information
the scripts. During Curriculum Based Reader's Theater whole class discussion was
minimal and took place only if the students requested clarification on a topic within the
scripts. The whole class discussion was either initiated by
examined the pictures at
teacher while students
end of the scripts or by the students to ask clarification
questions. If the students did not ask any questions after the second reading then there was
no discussion during the lesson. For
most part, students learned the content of the
chapter indirectly through the lines of the script. While this may have been an acceptable
fonn of learning for some students, others may have needed more extensive discllssions to
make clear connections with the content material. For students who are verbal and auditory
leamers, the discussion portions of lessons are
where they make meaningful
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
59
connections with the content and gain an understanding. Lack of discussion interfered with
Any length of discussion time may have increased the student's ability to comprehend
the content within
scripts and increase their acquisition of new content knowledge.
On the other hand, the traditional method included both whole class and partner
discussion. Whole class discussion,
by the teacher, took place during most
each
lesson where he asked a variety of questions and built upon the students' answers to explain
content information further. The students participated in partner discussion in segments
lesson in which they worked together closely to conduct
experiments and calculate
their results. During these times students discussed how their cars performed and why, how
to calculate their results, and what their results meant. The teacher provided minimal
support during partner discussions,
would otTer a prompting thought or question when
needed.
Participation and Motivation
In addition to measuring students' comprehension and acquisition of new
knowledge,
study explored students' participation, and motivation when learning
through Curriculum Based Reader's Theater
contrast to learning through traditional
instruction. Through informal researcher observations, students'
motivation and
participation in class were noted based upon the following criteria: on-topic engagement
discussions, raising hands to ask or answer questions, eyes focused on
speaker, on
task, appropriate individual or partner work, body placement in seat, type of conversation,
and attention to distractions. Students were considered heing on task if they sat in their
seats with their feet on the floor and faeing forward; raised their hands to ask or answer a
question; asked relevant questions and gave topic-related answers; tracked the speaker
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
60
when listening; focused on thc task requirements and content when working independently
and in a group; and avoided
topic conversations or distractions.
Participation fluctuated during traditional lessons
Curriculum Based Reader's
Theater lessons. On Monday of Week One, students' participation levels were high at the
beginning of the lesson: pat1ially related to being introduced to the researcher
about the plans
the upcoming weeks. Despite the fact that less than half of
prepared for the journal portion of
learning
class was
lesson, the students were highly engaged
the
journal question; many of the students volunteered to read their answers to the journal.
During the lecture portion of the lesson, students were active in answering topic-related
questions and copying the notes from the board.
particular, this class is known for calling out, speaking over one another, and off
topic comments or stories. As the lesson content activated prior knowledge, students began
calling out and raising their hands to telJ stories that were slightly related to the content of
the lesson,
mostly off topic. At this moment the teacher reminded the students of the
rules of the classroom and reinforced their good behavior with a previously established
rewards system.
the remainder of the lesson 75% of the students were on task,
occasionally a student would busy him or herself with an off-topic task or conversation
during lag time. OfTtask behavior was almost immediately recognized by the teacher who
reinforced the rules of the classroom and rewards system.
For the second half of the lesson, the students participated in an experiment
involving speed of previously built mouse trao cars. All students showed 100%
participation and were involved in the timing
trials of their cars. Within
groups,
each student was given a role to complete in order to achieve success in the experiment.
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
61
Students actively participated in their role, often switehing on and
taking turns at each role.
with their partners,
students were fully focused on the task, and their behavior
was rewarded at the end of the lesson.
The students' behavior and motivation continued in the same manner during
second lesson
Week One. The students continued with additional trial runs of their
mouse trap cars in order to calculate the speed. Students actively participated in their role
within their groups in order to accomplish the goal of the experiment. Student motivation
and pmiicipation remained high as they returned to their seats to calculate the average speed
of their cars per number of trial runs. Due to the excitement of an in-class contest, the
students began to call out and speak over one another, dismissing
teacher's instruction.
Immediately the students were reminded of the classroom rules and the rewards system
was strictly reinforced. Students remained on task for the completion of the lesson.
The pattern of behavior and participation observed during lessons one and two
continued during lessons three and four. Particularly with this class, as a charaeteristic of
their behavior, the students often remained motivated and activcly participated in the
lessons, questions, discussions, and experiments. Oeeasionally one or two students would
be distracted by side conversations or personal disturbances. Unacceptable behavior,
according to the teacher's standards, was almost immediately addressed on the individual
or class level. With the rules of the classroom frequently reinforced, student behavior was
easily redirected to the appropriate location. While observing during Week One there were
no instances of behavior or participation that would be labeled as "extreme", "uncalled
for", or "out of hand." Overall the class behaved in a respectful manner, participatcd, and
remained motivated.
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
62
Student behavior and participation varied considerably during Week Two in
comparison to Week One, throughout each lesson, each day. At the beginning of Week
Two, the students were reintroduced to the idea
learning through Curriculum Based
Reader's Theater during the upcoming week. Due to being on school break for 10 days,
the students were excited to be back in the classroom and to participate
Curriculum
Based Reader's Theater. Students met the journal question with high levels of participation
and motivation as they raced the clock to create a list
words and phrases they knew
relating to space. The students were very eager 10 share their journal answers.
During the first half of the initial read aloud of the script the students were very
enthusiastic and read with much expression. Students began the script reading in near
perfect unison, sharing the same levels of prosody. Towards the end of page two the
students began to read at different rates and volume Ievc1s, lessening the unison between
one another. From this point forward, students were paused and redirected at the script
order to regain focus and unison when reading aloud. The students never quite reached the
level they began at and finished the initial read with lower levels of motivation and
participation. Of the twelve students present for the lesson, two students stopped reading
aloud with the class altogether, while an additional two to three students began to read
111
a
monotone voice without any pausing, causing them to reach lines within the script bcf()re
the other students. Despite the pause in the read aloud and redirection, those Who were
further along in the script would follow directions for four to five lines before returning to
their previous levels of motivation and participation.
The above motivation and participation patterns repeated for each of the four lesson
plans. In order to increase the levels of motivation and decrease the fade of motivation
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
63
during the initial reading, the researcher divided the students into groups for each of the
remaining three lessons. Students were broken
into groups based upon their seating
arrangements, counting by tours, and boys versus girls for the following three lessons.
Despite the anangement in which students were to participate in the initial script reading,
the patterns of motivation and participation exhibited in lesson one continued for lessons
two through four.
The same pattern
motivation and participation was seen during the second
reading, after the students were assigned their roles. During the first page to page and a
half, students' levels of participation and motivation were high. Over 75% of the students
read their roles with great levels of prosody. The remaining percentage of students began
reading their roles with little to no motivation and expression. Thcse students continued
reading the remainder of the script at the same levels of prosody. The students' lack of
motivation and expression was addressed by the teachcr and resulted in pausing the reading
of the script to have the students retry their lines with higher levels of prosody. Often the
students reread the specific line with a higher level of prosody, but continued with their
previous motivation and expression for the remainder of their lines. In attempt to increase
the levels of prosody, the students were given larger roles in upcoming scripts in order to
vary the size of a student's role and allow all students to have participated in equally sized
roles.
Students ended each lesson with high levels of motivation and participation as they
annotated the scripts for content information. The high levels of motivation are believed to
be related to the timer that was set, giving the students three minutes to complete the
assignment. Students were eager to beat the clock and complete the assignment before the
�INFLUENCE OF CBRT ON SCIENCE CONTENT
64
buzzer rang
Once the timer was completed, students were eager to share the content
information they discovered within the scripts.
Overall the
of motivation. participation, and prosody can be explained by
the high increase at the beginning of a new activity. The cause of the increase at the
beginning of each activity can be explained
students' curiosity of what was to
happen next in each lesson. Students were eager to participate in new scripts resulting
their wonder of what
day's script was going to be
going to take with the twists and turns of
to receive their
script's plot. Students were also enthusiastic
for the script and preview
motivated by the
to complete
Several factors may have
and the adventure they werc
annotation of
spcaking lines. Lastly, students wcre
notes before
buzzer rang.
a role in decreasing the students' levels of
motivation, participation, and prosody. First, the students participated in the Math
Statewide Exam during the morning of days three, four, and five.
students' motivation to continue
factor may be the .:>LUU'-11l
school work
may have impacted
afternoon. Another contributing
inability to sustain attention on an ongoing task, such as reading
the Curriculum Based Reader's Theater scriDts. Alternate tasks, such as conducting science
experiments, would have broken the routine of each Curriculum Based Reader's Theater
lesson. Also, as they expressed
the pre-Curriculum Based Reader's Theater survey,
many of the students enjoyed conducting experiments during class.
provided the students
experiments
hands on activities for applying learned lesson content to real
life situations; this also enabled students to get out of their seats and move about the
classroom. Lastly, the students were often motivated by the rewards system typically used
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
65
on a aaIlY basis. During the week of Curriculum Based Reader's Theater students did not
participate in the rewards system to
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
66
Chapter 5: Discussion and Implications
Discussion and Conclusions
This study was conducted to understand better the impacts of using Curriculum
Based Reader's Theater when introducing new science content. This study explored
science students' levels of participation during multi pIe lessons, their levels of motivation
to participate, their acquisition of new knowledge, and their ability to complete an in-class
assessment. Even though the results of the study are limited, there were several
unanticipated findings.
When determining which curriculum topic should be taught though the use of
Curriculum Based Reader's Theater the researcher and teacher chose a topic that was
similarly weighted to the topic of week one, in terms ofthe amount of content contained
the topic; how much infonnation there was to be taught. Comparing the quiz scores
required looking back at both quiz assessments to examine the types of questions written
and what the students needed to recall in order to answer the questions. The quiz given
during the week of traditional instruction required the students to apply the content learned
throughout the week with limited use of memory or recalling information. Many of the
questions gave the students the necessary content infonnation needed in order to answer
the question. In contrast, the quiz given during the week of Curriculum Based Reader's
Theater required the students to use a high level of memory in order to recall the content
learned throughout the week. The quiz questions required the students to use very little
application. If application was required to answer the question, students needed to recall
the necessary infonnation first and then proceed to answer the question through
application.
�TI IE INFLUENCE OF CBRT ON SCIENCE CONTENT
67
Although the class averages for each quiz were very difTerent in number, the scores
reflect upon the methods of teaching
the types of questions asked on each quiz. This
does not reflect on the study as a whole, or the method of teaching, but only indicates areas
of adaptation for fi.lture study. Curriculum Based Reader's Theater is still an effective
method of teaching when introducing new content material. The students' scores reflect
the knowledge they acquired throughout the four lessons and their ability to perfonn on an
assessment. The quiz was not
only form
assessment, as both summative and
formative assessments were given throughout the five lessons. Aside from the
students were able to answer end of the lesson exit ticket questions based upon
content
of the day's script. In order to complete this activity, students were expected to recall the
information
had learned without looking back in the scripts for the answers. Lastly,
students were able to recall the content discussed and learned from the previous day's
lesson when they revicwed it at the beginning of thc lesson. This reinforced the material
that had been highlighted at
The way the lessons
end of the previous day's lesson.
the week of Curriculum Based Reader's Theater were
designed did not provide students with a variety of activities to participate in that would
touch upon the many learning styles of the students. Although the mcthod of Curriculum
Based Reader's Theatcr required the students to do lots of talking with the scripts and the
content of the scripts, therc was very limited discussion about
content ofthc scripts and
what the content meant. This hindered studcnts' learning, particularly that of vcrbal
students who would learn best through conversations. The addition of a discussion
component would provide the teacher and students
the opportunity to clarify and
expand content as well as to synthesize understandings across the entire unit.
�OF CBRT ON SCIENCE CONTENT
68
learn best through visuals.
students
The
students were
With the scripts being the only source
not given many visuals to support the content of the scripts. Students were given
for the more complex topics within the scripts that may be harder to visualize. For
students who learn best with the support of visuals, they had to rely on the words of the
scripts to create mental images. If the students were unable to comprehend the words, the
mental images created would not have matched the content of the script, resulting in further
of the content. Students received visuals only when asked for, during the
lessons. These visuals were from the textbook and supported
to answer
the content
questions.
Lastly, the lessons did not plan for exnerimcnts which often SUDDort those
who are kinesthetic learners. The lessons required very little application of the content
hindering the students from using the information they have learned. Although the content
of this particular unit would most likely not allow for various experiments, conducting any
type of an experiment may have supported the students' learning.
As Reader's Theater often supports the performance of the script, the design of the
lessons, and
constraints, did not allow for the students to act out the scripts. Acting
lesson
out
script two times
point
a third reading
have supported all styles of learners. At this
content
content
addition to
have
been highlighted in the script, pinpointing exact locations of
those students who are verbal learners, this portion of the lesson \vould have given
students and the teacher the opportunity to ask questions and further explain the content of
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
69
the script at any given point. Acting out the script would have provided visual learners with
the ability both to watch their peers and create their own demonstrations of the meaning of
the content. In order to create demonstrations and visuals, students must first understand
the content. If students are unable to comprehend the text and create understanding,
watching their peers act out a portion of the text would support the process of
comprehension. Lastly, the students who learn best through kinesthetic would be given the
opportunity to move about the classroom and act out their lines. This is a form of
application as students determine the moves they want to make related to their lines in
order to relay the content to their peers. When acting out the script, students are to create
actions that match the words within their lines in order to support the comprehension of
their audience. In order to create appropriate actions, students themselves must first
comprehend their lines. The actions in turn would aid in the acquisition of new knowledge
as they recall the actions of their peers and their own actions during the various scenes in
the script.
In order to support all learners when implementing Curriculum Based Reader's
Theater, educators should consider designing only one or two lessons within a unit. This
will allow for more time to explore the content of the script and provide the students with
the types of activities they need in order to gain full comprehension of the content and
acquire new knowledge.
Limitations
This study assessed the impact of Curriculum Based Reader's Theater on student
performance when used to introduce and acquire new science content material. However,
there were several limitations that held the study back. Limited time for the study was one
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
70
was conducted over a four week
factor inhibiting the gathering of more data. This
period, two of which were
three sessions were
to the school's spring recess. Of the ten sessions conducted,
in the aftemoon after the state wide math exam. This time frame
only allowed one week for observing the teacher and one week to deliver Curriculum Based
Reader's Theater, which was not enough time to gather an appropriate amount of data for
a true comparison of instructional practices. In order to assess if an instructional practice
has an impact
is beneficial to student learning, a comparison of more than week would
need to be implemented. The students have been exposed to the teacher's style of teaching
for over eight months, whereas the one week of Curriculum Based Reader's Theater was
students' first exposure and participation in the method of teaching. One week is not
a new method of teaching.
enough time to show any sort of progression of learning
In addition to limited time allotment, class
There was only one
grade class
were the participants in this
was another limitation of this study.
school and
13 students in that class; they
This did not allow for a true comparison of instructional
methods on the same science content topic. With
one fifth grade class available for
participation, the same students participated in two ditlerent instructional methods on two
different science content topics. Additional fifth grade classes
have allowed for a
true comparison of instructional methods on the same science content topic.
Difficulty in matching the science content taught was another limitation. Working
with
one fifth grade class meant
methods and
content
through the teacher's regular
content taught through Curriculum Based Reader's Theater needed to be
different in order to meet the purpose of the study.
decided upon by the weight
content chosen to be taught was
content material; the two science topics needed to have
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
71
amount of content, in addition to presenting
a
students
a similar challenge.
Moreover, the content had to be chosen from topics remaining in the curriculum. Since the
study took place towards the
areas based upon the amount of content
match two
students
of the school year, the teacher and researcher tried to
could be presented to the
the complexity of the topic.
There were also several unexpected difficulties encountered with the study_ One
challenge was the timing of the study. It was initially planned to be conducted earlier in
the second half of the school year. Due to scheduling conflicts, the study began at the
beginning of April followed by a two
spring recess. Upon returning to school,
students took the state wide math portion of the exam the final three days of the
Aner testing for
morning hours, the students' levels of motivation were
low,
reducing their interest in and enthusiasm for participating in science class. Low student
interest and motivation directly impacted one of the factors assessed
the study.
addition to measuring students' acquisition of new knowledge, the study also observed
students' interest and motivation to learn and acquire new science content knowledge.
Students' attitudes were onen depleted in the afternoon sessions ofthe final three days aner
returning from testing in the morning sessions. Through
expressions and level of
participation, it was clear to see that the students were exhausted from testing for three
consecutive hours.
Implications for Future Practice
Based on the research presented and
study, implementing Curriculum Based
Reader's Theater in a science setting may impact the way students are introduced
acquire new content knowledge. Implementing Curriculum Based Reader's Theater m a
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
72
science setting may also impact student performance on in-class assessments. Educators
can implement Curriculum Based Reader's Theater at various times throughout the
curriculum with content material that can easily be manipulated and transformed into a
fiction or non-fiction
Curriculum Based Reader's Theater can be implemented for one
lesson or a unit.
By implementing Curriculum Based Reader's Theater, educators are providing
their students with an alternative method f()r learning.
Curriculum Based Reader's
Theater to introduce new contcnt is a way to break from the teacher's traditional methods
of teaching and put a twist on
content. Curriculum Based Reader's Theater is used to
engage students in their learning because ofthe high levels of participation needed in order
to delIver the script. When using Curriculum Based Reader's Theater to introduce new
content knowledge, students are required to separate the different elements of the script to
uncover the content material. This action requires the students to utilize critical and higher
order thinking skills.
Suggestions f()l' implementing Curriculum Based Reader's Theater differently in
the classroom include: the variation of resources, how the content is developed,
of developed content,
tOlmat
Curriculum Based Reader's Theater is implemented, and the
variation of content areas. Curriculum Based Reader's Theater can
a variety ot non
fiction resources when gathering content material. Although this study used the grade level
class textbook, additional non-fiction resources can be used as the sole source
int()fmation or as supplemental materials. Educators and students can gather content
material from articles, journals, websites, non-fiction books, and a variety of other sources.
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
73
Educators must ensure the content information and material gathered is grade level
appropriate and, more importantly, accurate.
Content can be developed by almost anyone involved
the im plementation of
Curriculum Based Reader's Theater. For the purpose of this study, and the knowledge of
the researcher, the content for the Curriculum Based Reader's Theater unit was developed
by the researcher. The development ofthe content should relate to the amount oftime spent
implementing Curriculum Based Reader's Theater and the purpose behind the
implementation. A teacher can develop the content by his or her self or with the assistance
of the students. If
students are to participate in the development of the content it is
important that the educator previously checks for content understanding and
comprehension. Students can develop the content individually or in groups depending on
the purpose for implementing Curriculum Based Reader's Theater.
Curriculum Based Reader's Theater can be created in many different formats. As
mentioned in the research, Curriculum Based Reader's Theater does not have to take the
form of a script in order to be considered Curriculum Based Reader's Theater. It is most
commonly created in the form of a play in order to engage and involve as many students
in the lesson at a given time. Educators and students can utilize as much information as
desired to develop a form of Curriculum Based Reader's Theater;
of the content cannot
always be incorporated at a given time. If desired, Curriculum Dased Reader's Theater can
take the form of a song, poem, riddle, story, or any other format that requires the students
to present the material through a performance.
Curriculum Based Reader's Theater can be implemcnted for any amount of time
deemed necessary for the implementation purpose. For the purpose of this study,
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
74
CUlTiculum Based Reader's Theater was implemented for the length of a unit in order to
meet the purpose of using Curriculum Based Reader's Theater to introduce new science
content. Educators can implement Curriculum Based Reader's Theater as a portion of their
lesson for one day or various whole lessons throughout the curriculum. Since not all content
can easily be manipulated into the form of a script, some lessons may not be beneficial to
the comprehension of the students.
Lastly, Curriculum Based Reader's Theater can be used within any content area.
Ideally Curriculum Based Reader's Theater is to be used with content areas that contain
dense information, such as Social Studies or Science. Curriculum Based Reader's Theater
can also be uscd with Math to act out equations and word problems. English Language Al1s
and Literature commonly uses the traditional method of Reader's Theater to act out
fictional stories and practice literacy skills.
Implications for Future Research
Implications for future research include adapting Curriculum Based Reader's
Theater and extending the implementation to further develop findings. Most importantly,
future researchers should extend the duration of the study to make a wider comparison of
teaching methods and inf1uences on students' acquisition
new knowledge and
performance on in-class assessments.
If the study were to be replicated, it is suggested that more than one class on the
same grade level be asked to participate. With the addition of a second class of fifth grade
students, the researcher will be able to compare two classes learning the same content
material. Week one of the study should be replicated, as the teacher uses traditional
methods of teaching to introduce new content material to both classes. Minor changes
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
75
should be made during week two when the implementation of Curriculum Based Reader's
Theater begins. During week two, class "A" will continue to acquire new knowledge
through the teacher's traditional instruction methods and strategies. Class "B" will be
introduced to Curriculum Based Reader's Theater as their instructional method. Since class
"B" is being exposed to Curriculum Based Reader's Theater for the first time, week two
should be proceeded by multiple weeks of traditional instruction methods of the teacher
and instruction in Curriculum Based Reader's Theater. MUltiple weeks of both
instructional methods will provide more reliable data to either support or refute the use of
Curriculum Based Reader's Theater as an instructional method to introduce new content
material.
Additional studies can be designed and conducted using the same procedure, but
varying the content area being taught. Future researchers should consider
implementation of Curriculum Based Reader's Theater in Social Studies and Math
classrooms. Based on the research presented, traditional Reader's Theater is an
instructional tool that is successfully used in English Language Arts and Literature.
Research, however, does not provide much an explanation for the implementation
Curriculum Based Reader's Theater in Social Studies and Math classrooms.
Although there were several limitations and suggestions for improvement, this
study offered a valuable perspective on using Curriculum Based Reader's Theater to
introduce and acquire new science content knowledge. This study is one of the few
observing the influence of Curriculum Based Reader's Theater in a science classroom on
the introduction and acquisition of new content material. In addition, it offered the teacher
an additional teaching method to be used with any science content throughout the
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
76
curriculum. Curriculum Based Reader's Theater provided the students opportunities to
utilize and strengthen their higher order thinking skills when acquiring new content
material. Content is often embedded
Curriculum Based Reader's Theater scripts
requiring students to unwrap new material. Curriculum Based Reader's Theater is an
instructional method that can bring excitement into the classroom for both the students and
teacher while creating a very unique learning experience. ror future research, the
suggestions discussed previously should be addressed in order to conduct a meaningful
study and gather significant data. Replications of the study could be made with the
recommendation as previously outlined above. However, further studies are also needed
with different populations of students, as well as studies using larger ample sizes. Hence
reliability of these results would increase. For future research, it would be interesting to
see how a longer duration and variety ofcontent topics influence students' ability to acquire
new content knowledge and their perfonnance on in-class assessments. This study has
shown that Curriculum Based Reader's Theater is an instructional method that can be used
to introduce new content knowledge,
addition to students acquiring new content
knowledge and successfully perfonning on in-class assessments.
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
77
References
Brooks, S., & Nahmias, C. K. (2009). Search for the Golden Moon Bear. Science Scope,
33(3),29-33.
Bullion-Mears, A., McCauley, J. K., & McWhorter, J. Y. (2007). Erupting with Great
Force: Pertorming Text to Enhance Reading Comprehension. Science Scope, 31(1),
16-21.
Corcoran, C. A. (200S). A Study of the Effects of Readers' Theater on Second and Third
Grade Special Education Students' fluency Growth. Reading Improvement, 42(2),
lOS-II].
Flynn, R. M. (2004). Curriculum-Based Readers Theatre: Setting the stage for reading and
retention. Reading Teacher, 58(4), 360-36S. doi:l0.1S98/RT.S8.4.S
Garrett, T. D., & O'Connor, D. (2010). Readers' Theater: "Hold On, Let's Read It Again."
Teaching Exceptional Children, 43(1), 6-13.
Homan, S. P., Klesius, J. P., & Hite, C. (1993). Effects of Repeated Readings and
Nonrepetitive Strategies on Students' Fluency and Comprehension. Journal (~r
Educational Research, 87(2), 94.
Jennifer O. Prescott. (2003). The Power of Reader's Theater: An easy way to make
dramatic changes in kids' fluency, writing, listening, and social skills. Education
Periodicals, 122(S), 22-27.
Kabilan, M. K., & Kamaruddin, F. (2010). Engaging learners' comprehension, interest and
motivation to learn literature using the reader's theatre. English Teaching: Practice
& Critique, 9(3), 132-1S9.
Kennedy, J. (2011). Oral Interpretation of Literature: Readers' Theater. C~A Forum, 40(1),
71
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
78
Kinniburgh,
& Shaw,
(2007). Building Reading Fluency in Elementary Science
Readers' Theatre. Science Activities,
1), 16-20.
Mraz, M., Nichols, W., Caldwell, S., lleisley, R, Sargent, S., & Rupley, W. (2013).
Improving Oral Reading Fluency through Readers Theatre. Reading Horizons,
52(2), 163-180.
SCHOLASTIC News Vol. 68, No.2, October 2011. (2011). Scholastic
-- Edition 1
(reacher's Edition), 68(2),1-14.
Stewart, M. (2008). The science of Readers Theatre. Reading Today, 26(3), 44-44.
Stewart, M. (2010). llringing Science to Life WITH READERS THEATER. Knrnvledge
Quest, 39(2), 80-82.
Worthy, .I., & Prater, K. (2002). "I thought about it
. Readers Theatre for reading
f1uency and motivation. Reading Teacher, 56(3), 294.
Young, C., & Rasinski, T. (2009). Implementing Readers Theatre as an approach to
classroom fluency instruction: Readers Theatre can create an academic avenue that
leads to increased reading fluency, regardless of whether students are striving or
thriving.(Report). The Reading Teacher, (1),4.
Young, T. A., & Vardell, S. (1993). Weaving Readers Theatre and Nonfiction into the
Cuniculum. Reading Teacher, 46(5), 396-406.
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
79
Appendix A: Consent Forms
Dear Parent(s) and/or Guardian(s):
As part of my master's degree requirements at Wagner College, I am conducting
research in your child's school on the use of Readers Theater to teach Science content. My
hope is that by conducting this study, we will be able to improve our understanding of the
methods and strategies that teachers can use to introduce new content information in
subject areas that often contain dense material, such as Science.
I am requesting your permission for your child to participate in the research. This
document will provide you with information that will help you decide whether or not you
wish to provide your permission. If you decide not to give permission, or if you or your
child decides at any point to discontinue participation in the study, there will be no penalties
for you or your child.
During the course of the project, I will work with the Science teacher to develop
lessons using the teaching method Readers Theater. The teacher and I will be delivering
upcoming Science lessons using the teaching method Readers Theater. First, I will be
observing how the Science teacher teaches Science content for the current unit. Next, I will
work with the Science teacher to conduct Reader's Theater lessons for the following unit.
I will be observing the effects of using Readers Theater to teach Science versus the
traditional method of lecture. Additional support will be given to the students for
comprehension purposes, as it is my ultimate goal that the students learn and comprehend
the content. If you were to grant permission for your child to participate, I would ask your
child to regularly attend class, participate in traditional class activities, read and perform
Reader's Theater Science scripts, participate in written surveys regarding their interests in
Science and Reader's Theater, and take quizzes to assess their knowledge using the Science
teacher's traditional quiz format. This study will take place over the next two weeks and I
ask that your student(s) comes prepared for class with all required books and materials.
The study will not interfere with your child's access to his or her regular educational
program.
All information gathered during the project will remain confidential and will not
be associated with your child's name. My analyses will also be cleared of any possible
identifying information in order to ensure your child's confidentiality.
The project does not carry any foreseeable risks for your child. However, if for any
reason you or your child felt uncomfortable, he or she could be removed from the study at
any time with no penalty, and any information gathered from your child during the study
would be destroyed.
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
80
If you have any questions concerning this study please feel free to contact me at
gina.giglia@wagner.edu or Dr. Advisor at rhoda.frumkin(iil,wagner.edu. Thank you for
considering being part of a study related to my research for a master's degree in Education
at Wagner College.
Please sign below to indicate your understanding of the project and your consent to
for your child to participate. I have provided two copies so that you may keep a duplicate
for your records.
Signature of Parent/Guardian
Date
Child(ren)'s Name
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
81
Appendix B: Curriculum Based Reader's Theater Week Breakdown
Grade - Science
Chapter 4- Astronomy
Day 1:
• Students will complete a pre-Reader's Theater Science survey about their interest
in science and science class
• Journal Prompt: (A) In 30 seconds, list as many things you know about space.
After 30 seconds are up: (B) Pick one or more items from your list and
compare/contrast what we know about them today to what scientists from the past
knew or studied.
• Distribute the play.
• Explain Reader's Theater briefly.
• Introduce play.
• Students and teacher read through playas a whole one time.
• Assign ro les.
• Students read through play one time.
• Annotate play to find pieces of content ini()rmation that students should be
learning.
• Review information highlighted.
• Students act out play.
• Exit ticket: name one thing you learned about space today that you did not include
your journal entry.
Day 2:
•
•
•
•
•
•
Review content learned from Day 1.
Introduce play #2.
Students and teacher read through playas a whole one time.
Assign roles.
Students read through play one time.
Annotate play to find pieces of content information that students should be
learning.
• Review information highlighted.
• Exit ticket: mmle one way the Sun is like a star. Name one way the Sun is
different from a star.
Day 3:
•
•
•
•
•
•
Review content learned from Day
Introduce play
Students and teacher read through playas a whole one time.
Assign roles.
Students read through play one time.
Annotate play to find pieces of content information that students should be
learning.
• Review information highlighted.
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
82
• Exit ticket: describe
difference between reflection and refraction.
Day 4:
• Review content learned from Day 3.
• Introduce play #4.
• Students and teacher read through playas a whole one time.
• Assign roles.
• Students read through play one time.
• Annotate play to find pieces of content information that students should be
learning.
• Review information highlighted.
• Exit ticket: name 5 or more phases of the moon.
DayS:
• Students will use the class period to complete a ten question quiz about the
content learned during this week's Reader's Theater performances.
• After the students complete the quiz they will complete a post-Reader's Theater
Science survey about learning science through Reader's Theater.
�THE INFLUENCE OF CRRT ON SCIENCE CONTENT
83
Appendix C: Pre-Curriculum Based Reader's Theater Survey
Not at all
A little bit
A lot
Most of the time
1. I like science
I understand science lessons
3. I earn good grades in science class
4. I participate in science class
5. I am motivated to learn science
6. I can read science texts/textbooks
Pictures/graphs help me to understand
8. Experiments help me to understand
9. My favorite
about science class is
My least favorite thing about science class is
11. If J could change one thing about science class J would change
12. If I could add one thing to science class to help me be a better science student I would
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
84
Appendix D: Lesson 1: What Makes Up the Solar System?
Jeopardy: Scientists Week, Final Episode
Characters
Game Show Host # 1
Ptolemy
Copernicus
Johannes Kepler
Game Show Host #2
Audience Group A
Audience Group B
Audience Group C
Game Show Host #3
Game Show Hosts #1, 2, 3: Welcome to tonight's episode of...
Everyone: JEOPARDY!
Game Show Host #1: This week we have had some very special scientistsjoining us. Let's
bring out and meet tonight's scientists. First we have Ptolemy. Tell us a little bit about
yourself and what you have been working on lately.
Ptolemy: I lived in Greece during the A.D. lOOs. I have been working on a model of the
solar system for some time now. This means I have created a drawing to show how the
solar system works. My model shows the Sun and other space objects revolving around
Earth.
Game Show Host #2: Very interesting! Thank you for joining us. Up next is Copernicus.
Copernicus: I am Polish and published my most recent work in 1543. Unlike Ptolemy's
model, I have placed the Sun at the center of the solar system. All other planets and space
objects revolve in circles around the Sun.
Game Show Host #3: Thank you very much! Last but not least, our returning champion
Johannes Kepler.
Johannes Kepler: I am a German Astronomer. In the l600s I created a model of the solar
system that used Copernicus' idea of the Sun in the center of the solar system. The only
difference with my model is that planets and all other space objects revolve around the Sun
in elliptical motions. This means everything revolves in oval paths.
Game Show Host #1: Three scientists with three brilliant ideas! The winner of the final
episode of scientists week will have their model of the solar system published and used by
future scientists all over the world!
Game Show Host #2: Let's play ...
Everyone: JEOPARDY!
Game Show Host #3: What makes up the solar system?
�CBRT
85
Ptolemy:
sun, planets and
moons,
objects.
Audience Group A: CORRECT!
Game Show Host #1: Because distances between objects are too large to measure in
kilometers or miles, astronomers measure in?
Copernicus: Astronomical units, or AUs.
Audience Group B: CORRECT!
Game Show Host #2: For extra points Copernicus, how large is one AU on average?
Copernicus: One AU on average is the distance from the sun to Earth, or about 150
kilometers.
Audience Group B: CORRECT!
Game Show Host #3: What keeps the planets in their orbits as they revolve around the
Sun?
Johannes Kepler: Gravity! This was reasoned by Sir Isaac Newton in the 1600s.
Audience Group C: CORRECT!
Game Show Host #1:
do
shine?
Ptolemy: They reflect
Audience Group A: CORRECT!
1!
Game Show Host #2: So far we have a tie between Johannes Kepler and Ptolemy, with
Copernicus in the lead. Let's move on to round two. What revolves nearest to Earth than
any other object and is about a quarter of the size of Earth
Copernicus: The moon.
Audience Group B: CORRECT!
Game Show Host #3: The moon seems to change shape depending on?
Johannes Kepler: How much of the lighted side is facing Earth.
Audience Group C: CORRECT!
Game Show Host #1: What is like a small planet and orbits the Sun?
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
86
Ptolemy: An asteroid.
Game Show Host #2: For a two part bonus question, what area do they orbit in and where
is this area located?
Ptolemy:
the orbits of Mars and Jupiter.
an
Audience Group A: CORRECT!
Sun
Game Show Host #3: What is a small piecc of rock or metal
and when do they f(Jrm?
Johannes Kepler: Meteoroids and they form when asteroids collide or comets break up.
Audience Group C: CORRECT!
Game Show Host #1: Describc a meteor.
Copernicus: When a meteoroid passes through Earth's
particles rub against the meteoroid's surfacc making it extremely hot. The rock begins to
burn. The streak of light given otI by the burning surface is a meteor. Sometimes they are
shooting stars.
Audience Group H: CORRECT!
Game Show Host #2: What is a
long, narrow path?
of ice, dust,
gas
revolves around the sun in a
Ptolemy: A comet.
Audience Group A: CORRECT! End of Round2!
Game Show Host #3: We now have a tie between Ptolemy and Copernicus, with Johannes
Kepler trailing behind. Let's move on to our last round, the Lightening Round. All points
are worth triple in this round. What does energy from the sun provide?
Johannes Kepler: Heat and light. Without it Earth would be a
Ice.
Audience Group C: CORRECT!
Game Show Host #1: The sun is a glowing ball of hot gas. How is it different from other
stars and why?
Copernicus:
much closer to
bigger, and
than other stars because it is so
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
87
Audience Group B: CORRECT!
Game Show Host #2: Many objects that enter Earth ' s atmosphere burn up completely.
What does not burn up completely and can land on Earth ' s surface? For bonus points define
this object.
Johannes Kepler: Meteorites can pass through the Earth's atmosphere without burning
up. A meteorite is a piece of rock and metal that lands on Earth's surface.
Audience Group C: CORRECT!
Game Show Host #3: Where do meteorites come from and how do they affect Earth?
Ptolemy : Meteorites come from the asteroid belt or rocks from the moon or Mars. They
affect Earth ' s surface by creating large craters when they hit the ground.
Audience Group A: CORRECT!
Game Show Host #1: Explain how the sun and the moon affect Earth.
Johannes Kepler: The sun and the moon cause the rising and falling of the tides . Moon 's
gravity pulls ocean water toward the moon. The water piles up in a bulge on the side of the
Earth that is facing the moon. The water also bulges out on the opposite side of the Earth.
Low tides are formed in the area between the two bulges. When the sun and moon are lined
up with Earth, their pulls combine together and make very high tides.
Audience Group C: CORRECT! End of Round 3!
Game Show Host #1, 2, 3: Our winner tonight is ...
Audience Group A, B, C: Johannes Kepler!
Figure 3: Ptolemy's Model
Figure 5:Kepler's Model
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
88
Appendix E: Astronomy Quiz
5th Grade Science Quiz
Astronomy Chapter
Date: __~_ _ _ _ _ __
1. Describe the three models of the solar system and name the scientist that created
each model.
2. True or False: A meteoroid passes through the Earth's atmosphere and lands
on Earth's surface.
3. List the three things that make up a comet.
a.
b.
c.
4.
5.
The moon's orbit
a. Rotates
b. Rotates and revolves
c. Revolves
d. None of the above
A spectroscope is a tool that analyzes
6.
a. Color
Stars
c. Light
d. Heat
True or False: The sun is an average star in size, hotness, and brightness.
7. You are a scientist who just discovered a new star. Describe how you would
classify the star. What do these properties tell you about the star?
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
89
8.
Name and describe the three parts of the sun.
9.
Explain how telescopes work.
10. List 5 ofthe phases of the moon. For (+3) Bonus points, what is the difference
between Waxing and Waning?
Extra Credit: Explain how the saying "Once in a blue moon" is related to science.
(+2)
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
90
Appendix F: Post-Curriculum Based Reader's Theater Survey for Students
Did you enjoy learning Science through Readers Theater? Were you motivated to learn
Science? Why or why not?
What was your favorite pali about learning Science through Readers
What was your least favorite part about learning
Readers Theater?
What was
easiest
learning Science
What was
most
part of leal"ning Science through Readers Theater?
Readers Theater?
What did you learn from doing Science through Readers Theater?
Would you like to learn Science through Readers Theater again? Why or Why not?
Compared to using a textbook, was it easier or more difficult to read a script and learn
new science information? Why?
If you could give the teacher any suggestion about doing Readers Theater in
what would it be?
If you could change one thing about
it be? Why?
Do
on
we
Readers
u .........,_'-'
what
and will get a good grade? ___________
�THE INFLUENCE OF CBRT ON SCIENCE CONTENT
91
Appendix G: Post-Curriculum Based Reader's Theater Survey for Teacher
Did you enjoy the experience of teaching through Readers Theater? Why or why
What was the easiest part about planning for the Readers Theater lessons?
What was the most challenging part about planning for the Readers Theater lessons?
If you could change anything about the way you planned
what would you change
why? How would you change
the Readers Theater lessons
'N'hat was the easiest pa11 about delivering the Readers Theater lessons?
What was
most challenging pa11 about delivering the Readers Theater lessons?
you could change anything about the way the Readers Theater lessons were delivered
would you change and why? How would you change it?
Do you
experience was beneficial for your students? Why or Why not?
Were there any noticeable changes in the students' behavior or perfOnna11ce?
Would you do Readers Theater again to teach another unit with the same class? Why or
why not? What would you keep the same? What would you change?
�Wagner College
Graduate Thesis Copyright Release Form
Document Identification
Student Name:
Gina Giglia
Thesis Title: THE INFLUENCE OF CURRICULUM BASED READER'S THEATER ON
SCIENCE STUDENTS' PERFORMANCE ON IN-CLASS ASSESSNIENTS
Department:
Education
Author Agreement
to the Board of Trustees of Wagner College and its agents the non-exclusive license to
and make accessible, my thesis in whole or in part in all forms of
now or hereafter known.
I understand that Wagner College will make my work available to all patmns of its library, including
interlibrary sharing.
I agree to the unrestricted display oflhe bibliographic information and the abstract ofthe above title.
I retain all other ownership rights to the copyright of the work.
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The influence of Curriculum Based Reader's Theater on science students' performance on in-class assessments
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MS Ed: Teaching Literacy
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This study explored the implementation of Curriculum Based Reader's Theater in a 5th grade science classroom. Traditional Reader's Theater is often used in classroom as an engaging activity for students. The instructional purposes of traditional Reader's Theater range from supporting story comprehension, increasing reading fluency, and boosting the motivation to read. This study used a variation of Reader's Theater, known as Curriculum Based Reader's Theater (CBRT), to introduce science students to new content information. The participants of study were 13 fifth grade students and a science teacher from a Title I school located in New York City. The purpose of study was to measure the impact of Curriculum Based Reader's Theater on both students' acquisition of new knowledge per in-class formative summative assessments and their motivation to learn science. Over the course of four lessons, students were introduced to the topic of astronomy through teacher created scripts. On day five, the final day of the unit, students were given a ten question quiz to assess the content learned. Results suggested that Curriculum Based Reader's Theater is an effective teaching strategy introducing new science content knowledge. Curriculum Based Reader's Theater also supp0l1s students' acquisition of new science content knowledge, while increasing students' levels of motivation and participation in science. The researcher suggests that adaptations to the implementation of Curriculum Based Reader's Theater may increase the effectiveness of the strategy.
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Giglia, Gina
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2015
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Text
Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
1
THE VALUE OF COMMUNITY-UNIVERSITY PARINERSHIPS FOR QUALITY
AFTERSCHOOL PROORAMMING
By
Tatum Colitz
Submitted in partial fulfillment of the
requirements for the degree of
Master of Science in Education
Education Department
Wagner College
May, 2015
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
2
Wagner College
Division of Graduate Studies
Master's Thesis
Author:
Tatum Colitz
Title of thesis:
The Value of Community-University Partnerships for Quality
Aftcrschool Programming
Degree:
MSED: Teaching Literacy (B-Grade 6)
Date of Graduation:
May 2015
Thesis Review Committee:
Thesis Advisor:
Dr. Karen DeMoss
Date
Dr. Rhoda Frumkin
Date
Professor David Gordon
Date
Reader:
Reader:
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
3
Table of Contents
ABSTRACt' ....................................................................................................................... 7
CHAPTER I: CONCEPTUAL FRAMEWORK............................................................8
GROWING DEMAND FOR HI(,II-QUAUTY AI' II':RSCHOOL PROGRAMS ............................ 8
AllflRISSSIN(; 'IIII' NEeDS OF CiIlLDI<EN AND FAMILIES IN URBAN AREAS
........... 10
U.S. DEPARI MENT OF EDIJCATION INVOLVEMEN r ....................... . .......................... 12
NEED FOR FEDERAL FUNDING
14
CRI'ATION OF 1'111:: AFT1RSCilOOL ALLIANCE
15
STUDENTS AT RISK: ENGLISII LAN<iUAGE LEARNI·:RS .................................................. 17
STUDENTS AI RISK: LEARNERS WITII SPECIAL NEEIlS ................................................. 18
CHAPTER II: REVIEW OF LITERATLJRE ..............................................................22
DIFINING. ASSESSING. AND EVAUiATING QUALITY IN AFTERSCHOOL PROGRAMS ...22
LITERACY BASED PROGRAMS FOR URBAN. LOW-INCOME, AND 101.1. POPULATIONS... 24
Background ......... ..
N
CORAL Inilialivc
25
21 sl eefllllry C(IIIIIIIUllily Learning Celllers
26
Wriling Rock
Literacy Loop .....
KidzLil
Raberl F. Kelmedy COlllll1ul1ily Schools ................. ..
............................... 29
illlegralil1g Digital Lireracies ill Ajler-School ......................................... .
Johll W Gordner YowlT and COli/lilli/lilies a/ Slat!lill'd Universily
... 30
31
QI !ALlTY AFTERS(,IIOOL PROGRAMS FOR STUDENI S WITH SPECIAL NEEDS ............... 3l
Backgrouud. ......... ,' "',... "
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4
Kids Included Togelher (KIT) ................................................................................ 32
Orange COIII1I), Public School AjlerscilOol.................................. ............................ 32
COMMUNlTy·UNIVFRSITY PARTNERSIIiPS AND TilE POTENTIAL IMPACT ................... 32
Carletol1
TIIEMES OF
's Commitment
/0
Communilv-Universilv Partnerships
35
PROGRAM MODELS AND IMPLEMENTATION ............................. .37
Clear Goals and Shared Visionfi'()1IJ Slakeholders ........ ..
37
Siaff, Swdel1l, and PrORrtlm Evalllalio/lS
38
Use of21" Celllurv Lileracies in Afierschool Model ......... ..
............................. 39
EfleClivClless ollhe Balallced Lileracy ModeL ...................... ..
39
Memlil1gfirl Professional lJel'elopmcfll anri Dedicaled SI({if ................................. .41
42
Ongoil1g Research l?lProwaJl1s
C] (APTER Ill: METHODS ...........................................................................................43
PARTICIPANT
ION, RISKS AND BENErlTS .......................................................... 45
SETTING
PAIUIl'lPANT OBSERVER ............
INSTlUJMENTATION DFSICiN ....................................................................................... ..47
DESJ( iN AND PROCEDURE
CHAPTER IV: ANALYSIS AND RESUl,TS...............................................................50
DESCRIPIION OF PROGRAMS ........................................................................................ 50
Tech Kid, Ulllimiled al Wagm'r College Program Overview .................................. 50
Los Prom%res Program Overview
SURVFY ANAI.YSIS
or PRE·SERVICE EDUCATOR PARTIC'WA
TECI! KIDS
UNLIMITED ................................................................................................................................ 56
Preparalion and Alolivalion for the Program .................... .
57
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Outreach and Commullicatioll. ................................................................................. 60
62
Logistics ofthe Progra!l1
Benefits and Strengths olthe Program ..................................................................... 65
Challellges and the Future of the Progralll ................................................ .............. 68
SURVEY ANALYSIS OF PRE-SERVICE EDUCATOR PARTICIPANTS, Los PROMOTORES. 70
Preparation und Motivation
10
Program.................................................................. 70
Outreach and Communicatioll. ......................................... .. .
72
Logistics (?lthe Pro).,'Yalil
74
Bell~jits
alld Strellgths olthe Program ................................................. .................... 77
Challenges aJ1(lthe Future ofthe Progra!l1
78
CHAPTER V: DISCUSSION••••••••••••••••••••••••••••••.•...•.................•..•..••..••.••••••.••.••.•••.••.•••80
CONTEXT OF BOTII PROGRAMS .................................................................................... 80
STRENG n IS OF BOTII PROGRAMS
STRENGTHS Of TECH KIDS UNLIMITED PARTNERSHiP ................................................. 82
STRENGTIIS OF Los PROMOTORES ................................................................................ 85
AREAS OF IMPROVEMENI I'OR Bonl PROGRAMS ......................................................... 88
AREAS OF IMPROVEMENT FOR TECH Kills UNI.IMITED PARTNERSIIIP ......................... 89
AREAS OF IMPROVEMLN r I'OR Los PROMOTORES
GENERAL RECOMMENDATIONS, IMPLICATIONS, AND FUTURE RESEAI"" .................. 92
REFERENCES ................................................................................................................ 96
APPENDICES ............................................................................................................... 104
ApPENDIX A: INFORMED CONSENT EMAIL rOR PRE-SERVICE EDUCATORS .............. 104
ApPENDIX B: INfORMED CONSENT FOR ASSOCIATED PROGRAM LEADERS ............... 106
ApPENDIX C: INTERVIEW QUESTIONS FOR ASSOCIATED PROGRAM LEADERS .......... 108
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
AI'I'ENDIX 0: TEel! KIllS UNLIMITED PROORAM SURVEY
6
109
ApPENlllX E: Los PROMOTORES AFTERSCIIOOL PROGRAM FEEDBACK SURVEY ...... 114
ApPENDIX
F: INTERVIEW DATA FOR ASSOCIATED
PROGRAM LEADERS
119
Tech Kid, Unlimited ......
ApPI:NllIX G: IN'J ERVIEW DATA FOR SURVEY ANALYSIS .........
Tech Kids Unlimited Pre-Service Educator Survey Results
Los Prom%res
Pre-~)'erl'ice
119
Educator 5'urvey Result,,",, .....
132
132
148
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
7
Abstract
This exploratory study closely documents and examines two anerschool programs
(Tech Kids
imit"cI and Los Promotorcs P,S. 20 Literacy Program) that were developed
using a community-university partnership model with the Wagner College Education
Department during the 2014-2015 academic year. Using a framework that closely
documents. analyzes, and assesses program quality. this study explores how
partnerships can help meet the growing demand for high-quality allerschool programs and
highlights the need for addressing and supporting at-risk groups, specifically in urban
areas.
a three-part mixed methods approach. the study included participant observer
fieldwork, two pre-service educator surveys, and interviews from associated professors and
program leaders in these community-university partnerships. Seventeen Wagner College
pre-service educators were surveyed aner working in onc or both educational partnerships
to explore how they were prepared and to learn more about their experiences
programs, Findings highlight the need
in a
college
uut:Il"
to perceive
are participating
organized structure in order to effectively plan and support these afterschool
Furthennore, findings suggest that when college students have relevant
professional development activities, previous background with the population, and
opportunities for reflection, they have a more positive sense of the impact the community
university model. Program improvements are discllssed to promote positive adaptations
for college students in fulure partnership programs. This study
research can potentially improve current programs
versitv model for
universities.
yuamy
to the potential impact of
aftcrschool programming at small, urban
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
8
Chapter I: Conceptual Framework
Growing Demand for High-Quality Afterschool Programs
A need for high-quality afterschool programs is rapidly increasing according to a
February 2008 publication by the Harvard Family Research Project. The national estimate
suggested that 6.5 million children and youth, in kindergarten through 12[h grade,
participated in afterschool programs nationwide (Harvard Family Research Project, 2008).
While this number is staggering, estimates capturing data only a short time later show there
was an even greater need for high-quality afterschool programs. The estimated attendance
for afterschool programs in 2009 skyrocketed to nearly 8.4 million children yearly
(Afterschool Alliance, 2009). In 2014, the attendance grew to 10.2 million K-12 children,
18 percent of all school-aged children, participating in afterschool programs, with an
additional 19.4 million that were surveyed as hopeful participants if a quality program were
available in their community (Afterschool Alliance, 2014). As this need increases,
programs need to adapt strategies and support student growth, particularly within literacy
development (Afterschool Alliance, 2014). Nationwide, there are numerous afterschool
programs, but ongoing issue remains with accessibility, sustainability, scale and overall
quality of the programs (Reisner et al. 2004). In order to benefit children nationwide, there
must be careful consideration of the effectiveness and variety of high-quality afterschool
programs available for youth literacy growth in the United States and attention to how these
programs can be implemented in areas of need.
This is an issue that must be addressed, as the annual afterschool research has
highlighted that youth need access to programs. According to "America After 3PM," a
national survey commissioned by the Afterschool Alliance, there is a significant gap
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
9
between demand and supply of afterschool programs. In the 2014 edition of this survey,
which surveyed 30,000 U.S. families, for every child in a program. there are two more who
are not and whose parents would enroll their child if a program were available (Afterschool
Alliance, 2(14).
new
nation's most comprehensive longitudinal survey
of how America's children are spending their afternoons provides pivotal information on
how participation and demand for afterschool have changed over the last decade and how
they vary by state, income level, ethnicity. and more. The findings from the 2014 repOlt
show that 15.1 million children are unsupervised when the school day ends. Also for the
first time this year, "America After 3PM" will include detailed data on STEM (science,
technology, education and mathematics) and physical activity in afterschool (Afterschool
Alliance, 2014, p. 2). This report is funded by the Charles Stewart Molt Foundation, the
Robert Wood Johnson Foundation, The Wallace Foundation
with additional support from the Heinz Endowments, The Robert Bowne Foundation and
the Samueli Foundation. Together, the commitment of these major foundations signals a
recognition of the impact that aJierschool programs can make onlhe development of youth
nationwide.
As shov.n
the results of this insightful study, this demand is greatest among
African American, Hispanic and low-income families. The demand is strong among these
groups precisely due to the understanding of afterschool program benefits. Notably, more
than live in six parents
children in atierschool programs agree that the programs keep
kids sale and out - ",-_.
and more than eight in 1() agree that the programs help working
parents keep their jobs (Aftcrschool Alliance, 2(14).
While there may be varying
motivations for enrolling in programs, many students come ii-om homes where both parents
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
arc working or struggle with
10
literacy skills at home (Afterschool Alliance, 2014). The
body of evidence demonstrates improvements
attendance. behavior, academic
achievement and more among children who participate in alterschool programs, while
researchers have also found that afterschool programs encourage increased parental
involvement whi... h is an important building block for student success (Afterschool
Alliance, 2014).
Addressing the Needs of Children and Families in Urban Areas
The National Institute on Out-of-School Time shows
there is a lack
0
f
affordable, accessible afterschool opportunities f(lr school-age children (de Kanter et
2000). It is estimated that up to
,IS
many as 15 million "latchkey children" on any given
day go home to an empty house after school, while 44 percent of third graders spend at
least a portion of their out-of-school time unsupervised (de Kanter et aI, 2000). In 2000
supply of afterschool programs for school-age children in urban areas met as little as 20
percent of the demand (de Kanter et aI, 2000). Although the Clinton-Gore Administration
was active in establishing new initiiltives to meet
need in the early 2000's, more action
must be taken.
More specitically in New York City. nearly three in ten children (28%) participate
an afterschool program, though parents overwhelmingly support more aftcrschool
unding compared to national averages (Afterschool Alliance, 2(08).
national statistic
shows that 83 percent of parents support public funding for afterschool programs, while an
astounding 91 perccnt of New York City parents support this type offunding (Afterschool
Alliance, 20(8).
city uscs
from the Department of Youth and Community
Development, which garners resources from city, state, and federal funding, while also
�Running head: QUALITY AFTERSCHOOL PARTNERSHlPS
11
enjoying Advantage After-School Program monies through state funds. The partnerships
the After-School Corporation (TASC) also provides promising models to expand
and ways that children learn throughout New York City (Afterschool Alliance, 2008). Still,
programs citywide are being cut due to budget constraints,
Spielberger and Halpern (2002) state that, "Allcrschool programs can
reading and writing as a way for children to relleet on their family and culture and explore
the links between their heritage and the customs and cultures of other in their community
providing access to mentors and community partners," This connection of community,
culture, and lamily is one aspect of afterschoolthat is essential in urban neighborhoods that
feature various socioeconomic and cultural groups, Afierschool programs present a unique
educational outlet to encourage cultural expression in a safe, supervised location in bustling
metropolitan regions nationwide,
In vastly diverse and populated regions like New York City, afterschool programs
have the potential to meet the affinities and needs of many unique learners. Sadly, budget
cuts impact
out-()l~sehool
learning and can potentially eliminate quality aftcrschool
programs at the expense academic regimes
this standardized high-stake testing era,
Consider the story ofOghcnakpobo Efekoro, a 15-year-old sophomore at Forest Hills lJigh
School and alumnus of Brooklyn, New York's I.S.3 J8
experienced budget CLlts for his
nationally established allerschool chess team. Their school sutlered a 1,6 percent cut that
threatened to discontinue many oi'the aflerschool programs, In a retketiv.:: piece presented
by the Afterschool Alliance (2014), Efekoro poignantly stated that, "Education is not a
bargaining chip to be Llsed
politicians, It is a necessity that ensures the next generation
can excel in an increasingly competitive world. It is a pathway, a gateway to success" (p.
�~
Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
12
4). He goes on to state that everything in life begins \\lith a good education, and that
includes, "every aspect of education, including extracurricular activities and learning
programs that happen aner the 'school day' has ended" (Aftcrschool Alliance Storybook,
2014, p. 4). These budget cuts continue to occur despite various public funding streams
available in cities
New York. In order to address shortfalls. those wanting to extend
afterschool educational programming must connect with
like-minded lo'TOUPS to form
partnerships to promote quality education afterschool in all live boroughs and beyond.
lJ.S. Department of Education Involvement
Over the past 15 years, the United States Department of Education has realized the
imp0l1ance
urgency of providing aftcrschool programming
has missed the mark on
meeting the nationwide demand. One maior educational endeavor created by the
Department ofEdueation was the 21 5t Century Community Learning Center, which offered
grants for alierschool programming to give students more time to learn, improve their
acadcmics, and engage in other educational activities outside of the structured school day
(de Kanter et ai, 2(00). To ensure the high-quality nature of these programs, the grantees
were trained t\\lice a year on quality elements of an alicrschool program, including how to
best provide academic enrichment.
creation of
initiative was based on the unique
philosophy of collaboration that was implemented between the Charles Stewart Mott
Foundation of Flint, Michigan and the U.S. Department of Education in 1997. This
government-supported initiative was created with collaboration as the cornerstone of the
21 st Century Community Learning Centers program, since both rural and inner-city
schools benelit from collaborative partnerships. This partnership program initially
provided $550
in direct services. training, technical assistance. best practices
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
13
idcntillcation, evaluation, and access/equity; the public-private partnership with the
foundation far outweighed what federal funds alone could offer (de Kanter el ai, 2000).
In 2000, there was sufficient funding lor only 310 of the 2,253 applications
~ftpr<,..hnAl
programs through the 21st Century Community Learning Partners, and more
than 1,000 high-quality applications were unJimded. Additionally, of the $1.34 billion in
funding requested by schools across the nation to start atlcrschool programming in 2000,
only $185.7
was available
Kanter et
The Clinton-Gore
Adminisuation requested $1 billion for the 2001 fiscal year, with hopes that the increase
in funding could potentially eliminate as much of a quatter of the nation's atlerschool
demands (de Kanter et ai, 2(00).
More recently,
United States Department
Education announced a joint
signing of a Memorandum of Understanding detailing a plan to strengthen partnerships
among federal and local govemments, schools, families, and other organizations with the
goal of advancing teaming, enhancing student engagement, and improving schools (NLC,
20J 4). At the Congressional City Conference in Washington, the National League of Cities
(NCL) held community conversations in a number of cities nationwide to discuss strategies
to meetlhree major concerns, one being anerschooJ programs, One
was to
strategies
of this discussion
provllhng children with access to high-quality allerschool
learning experiences, especially those including increasing student outcomes, closing
achievement gaps, and improving social-emotional skills (NCL, 2(14). According to the
NCL Strategy Guide for Strengthening Partnerships, mayors
leaders
promote paI1nerships by engaging a broad set of partners, keeping aftcrschooltime on the
public agenda, and leading efi()rts by city, school, and community leaders to establish a
�Running head: QUALlTY AFTERSCHOOL PARTNERSHIPS
14
common set of outcomes and a shared visionlorout-of-school time (NLC, 2(14). The U.S.
Department of Educatioll and national research institutes like NCL may have recognized
the importance of quality indicators,
remain, a problem
access
afterschool programs
because of major funding concerns.
Need for Federal Funding
While the national spotlight has shone on afterschool in recent years,
federal investment in programs across the country has been far
essential
adequate. The CUlTent
chief federal funding stream for afterschool and summer programs is 21 st Century
Community Learning Centers (21 st CCLC). Studies show that in 2007, the No Child Left
Behind Act authorized $2.5 billion for CCLC; however
appropriations leave current
at less than half that today (Afterschool Alliance, 2(08). Afterschool Alliance
Executive Director Jodi Grant has noted the shortsightedness of underfunding afterschool
programs, stating that. "When afterschool programs struggle without enough resources to
mcet the needs
ChIldren and families, schools, communities and the country sufler"
(Aftersehool Alliance, 2008, p. I).
Furthermore, Grant stated that, "Quality afterschool programs keep students safe
and supervised, provide opportunities
school and in
to learn and grow, prepare youth to succeed
and help them expand their horizons through hands-on, engaging
activities that are both educational and fun. It is clear that every penny invested in an
afterschool programs pays dividends for years to come" (Afterschool Alliance, 2014, p 2).
Increased funding should
be a goal to encourage consistent programming nationwide.
Still, a more immediate and realistic approach may be to explore implementation models
that offer sustainable and cost-effective for quality programming.
�]5
Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
Creation of the Aftcrschool Alliance
In an elfort to further strengthen the national spotl ight on afterschool education,
The Charles Stewart Molt Foundation partnered with the U.S Department of Education to
create an even broader partnership concept, the Afterschool Alliance. Established in 2000,
this organization also
n~rtn('r('tl
J.C. Penney Company,
Open Society
After-School Corporation, the Entertainment Industry Foundation and the
Creative Artists Agency Foundation (Afterschool Alliance, 2015). This is a coalition
devoted to raising awareness and expanding resources for afterschool programs, with an
initial vision that every child in America would have access to quality afterschool programs
by 20 I O. While this vision was created nearly fifteen years ago and remains unmet, it is
crucial
(0
explore (he ways that this vision was approached and how this partnership
attempted to close the gap of access, quality, and equity in aftersehool programming
nationwide. Some programs that the Aftcrschool Alliance began included a national puhlic
service advertising campaign ("Finding the Hero Within"), a national day of recognition
on Octo her 12th ("Lights on Afterschool"). and (he identification and deployment of a
cadre of practitioner ..Aftcrschool Ambassadors"
assistance and influence
increased
rerscnooi AllianCe, 2015). The current vision
programming
ensure
for
every state to provide
afterschool
organization is to
youth have access to affordable, quality afterschool programs, while the
mission is to engage puhlie will to increase public and private investment in quality
afterschool program initiatives at the national, state and local levels (Aftersehool
Alliance, 2015).
�16
Running head: QUALITY AfTERSCHOOL PARTNERSHIPS
Additionally, the Afterschool Alliance is the only organization dedicated to raising
awareness of the importance of atlerschool programs, while also advocating lor
improvements in existing programs. The Afterschool Alliance works with government
agencIes
the U.s. Congress, governors, mayors and other educational advocates across
the country. With more than 25,000 afterschool program partners. this organization also
boasts an national online petition that has produced a database of after school supporters;
a sustained media campaign; and a series of briefing papers, rcports
widely by media,
fact sheets lIsed
makers, eonccrned organizations and individuals. In recent years.
the Afterschool Alliance has helped conduct some of the largest longitudinal studies to
survey quality aftcrschool programs across the country.
As documented in their policy briefs, the Allerschool Alliance has introduced
nation to more initiatives to address this national issue of afterschool educational
programmlllg. I he Aftcrschool Alliance has also played a major role in highlighting how
afterschool programs can directly address and focus on literacy education for at-risk
student populations
English language learners and students
SpeCIal needs. It
promotes nonprofit public awarcncss and advocacy organization working to ensure that all
children and youth have access to quality aftcrschool programs. With each yearly study,
the Afterschool Alliance demonstrates that alkrschool programs are uniquely positioncd
address opportunity gaps and support the
U~'Iuw,
writing
among
underserved youth to help them build a brighter future.
As part of the recognition for awareness of afterschool programs, the Afterschool
Alliance organizes an annual nationwide evcnt. On October 23,,1 in 2014 more than one
million people nationwide participated
attending science lairs,
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
17
rallies, fun nms, community service cvcnts, music and dance performances, open hOllses
and other events at schools, community centers, malls, parks
museums, state capitols,
recreation centers,
settings (Aftersehool Alliance, 2014). These events were
structured to raise awarcncss and celebrate
aHerschool programs that keep kids safe,
inspire them to learn, and help working families. Programs that are supported by
alierschool initiatives such as this have highlighted the need for funding, high-quality
programs, and dedicated program coordinators. Public awareness is growing, but
unfortunately so is the numbcr of students who arc marginalized and underexposed to
appropriate educational opportunities. As a result, afierschool programming increasingly
I()cuses on the most pressing issues for these underservcd populations.
Students at Risk: English Language Learners
literacy programs that support low-income, English
language learners provide a unique opportunity to help children and families that have
tidlcn behind, giving them a second chance to refocus towards successful literacy
development. !fusing innovative literacy enrichment opportunities, the academic advances
in the classroom and developmental advances in life are unmatched. According to the
National Council of Teachers of English (NCfE), English language learners (ELLs) are
the fastest growing segment of the student population as they now comprise 10.5 percent
of the nation's K-12 enrollment, up
five percent in 1990 (NCTE, 20 J4). Furthermore,
ELLs do not fit easily into simple categories. comprising a very diverse
varied
language proficiency, Bodo-economic standing.
have
expectations of
schooling, content knowledge, and immigration status (NCTE, 2014). Formerly, large ELL
populations were concentrated in a few states, hut today almost all states have populations
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
18
of ELLs. In 2005, four percent of ELL eighth graders achieved proficiency on the reading
portion of the National Assessment
graders
years
Educational Progress
were
were 21 percent less
·OIlClcm.
versus 31 percent of
Non-native
speakers 14-18
to have completed high school than native English
speakers (NCTE, 2014).
Speeifically
Staten Island's Port Richmond neighborhood, many families of
Mexican descent face challenges as English language learners. These students encompass
a group that would benefit greatly from a quality, appropriate afterschool programs that
promote literacy skills. Furthermore. research and anecdotal evidence show that
afterschool programs with structured literacy components can contribute positively to
children's' success in school, improvement in reading, and their overall social
Kanter et. al. 2000).
Students at Risk: Learners with Special Needs
Children with spccialnecds have historically been educated separately from their
non·disabled peers, sometimes being institutionalized and Bot educated at al L With the civil
rights movemcnt, however, a shift began with parents demanding that their exceptional
children have access to fi'ee and appropriate public education. Students with disabilities
were finally given access to free and appropriate public education through legislation in
1975, but despite these advances children with significant disabilities are grossly under
represented in at1:erschool programs (At1:erschool Alliance, 20(8). According to the U.S.
Department of Education, only 14 percent
served in programs in 2003·2004.
so,
disabilities ages 3 to 21 were
Afterschool Alliance (2008) noted that more
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
19
than 2.S million families nationwide are raising at least one child with a disability between
the ages of 5 and 17, representing lout of every 10 American families raising children.
Additionally, youth with disabilities face significant challenges both in the school
environment and in the transition to adult lives. With these at-risk factors, students with
disabilities are less likely to receive a regular high school diploma compared to their non
disabled peers and as many as sixty five percent of individuals with disabilities are
unemployed or underemployed (Afterschool Alliance, 200S). More specifically, there is an
incredible need to discern what will happen to the post- school age population of youth
with autism spectrum disorders (ASD). With the current Center for Disease Control rates
of verified autistic children at 1 in 6S, the nation is now faced with large numbers of young
people on the spectrum who will need to find employment in the next decade (CDC, 2014).
According to Paul Shattuck, a lead autism researcher at the A..T. Drexel Autism Institute,
"Young people with an ASD had the highest risk of being completely disengaged from any
kind of postsecondary education or employment. This risk remained greater than 50% for
the first 2 years after high school" (Shattuck et aI, 2012, p. 144). Furthemlore he states that,
"It appears that youth with an ASD are uniquely at high risk for a period of struggling to
find ways to participate in work and school after leaving high school" (Shattuck et ai, 2012,
p. 142).
One way to begin addressing these needs is through quality, appropriate
afterschool programming to support social, technical, and relevant academic skills.
Afterschool programs must reach students of all various ages and needs. There are
promising practices for implementing or incorporating successful strategies to support
students with special needs in afterschool programs. The National Information Center for
Children and Youth with Disabilities (1995) states that inclusive settings promote
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
20
improved performance on standardized tests, mastery of individualized education goals,
higher grades, improved behavior, and increased motivation to learn. While this notion is
geared towards in-school inclusive settings, there is also validity that educators and
program leaders can implement these practices in out-of-school programs. Furthermore,
afterschool programs can use supplemental services and assistive technology to support
learners with special needs (Gardner, 1997). Certain successful factors include,
"afterschool programs positively impacting students with special needs in key areas of
academic, cognitive and social skills" (Afterschool Alliance, 2004, p. 2). It is clear that
atierschool programming can make a pivotal impact on academic and social growth, but
this programming must not just be available, it must be quality.
This study examined two atierschool models that support learners with English
learning and special needs in the Staten Island community. The intent of this study was to
closely document and examine ways that these programs implemented programs to meet
their goals and support youth through the community-university partnership model. The
demand, as seen in the national statistics, is evident, and the community-university
partnership model has the potential to create, support, and grow quality programs. In this
study, the researcher hoped to explore each program in terms of quality and overall
experiences from levels of participation and programming. Specific study questions were
as follows:
• What successes and challenges existed in two current Wagner Education
Department community-university partnerships that provide afterschool
programs for youth (Los Promotores Atierschool Literacy Program and
Tech Kids Unlimited Workshops)?
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Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
• What were specific program goals, implementation processes, and
structures of the programs?
• How
did
program
coordinators,
faculty,
graduate
students,
and
undergraduate students experience program quality?
• How could these programs potentialiy increase their quality delivery of their
community-university partnership model?
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
22
Chapter II: Review of Literature
The overwhelming data about the national demand and need for quality after school
programs create a strong case for increased programming. However, in meeting these
nccds, it is important to understand what is known about models of successful afterschool
programming and cost-effective ways to sustain programs. This literature review will
explore the conceptual development, program curriculum, development, and participant
feedback of successful afterschool programs nationwide. In addition, the literature will
explore various themes to inform ways to sustain, support, and establish strong afterschool
program models by reviewing what ways successful afterschool programs nationwide
achieved quality and how this idea of
is defined, Furthermore, it
speciftcally
consider the community-university modcl in coordination with small universities in urban
settings to see how afterschool programs can be implemented using this model.
Defining, Assessing, and Evaluating Quality in Afterschool Programs
Afterschool programs can define and assess quality through careful program
evaluations. There are three basic reasons to define quality in out-of-school programs,
according the Harvard Family Research Project (2008). These major reasons include
making management decisions, demonstrating accountability, and building a case for
sustain ability. Although there is no definitive approach to evaluating a program, there arc
some basic principles for approaching this matter.
programs have
ability to evaluate,
but the type of evaluation often depends upon the degree to which program services are
established (HFRP, 2008).
Whether collecting attendance data or administering participant surveys, the
process of data collection does not need to be especially complex. Y(lung programs must
�23
Running head: QUALITY AFTER SCHOOL PARTNERSHIPS
examine start-up concerns like implementation and staff training, while more
programs can assess effects of their services. All programs must consider their stakeholders
when planning evaluations in order to establish consensus about their importance and help
avoid resentment when concerns may arise about evaluation processes or findings.
Evaluations can also be empowering because they can make stakeholders fcel they are
involved with a program that matters, helping to make these missions stronger and more
developed over time (HFRP, 200S).
One of the initial steps
any evaluation is to define program goals and how
services aim to meet them, As explained by the Harvard Family Research Project,
convemng all out-oj~school time stakeholders
helps all stakeholders, including
staft~
the program
clarifying goals together
specify program content and intentions, A lIsefill
approach to goal setting is the development of a logic model, which is a clear way to design
and summarize key elements of a program
show the cause-and-effect relationship
between the program and its intended results. A productive logic model example from
which programs can learn was created in 2000 by the Child Care Parlncrship Project and
features the clements of desired results, motivating conditions
causes, strategies,
activities, performance measures, and indicators (HFRP, 2008),
Another option for programs to help assess and evaluate their level of quality is the
Five-Tiered Approach to Program Evaluation, which can provide a helnful contextual
guide for assessing afterschool models.
programs are able to do at least some
evaluation, but the various tiers allow different types of program to explore quality,
only tier recommended for all programs is tier one, pre-implementation planning, which is
something that every program can and should do. The various tiers include Tier One: Pre
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Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
Implementation Planning, Tier Two: Service Documentation, Tier Three: Program
Clarification, Tier
Program Modification, Tier Five: Program Impact (HFRP, 2008).
In overall evaluation planning, though, a program's intom1ation needs evolve as it develops
and, therefore, its evaluation approach must accommodate program change (HFRP, 2008).
Using this tiered model, programs can identify many ways to assess their level of impact,
quality,
sllstainabili ty.
Evaluation is an ongoing cycle of process-feedback
evaluation to shape
requIres phases of
next phase. Programs can usc any number of program evaluation
approaches to assess, define, and achieve quality, but the considerations
by each
program size, type, and model. There are variolls ways that programs can achieve quality,
but having clear goals and serving a population in need are o1ien major features in
definitions of quality programs. Nationwide, there arc many allerschool programs that have
achieved quality and set a standard of excellence.
Literacy Based Programs for Urban, Low-Income, and ELL populations
Background
Efl'ective programs have
ability to support language growth and literacy
acquisition for English language learners and native speakers. The following attcrschool
program examples provide insight to the literature documenting national successes in
afterschool programming related to literacy development. As literacy now encompasses
many digital aspects,
review of literature includes
digital and more traditional
literacy content. The specific programs detailed below have established strong afterschool
program models, which while using different approaches, have proven successful
according to close evaluations.
�Running head: QUALITY AFTERSCHOOL PAKINERSHIPS
25
CORAL Initiative
Calilornia, The James Irvine Foundation launched the Communities Organizing
Resources to Advance Learning (CORAL) initintiw
1999 with the goal
the academic achievement of children in the lowest-performing schools in live Calitornia
cities. CORAL adopted a targeted approach toward reaching this goal by integrating a
regular schedule ofliteracy instruction into its afterschool programs. This tightly focused
literacy program ran three to /()ur days a week and resulted in "pronounced gains in
achievement
a range of students (Arbreton. A., et. aI., 2008). CORAL implemented
high-quality and consistent literacy programming. To assess the impact of their focus on
literacy achievement, their evaluations examined parlicipants' characteristics, program
experiences, engagement, outcomes, and program quality and costs, based on child surveys
and assessments, program observations, parent surveys and foclIs groups, and statl'surveys
One major approach that helped the CORAL Initiative was the constant
documentation and quality review of all atierschool program functions. Sheldon, Arbreton,
Hopkins, and Grossman (2010) effectively examined the relationship between the
implementation quality of after-school literacy activities and student reading gains. Using
the locus of
CO RAL
1Illllall
they evaluated
multI-SIte aiterschool program in
California, ultimately helping this program improve the delivery of their balanced literacy
program. Some research highlights include specific strategies that programs should
implement, including targeted statTtraining throughout the year, regular observations and
coaching of staff; and the use of data to measure progress (Arbreton ct. a\., 2008). The
evaluation was realistic and provided an additional view of the CORAL oro gram, which
�26
Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
,n,t"lIv
struggled to successfl
implement strategies early in the initiative. However.
with careful monitoring and program adaptations, (he afterschool model at this site
gradually improved quality and consistency. Results suggested that the size of student
reading gains were positively correlated with the quality of literacy programming provided
by each instructor (Arbreton, A, ct. ai., 2008). Clearly, the training and skill
of the
instructors in low income, urban California cities made a maior impact in the
balanced literacy model for
allerschool student population.
21s1 Century Community Learning Centers
The 21 st Century Community Learning Centers program was a key component of
the Clinton-Gore administration's commitment to help families and communities keep
their children safe and smart, supported by grants from the U.s. Department
(de Kanter ot ai, 2000). This program enabled school districts to fund public schools with
afterschool access, funding over 3,600 schools in morc than 900 communities (de Kanter
et aI, 2000). Through this partnership, grants were provided to fund public schools as
community education ccnters. Thcse centers included student access to afterschool
homework centers, tutors, cultural enrichment, and recreational
opportunities (de Kanter et
15 hours each week, with
onA
n .. tr't'~n<>
2(00). About 60 percent of these centers operated at least
vast majority focused on boosting achievement in core subject
areas.
A succcssful aspect of these 2 I st Century Community Learning Centers was the
communication with the regular school day program, found to be evident in several
collaborative activities. Onc of the most surprising statistics relating to
program was
atiersehool
approximately 90 percent of the learning centers collaborated with
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
27
community-based organizations (NCL, 2014). The 21st Century Community Learning
Centers program demonstrates that partnership models can be sustained with grant funding
to provide expanded support for children and their families in the crucial afterschool hours
(NCL,2014).
Writing Rock Stars
At George Mason University, Gring-Pemble and Gardner (2010) show how the
development, implementation, and preliminary findings of an innovative writing program
that drew upon a peer collaborative model and a community literacy perspective. While
this effort was developed as an afterschool program, the project demonstrated the value of
a community-university partnership, which was designed to provide an enjoyable forum
for teaching and learning writing techniques, including principles outside of strict state
curricular guidelines. Some of the most relevant and helpful data suggested that important
benefits of this type of partnership are for young children, parents, and the surrounding
community. It was applicable and relevant to the after-school literacy programs and
provided insight to the partnership model.
This program aimed to improve basic grammar and high-level writing skills by
providing an enjoyable forum for teaching and learning writing techniques and principles
beyond state curricular guidelines (Gring-Pemble & Garner, 2010). The writing instruction
program aim was created due to the community outcry for quality writing instruction, as
the Virginia Public schools' writing guidelines were lacking thc instructional strengths
parents and educators felt were necessary. This pilot program earned praise from school
administration and teachers, inspiring Fairfax County Schools to request writing program
support from other community stakeholders.
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Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
Literacy Loop
Another successful afterschool program
IS
-itf':nwv
program engages
Loop.
cross-age tutors to complement Open Court, which is their dominant system or a phonics
based reading and writing curriculum implemented in students' regular school day. Linking
the afterschool program to the in-school curriculum created a sense of continuity to the
literacy instruction (Madsen, 2011). In this program, tutors were randomly paired with
afterschool
who were
identified as being low
reading skills and/or
reading l1ueney. Weekly, each dyad participated in a one-on-one session for 30 to 50
minutes lasting for 10 weeks. The paliicipants used cross-age tutoring, which is noted as
one of many useful tools for specifically enhancing reading achievement and is also
successful for reading remediation (Ritter et aI., 2009). At the end of the 10-week period,
each child was asked to write a short paragraph describing their reading experience, while
each college student was asked to write a lengthier description of their experiences
(Madsen, 2011). During the study, these college tutors were under the daily supervision of
the regular after-school elementary teacher who supervised the entire program (Madsen,
20 11).
KidzLit
A
based program known as KidzLit has
success
using a literaturc-based curriculum (Sheldon et. ai, 2012). This particular afterschool
program used similar features J()und in the phonics-based Literacy Loop. KidzLit provided
high-quality literature through read-alouds, independent reading, and additional extension
activities that included role-playing, writing, and creating music and art. Within Kidzlit,
instructors completed read
as a focus
the program, which also included "cool
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
words" vocabulary exercises and writing exercises (Sheldon ct.
29
2012, p. 397). Kidzlit
also emphasized additional strategies that allowed youth to think more deeply
texts-
for example, discussion, art, drama or music activities related to tbe read
(Sheldon ct
201
accompanying guides
p. 399). Kidzlit provided books to use for read alouds, as
suggested activities
as
relate to those books.
Robert F. Kennedy Community Schools
During a pilot afterschool program at Los Angeles Unified School District's Robert
F. Kennedy Community Schools, the use of digital literacies was studied using a
combination of field-notes, instructor and student retlections, photographs, video
recordings, and student work to illustrate the program's culture of participatory learning
(Felt et ai, 2012). Students were supported with acquisition of digital literacy skills, new
media literacies, and social and emotionalleal'lling competencies. In essence, this program
shows that aftcrschool programs can simultaneously build relationships with citizenship
while enhancing literacy skills for learners both online and online (Felt et ai, 2012).
Part of the sllccessful theoretical framework included practicing the 4 C's of
Participation, which invited and often demanded twelve new media literacies (NMLs). This
unique set of cultural competencies was based on the social shifts and skills that young
people need and recognized the participatory culture of online and amine "affinity" spaces
(Felt ct aI, 2012, p. 212).
The interest driven curriculum established heightened
motivations for new forms of engagement,
and
problems
215). Overall,
also, "creating opportunities for creating
a variety of meOla,
practices"
et ai,
afterschool program comnouteo to the
participatory learning and supported creative grov.'th.
2, p.
of
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
30
Integrating Digital Literacies in After-School
Another successful attcrschool program that aimed to address literacy skills
occurred through a New York graduate program for pre-service educators. McDermott and
Gormley (2013) show how instructors can integrate the digital literaeies into atterschool
programs, providing evidence that digital literacies can be successfully integrated into
lessons to help struggling learners in allerschool programs. The program used a model of
community-university partnerships with pre-service college students participating in an
atter-school practicum over a six-week period with a local elementary school. This
practicum was part or a required program for teachers completing their master's degrees in
literacy education or literacy and special education. In order to identify the structure of
their lessons and the impact of the types of digitalliteracies with the children, pre-service
educators helped students gain oral reading fluency, which helped them compose
multimedia texts.
A typical structure of a digital lesson included lesson openings, fluency practicc,
graphiea, and composing and comprehending (Gormley & McDermott, 2013). Thcse
reoccurring features introduced children to digital recorders like Audacity and graphic
comic creator websites
educators also used ,."lInJ.."".
Animoto. Some
leatures
Make Beliefs Comix. Students and pre-service
Oil
webquests
composed
texts using
digital literacy program included mini-Icssons
on graphic novels, acrostic poems, independent reading of conventional books, and
challenge questions. Teachcrs were able to capitalize on the social nature of digital
literacies while also recognizing the collaborative efi<.lfts of students to complete these
projects.
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Running head: QUALITY AI'TERSCHOOL PARTNERSHIPS
John W. Gardner Youth and Communities at Stanford University
Another successful afterschool program initiative was created through a
community-university partnership between the John W. Gardner Youth and Communities
Program with Stanfi1rd University. Research has found
partnership is vital to improving
community-university
lives of youths, supporting community-development
and engaging civic leaders (Anyon & Fernandez, 2007). Furthermore, their
research shows how college students can impact different allerschool programs. In two San
Francisco Bay-area communities, Redwood City and West Oakland. programs highlight
how universities can be positively impacted by community partnerships. More specifically,
program was based on a youth-leadership model called Youth Engaged in Leadership
and Learning (YELL) that supported young people to lead projects on social justice (Anyon
and Fernandez (2007). This study showed how universities can connect to communities
while improving the program goals through documentation and research.
Quality Afterschool Programs for Students with Special Needs
Background
Effective collaboration among professionals can result in improved services and
enhanced quality of life for children with disabilities (Forlin & Hopewell, 2006).
FlIrthennore, collaboration
become an essential
serVing
within
schools and beyond (Friend & Cook, 2009). Community-university partnerships provide a
valuable model that may include businesses, health care facilities, and not-for-profit
organizations, as well as individuals (I lands, 2005; Sanders, 200 I). Hands (2005) descdbes
Stich partnerships to support students with disabilities as a "win-win situation" (p, 13).
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
32
Kids Included Together (KIT)
Kids Included Together (KIT) is one example of an afterschool model that actively
supports special needs youth.
non-profit organization supports recreational, child
youth developmcnt programs that include children with and without
disabilities (Alterschool Alliance. 2(08). One of the strengths of this program is the
training and support on best practices for the out-of-school time. KIT also recognizes the
power of partnerships and focuses on sustainability so that organizations continue to
provide inclusive environments.
Orange County Public School J\fterscbool
The county government established a fund to ensure
with disabilities, have access to 'I"'''''J
stuoents, IIlCluOlllg children
education during aftcrschool hours. This
also ensures that programs arc adequately funded and have a staff that is trained
through the county and school system to best meet the need of all students. Elizabeth
Fulmer of the School Age Child Care Services in Orange County, Florida, stated that,
"Afterschool program that include children with special needs allow all children to develop
social skills as well as participate in enrichment activities" (Fulmer, 2008, p. 3). It is
strongly based in the philosophy that all children have the opportunity to participate, since
modifications can always be made.
Community-University Partnerships and the Potential Impact
As seen in many of the previously explored afterschool programs, the use of
community-university partnerships can provide a wide anay of options for inl()rmal
educational programming. According to Novak, Murray, Scheuermann, and Cunan (2009),
three essential characteristics are present in authentic service learning experiences for
�Running head: QUALITY AFTERSCIIOOL PARTNERSHIPS
33
university students partnering with schools and community-based organizations. These
characteristics include a reciprocalrclationship through which a specitlc community-based
need is met, the integration of academic content within the service learning experience, and
ongoing rel1ection connecting the content and the experience to personal growth (Novak
et ai, 2009). At universities
Stanford,
n1Versltv of Pennsylvania. lniversitv of South
Carolina, Carleton College. and George Mason University. education departments are
placing significant emphasis on the role of valuable partnerships. These education
departments are paving the way for pre-service educators to gain valuable experience.
while also I()cusing on supporting local evaluation efforts and engaging major community
development initiatives. As found in many cases, these initiatives resulted in powerful new
knowled!!e for the academic field and transformative experiences for community members.
Although the partnerships ill many of these communities evolved differently, they strove
to support all stakeholders involved.
Using the hub of community-university partnerships to blend academic support
with community need, several atierschool programs have
Stanford
an effective method.
University of South Carolina were able to succeed using clear
program outlines and attainable objectives. Another feature was to use professional
learning communities and professional development site-inquiry based tcacher training,
which was explained and used effectively with Project RAISSE. In order to partner
em~ctively
with local elementary schools, the University of South Carolina used the theory
base of their professional development and applied it to direct practice on site (Clary et ai,
2012).
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
34
At the University of South Carolina, Clary, Stylsinger, and Oglan (2012) created a
literacy leaming community model that developed between two educational partnership
sites and their large southern public university. This successful program showed how
teacher collaboration and shared learning across content areas in the tlrst year impacted
teachers' learning about literacy instruction
Similar to
each K- I 2 schools' vision for literacy.
successful literacy programs, they embedded staff development
characterized by collaborative approaches to teachers' learning located in professional
learning communities; such an approach is effective especially with respect to teaching
content area reading (Clary ct aI, 2012). It was shown how teacher collaboration that
honors continuous professional leaming, either in a school-university partnership or within
a wider group at the school or district level, offers
possibilities for generating viable
literacy-based learning communities. The opportunities can be modeled after a working
program for literacy education.
Similarly, Harkvay (2005) presented the importance of researching and evaluating
university-community collaboration in an urban setting. Over a series of two decades, the
University of Pennsylvania, community organizations, and the
schools
Philadelphia Penn's Center for Community Partnerships (CCP) have worked with other
neighborhood resources to create university-assisted community schools that are centers of
education and engagement. Not only does this type of partnership provide a range of
additional services lor students, their parents, and other community members, it is backed
by credible research. The specific partnerships described arc
promotion
school-based community
disease prevention program at Sayre Middle School and the literacy
program at Drew Elementary School. Most specifically, the literacy program offers insights
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
into how the university and the community have worked together to create meaningful
change. Former U.S, Secretary of Education Richard W. Riley even said
schools, working with community partners, are the best place for aftcrschool programs ..
. they are at the center of
learning opportunities
community
a great position to offer high-quality
a sale place" (de Kanter et
2000, p, 6).
University of
Pennsylvania and the surrounding community have gained a sense of trust and shared
growth over these two decades of partnerships,
At Bowling Green University, the education department used the service-lcarning
model to partner with their surrounding community. In two different special education
tcacher preparation approaches, teacher candidates were supported in community
university partncrships, Notably, the undergraduate version involved an aftcrschool
learning program for students in need of additional skill development while the graduate
candidates developed and implemented specific projects of value to the community agency.
The collaborations prepared candidates to engage in service learning while combining the
experience with specific learning goals (Gonsicr-Gcrdin & Royce-Davis, 2(05). Students
also had clear course guidelines and used a consistent
of
nHrpnt
conference
checklists, student asscssments, lesson planning, progress reports, and reflection logs to
curriculum goals.
Carleton College's Commitment to Community-University Partnerships
Another strong example of successful community-university partnerships is The
CCCE Volunteer Tutoring Program provided at Carleton College ("Carleton College
Center for Community and Civic Engagement", 2015). According to the 2015 edition of
college rankings in the US, News and World Report, Carleton College was awarded the
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
36
number one spot lor undergraduate teaching at a national liberal arts college. As a small
private college, Carleton enrolls approximately 2,000 undergraduate students, and their
mission is strongly rooted in community engagement. Their education department and
civic engagement department coordinate a free tutoring program that matches Carleton
student volunteers with local NorthfIeld students in need of one-on-one academic
assistance in any subject.
In this atlerschool program,
needs
11nnl'W
seSSIons
arc InOlVIU
to
student's
can mclude review of concepts learned in school, preparation for upcoming tests,
help with homework, or other academic matters ("Carleton College Center for Community
and Civic Engagement", 2(15). All inlol1nation about this program is concisely outlined
on their education website and
interest
explained in Spanish Students and fiunilies that have
community arc providcd a link to the tutoring request forms, pairing them
with specific collegiate tutors. Beyond this partnership, Carleton College has numerous
community connections and opportunities. including Prqjeet Friendship. This program
matches college students
elementary
grades) IrOnl the
community district of Northfield schools. The goal of the program is to develop strong
friendships between college students who have made positive choices in their lives and
children who need such role models. In this program, pairs meet once a week, and
additionally participate with
pairs
a large group activity a few times a term.
Volunteers in this program must also receive training through an orientation and complete
an application ("Carleton College Center for Community and Civic Engagement", 2(15).
�37
Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
strengthening.
higher education institution places a strong value on
and maintaining partnerships. They even highlight best practices and principles of good
partnerships for other universities and community partners to consider. Some of the
recommendations of best practices include allotting time for relationship building, \earning
to talk together about inequality and its causes with candor; identifying trust established
partnerships; understanding organizational contexts to explore nOTInS, culture, traditions
and value; ensuring fairness in the exchange of resources; sharing in
meticulous about
role ofexpert;
details of specific goals of the partnership ("Carleton College
Center for Community and Civic Engagement". 2015).
Themes of Quality Program Models and Implementation
These afterschool programs from across the country offer a rich picture of how
program providers have striven to ensure students have quality afterschool learning
opportunities.
Six themes stand out across the literature: Clear goals
vision, active
inclusion of 2 I" century literacics, use of balanced literacy approaches,
,trona
stalf and proICssional development,
rigorous research agendas.
Clear Goals and Shared Vision from Stakeholders
Having a collective goal with a sustainable vision creates a seamless partnership
for communities and universities. Stakeholders must develop positive relationships and
provide effective practices to confirm the value and contextual relevance of these
partnerships.
(CCPII),
further developing the research of Community-Campus Partnerships for
College has
he principles of good community
university partnerships. Some of the principles of good
('nmm
campus partnerships
include, "partners having agreed upon mission, values, goals and measurable outcomes
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
38
the partnership; the relationship hetween partners being characterized by mutual trust,
respect, genuineness and commitment; the partnership building upon identified strengths
and assets, but also addressing areas that need improvement; the partnership balancing
power among partners and enabling resources among partners to be shared" ("Carleton
College Center for Community and Civie Engagement", 2015). It also states that there must
be strong feedback to, among, and from all stakeholders in the partnership, with the goal
of continuously improving the partnership and its outcomes ("Carleton College Center for
Community and Civic Engagement", 2015). Such clarity and transparency help further the
partners to share credit for accomplishments and taking time to evolve over time. For
participants in the programs, the shared vision and goals make the process run more
smoothly.
Staff, Student, and Program Evaluations
One of the higgest benefits of the community-university model is the opportunity
to establish a strong learning agenda.
Successful afterschool programs using the
community-university partnership model consistently pursue collaborations that support
evaluation of practice for both students and the broader community (Anyon & Fernandez,
2007). A consistent argument of researchers shows that the most effective and influential
afterschool programs were able to reflect, evaluate, and critique their programs. For
example, in the KidzLit program, the programmers completed internal evaluations of staff
members and their impact on student development. In addition, all the programs and
curricula studied approach literacy differently and use different measures to determine
impact on students. Although the overall scope of the studies varied greatly, the focus for
student growth and literacy development was consistent. While some studies were
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
39
nationwide, others like the CORAL initiative, were conducted locally to meet specific
needs of the community.
Use of 21" Century Literacics in Afterschool Model
In this technological era, literacy's definition continues to grow to encompass more
types of literacy beyond the classic notion of reading and writing. Now, literacy
encompasses the digital age and addresses new literacies like blogging, wikis, e-readers,
and computer-competency skills. However, the constant seems to remain that low-income,
disenfranchised students across the U.S. are behind in literacy skills-including these new
literacies-due to unequal opportunities to learn both at home and in the classroom. Quality
afterschool programs often include these new literacies and promote innovative learning
experiences in an informal setting.
The NCTE Definition of 21st century literacies was adopted in February 2013,
noting the growth and change of the literacy skills needed in society. As they note in their
definition, since "literacy has always been a collection of cultural and communicative
practices shared among members of particular groups ... society and technology change,
so does literacy" (NCTE, 2014, p. 12). Furthermore, the updated NCTE definition states
that, "Because technology has increased the intensity and complexity of literate
environments. the 21 st century demands that a literate person possess a wide range of
abilities and competencies, many literacies" (p. 13). This is one aspect of engaging
afterschool programs that could be considered for appropriate afterschool curriculum.
Effectiveness of the Balanced Literacy Model
Within several effective afterschoolliteracy programs, balanced literacy was used
as a program model. For the CORAL afterschoollnitiative, "each lesson had to include, at
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
40
a minimum, an opportunity Jor staff to read aloud to youth and an opportunity for youth to
read individually with leveled book, while also including other key balanced literacy
strategies" (Sheldon et. aI, 2012, p. 399). Some of these effective tools within balanced
literacy included book discussion, writing, vocabulary building, and "fun" activities to
encourage
development orJiteracy
any given balanced literacy lesson, in
first year of implementation, the CORAl, instmctors generally led youth in about three
of those literacy activities.
CORAL used this model tollowing the eftective balanced literacy models of pa~t
afterschool programs including Kidzlit and
(Youth Education for Tomorrow). These
programs implemented the balanced literacy model
support ofone-on-one
and levcled classroom texts. Although Kidzlit docs not contain an independent reading
component as part of its standard curriculum, the CORAL cities included this component
in their programming in order to offer a complete balanced literacy curriculum.
Another use of the balanced literacy model was used and proven ellective by
afterschool research is from Youth Education for Tomorrow
This structured
program included five primary activities such as read ,1I0uds, youth reading independently,
skill activities to build youth's literacy skills, opportunities to talk about books during
"shout out," and writing (Sheldon et. aI, 2012, p. 398). Within this structure, instructors
were free to choose their own books, lesson topics and skill activities, although YET did
not provide additional suggestions. For independent reading, YET worked with 100 Rook
Challenge, an organization
provides sites with bins of leveled books to ensure
youth are reading at appropriate levels.
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
41
Meaningful Professional Development and Dedicated Staff
One of the most consistent themes in successful aftersehool programs was the
incorporation of highly qualified and trained staff for programs. According to the 2014
NCTE, "Professional learning of educators is necessary for high-quality literacy instruction
and student learning at all academic levels," as this experience, "depends upon tapping the
substantial expertise that already exists and upon sharing constantly emerging knowledge
about literacy tcaching and learning" (NCTE, 2014, p. 3).
The inclusion of trained, prepared program volunteers is essential for quality
afterschool programs. Whether supporting pre-service educators or paid employees, the
stafr participants in successful afterschool programs were provided meaning instruction
prior, during, and after program implementation. One method that has been used is the
TEARS framework. This was originally defined by Leggett and Persichitte (1998) as a set
of implementation factors /()r classroom educational technology using five factors
including time, expertise, access, resources, and support (Gutierrez, N. et ai, 200S). Since
afterschool programs have unique schedules, programs,
needs, professional
development should help afterschool staff members to address program needs and student
leaming needs. By having an intentional planning process, high quality professional
development can help support a concise framework for detailed curriculum and well
prepared staff members. This planning process impacts the student learning outcomes and
makes the process of afterschool professional development a worthwhile endeavor.
Within the same idea of highly trained
the use of university partnerships can
provides a group of staff participants with specific skill sets. For example, schools
education can provide assistance in staff training and development to guide curricula and
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
42
programs to standards (NLC, 2014). Having students that arc being supported with
related coursework, especially in educational after school settings, provides a unique
opportunity for all stakeholders.
Ongoing Research of Programs
Another feature
successful aftcrschool programs and partnerships is the
accountability and rigorous quantitative indicators of program benefits through quasi
expclimental or experimental research designs. In recent evaluations of the After-School
Corporation's (TASC) programs (Reisner ct aI, 2002), evaluators combined quasl
experimental impact estimates with interviews, focus groups, reviews of program
documents,
in-depth site observations.
approach enabled cvaluators to identify
both likely program impacts (e.g., increa~ed math performance and school attendance) and
strong program components that seemed likely to have contributed to these impacts (e.g.,
intensity of activities and integration with host schools). Mixed-methods approaches
provided a morc holistic picture of the program and
program quality
might lead to youth outcomes. This approach helps establish program quality, whereby
quantitative results arc enriched and expanded through qualitative inquiry (Rossman &
Wilson, 1994).
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Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
Chapter III: Methods
The literature guided this study design in an ellt)rtto identify
the beneficial use of the
research supports
partnership model for educational
atterschool programs. More speeilically, this project explored and closely documented two
afterschool programs offered through the Wagner College Education Department during
the 2014-2015 academic-year. The two programs being analyzed included the Los
Promotores P.S. 20 Aftersehool Literacy Program and Tech Kids Unlimited Workshops
(also referred to as Wagner TecKids U Lab and TKU). The goal of this study was not to
compare and contrast these partnerships, but rather to engage readers in each program's
complexities. While each program had a specific focus group of students,
strove for developing participants' lif..lnn
language learners
programs
the former supporting English
latter supporting learners with Autism Spectrum Disorder. Each
these aflerschool programs used different approaches to increase academic language,
social-emotional development, teehnical skills, and real-life applications of the knowledgc
and skills being learned. Though different in these respects, each program was
implemented in the community through a partnership with the education department and
provided experiences to benefit pre-service educators. While all associated pre-service
educators were invited to the study, they were not required to participate. With
the results show only a portion of participants and not
complete experiences of the
population.
careful planning and implementation, successful afterschool programs can
support youth with rich experiences. Therel(lre it is necessary f(lr researchers to help these
programs assess core faetors of quality and explore outcomes to create even higher quality
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Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
programs (Afterschool Alliance, 20 II). This action research project strove to use document
analysis and participant feedback for each program, exploring intended and actual
experiences of undergraduate students, graduate students, professional educators, and
program coordinators. The goal was to create quality documentation to support program
improvement in each afterschool program, highlighting successes of each initiative based
on the college students' feedback, and showing areas that were most productive and/or
challenging for future programs using this model.
It is important to note that this research did not address the quality of the school
aged populations' experience or, in the case of Los Promotores, parents' experiences. The
focus of the study was strictly on the college students' perceptions, based on the reality that
such college-community partnerships rely heavily 011 college student particppation.
There are a variety of community-university partnership models that offer
afterschool programs, but research remains limited for how smaller universities can utilize
the models specifically for youth education. This research hoped to provide insight as to
how high-quality aftcrschool programs can function through the community-university
partnership model in smaller institutions. Although funding is limited in many of these
circumstances,
community-university
partnerships
allow
exciting
educational
collaborations in a cost-efficient model. This is a model that can support the development
ofpre-service educators by allowing quality, experiential learning to occur. The afterschool
program environment presents young learners with an unmatched arena with academic,
social, emotional and physical development, but quality matters; extra time spent in
program in not enough (Afterschool Alliance, 20 II). One possible way to help bridge the
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
45
gap for communities that lack quality programming is to consider the community
university partnership model.
More specifically, the questions of the study included the following:
• What successes and challenges existed in two current Wagner Education
Department community-university partnerships that provide afterschool
programs for youth (Los Promotores Afterschool Literacy Program and
Tech Kids Unlimited Workshops)?
• What were specific program goals, implementation processes, and
structures of the programs?
• How
did
program
coordinators,
faculty,
graduate
students,
and
undergraduate students experience program quality?
• How could these programs potentially increase their quality delivery of their
community-university partnership model?
Beyond these program specific questions, the research also strove to compare these
two local programs compare to the national literature on community-university
partnerships. Additionally, the study hoped to explore, if possible, the ways these two local
programs might learn from and more closely emulate, where appropriate, the national
literature on community-university partnerships.
Participant Selection, Risks and Benefits
This study was completely voluntary, inviting the 24 undergraduate and graduate
participants in the programs, with the hope of obtaining approximately 10 total participants.
Each program had a different context and focus for participants, as Tech Kids Unlimited
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Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
was a paid weekend
entire semester
a~
mmortllnitv
Los Promotorcs stretched over the course of the
part of a graduate program requirement. In all, 17 undergraduate and
graduate students participated in the confidential survey portion of the research, Seven
participants from the graduate program were survey participants for Los Promotores while
10 participants from both undergraduate and graduate programs partook
lnlimited survey.
survey respondents
Kids
Los Promotores showed only a small sample
participants over one semester of the program, though all pre-service educators
were invited. This study did not intend to survey participants hom the four semesters of
thc program, but their experienccs could benefit future studies,
As was made clear in the consent
A),
individuals
for the participant survey (see Appendix
not choose to participate, there was no negati ve outcome.
Furthemlore, the study Llsed no deception and it ensured transparency for participants, as
stated in the email consent and survey agreement.
addition to the pre-service educators,
coordinators, laculty and program
research
program
interviews, They were also invited through a
voluntary invitation process and contacted via email.
Three key program leads
participated, two from TKU and one from Los Promotores.
These interviews were
conducted with initial assurances of confidentiality and a follow-up member cheek to allow
full publication of the data (Appendix Bl.
Setting
Each program took place at different settings over the course of the 2014-2015
academic year. The Tech Kids Unlimited Workshops took place in the Spiro Hall Mac Lah
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47
at Wagner College on a series of four Sunday afternoon sessions fonn November 2014
through February 2015. Los Promotores Afterschool Literacy Program took place in two
classrooms ofP.S. 20 in the Port Richmond community of Staten Island, New York. This
program was an afterschool program that took place from 4:20-6:00 pm on Monday
afternoons from August 20 I 4-December 2014.
Participant Observer
A participant observation methodology following the guidelines of Patton (2002)
was used in this study. The research used participant observer notcs and document analysis.
The participant observer data was inclusive of all the researcher's own documents from
August 25th, 2014 through February 25 th , 2015 (Patton, 2001). The timeline allowed each
program to complete one full cycle of each afterschool program. The Los Promotores
Afterschool Literacy Program used participant observer notes from September 2014
December 2014. The Tech Kids Unlimited Workshop included participant observer notes
from November 2014 to February 2015.
Instrumentation Design
Based on the review ofliterature, two surveys were developed by the researcher for
pre-service educator participants in the two afterschool programs (See Appendices D and
E). The researcher used online surveys created through Qualtrics. Each survey was
designed with five blocks of questions divided into the following conceptual areas:
"Preparation and Motivation to Participate," "Outreach and Communication," "Logistics,"
"Benefits and Strengths ofthe Program," and "Challenges and the Future of the Program."
The questions consisted of the same structure for each afterschool program, using a
combination of sliding scale, multiple choice, and text entry to provide themes for analysis.
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Running head: QUALlTY AFTERSCIIOOL PARTNERSHIPS
The only variants were related to the program population (English Language Learners and
students with special needs). Each survey was emailed to pre-service educators and Wagner
College participants involved in the Los Promotores P.S. 20 Afterschool Literacy Program
(Appendix D)
Tech Kids
...."vu
participant observer notes, form
Workshops (Appendix
data,
basis for Chapter IV of the study.
The process lhr outreach aod communication was completed through documented
program rellection, email consent forms, and written documentation, with surveys being
distributed through Qualtries. The researcher emailed the program providers seeking
willing volunteers of both undergraduate and graduate level pre-service educators. The
consent [onns lilr all surveys were distributed through email invitation (Appendix A).
In addition to these two surveys, the researcher also created an interview protocol.
This document consisted of interview questions for program facilitators, associated
professors, and program coordinators for each program. The questions, which were
designed to help inlhrm interpretation of the surveys, had some similar themes to the pre
service educator surveys. These data are incorporated in the discussion in the final chapter
of this study to help elucidate trends and themes throughout the programs.
Design and Procedure
Permission for the researcher to conduct
study was granted through approval
the institutional review hoard (IRB) created hy the Wagner College Education
department to review the use
human participants
research. All participants were
contacted via email and inlhrmed of the consent prior to the study. There was no deception
in the study design and it ensured anonymity for participants, as stated in the email consent
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
49
and survey agreement (See Appendix A and 0). All participants were also notified about
the purpose of the study and their right to cease participation at any time.
This study followed a three-part, mixed methods approach. The first component of
the study included participant observations that took place for both eommunitY-l'rt;vM<;h,
partnership programs over the course
The observations allowed the
seven
researcher to learn more about each program's format and helped establish context tbr
surveys and interviews that took place later in the study.
The second part of this study used two surveys to learn more about the education
students' experiences participating in the community-university partnerships. These
surveys were created
Qualtries.
in/orm the pre-service educators, the researcher
em ailed the list of program participants that was assembled for Los Promotores P.S. 20
Aftersehool Literacy Program and the Tech Kids Unlimited Workshop.
The third part consisted of interviews with willing program coordinators,
community partners, and associated professors
each afterschool program. These
individuals were asked to pal1icipate via email for consent, explaining that the study was
to learn more about their experience with the specific community-university partnership
but that the researcher would be using their insights to further evaluate the programs. This
interview was voluntary and conducted either in-person or through
a close interview opportunitv,
eonferencing
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50
Chapter IV: Analysis and Results
This chapter explores two
of
research. First.
section includes a
description of the programs based upon literature and participant observer notes. Second,
survey results from
Tech Kids Unlimited and Los Promotores are presented.
Data from interviews are included in the final chapter as part of the discussion of themes.
Description of Programs
The tollowing overviews of Tech Kids Unlimited and Los Promotores arc based
upon program literature, such as grant documents, associated syllabi, and reports, and
participant observer notes.
Tech Kids Unlimited at Wagner College Program Overview
The Tech Kids Unlimited Program at Wagner Collcge was a first-time communityuniversity partnership geared toward students
Kids Unlimited 0 ffered
special needs. Wagner College
aft.erschool program using the name Wagner TecKids U
This program was made possible
an Adventure grant that was provided by New
York Community Tmst and the HIVE NYC Learning Network. The aim of the project was
to teach 21st century technology skills to youth in Staten Island. The program took place
from Novcmber 2014 to February 2015. The goals of the project as outlined in the Hive
Adventure grant proposal were to complete the following: Expose youth with Autism
Spectrum Disorder to 21st century tecbnology skills through project-based learning such
as building websites and games; explore the interest level of maker fair activities with
specialnceds learners; teach future classroom teachers from the Education Department at
Wagner Collcgc how to teach technology to
development training; provide
on the spectrum via professional
a new and uniquc opportunity to work
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51
with youth with Autism Spectrum Disorders; and explore the interest level and need on the
borough of Staten Island for this type of technology weekend programming.
Overall. The Wagner TeeKids U
participants over a series of tour
31
workshops. While some workshops had as many as five more families registered. last
minute cancellations due to travel transportation issues and ilJness hindered students,
making some unable to attend the workshops at the very last moment. Some parents
acknowledged
there was a large gap between session 2 and session 3 (December 7,
2014 and January 26, 2015 respectively) and that it was diflicult to coax their child to
attend subsequent events due to the extended timeframe between workshops.
From a family perspective, parents were Inn Ilea
there was a
and nurturing
plaee for their children to be dropped off and learn about technology on various Sundays
and continually asked when more programs would he available at Wagner College on
Staten Island. All students who pmticipated in the workshops were from Staten Island,
even though some of them went to school during the week in other boroughs or in New
Jersey. Wagner College education students were given an opportunity to take their special
needs classroom studies and apply their knowledge to working with students. Tech Kids
Unlimited was
10
expand programming
a hnrt1l1o
IS
for iIs large
special needs popUlation.
The Wagner TccKids U Lab was created to offer young people with autism some
exposure to technology skills and a chance of creating a successful and meaningful career
through a work-based leaming program.
Special needs students are rarely given the
opportunity to be creators and makers in typical youth in-school or afterschool programs.
Conversely, it is exactly these students who seem to have a natural proliciency tor
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
technology concepts because ofthcir neurological diflerences.
52
Wagner TecKids U Lab
is seeking to change the pamdigm of technology learning from typical high-achieving
students
are often exposed to technology concepts in school and afterschool progmms
to a set of special needs youth who are often marginalized in this area.
One major henefit of this progmm was the support of the Wagner College
Education Department. A total of21 Wagner students expressed interest in being a part of
this program. Sixteen Wagner students attended the original professional development
night, and live additional students showed serious interest in the program but
scheduling conflicts so could not attend that night.
were eight
education department graduate students and 13 undergraduate educatioll students (with
varIous
including mathematics, psychology, and Spanish). Dased on the
program staffing needs, TKU was able to include 13 ofthe interested students in the actual
program.
Following the completion of the workshops, many of the education majors reflected
positively upon their experience with TKU. One graduate student noted that working with
TKU was educational, enriching, and fun. Furthermore, the group reflected that it was
wonderful to watch the students
February P'. 201
loved getting to work
and customize
own video games (Fieldnotes,
undergraduate perspective, one student expressed that she
the kids and collaborate with the TKU staff. She cxplained how
the students clearly benefitted from the workshops academieally and socially, giving them
the opportunity to interact with other kids their age with similar interests, while still being
in a controlled academic setting that allowed them freedom of expression and freedom to
choose the outcome of their gamc (Fic1dnotes, February)". 2015).
These positive
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53
reflections were also shared by parents of participating "tech kids," as many expressed
gratitude for having a technology, interest-driven program tailored for their children was
finally available on Staten Island.
Los Promotores Program Overview
This program was organized through a September 2013 grant from Deutsche Bank
to support the local Port Richmond community through educational and literacy based
programming. Various organizations including Wagner College, EI Centro, Project
Hospitality, Make the Road New York, and Public School 20 were recognized as
participating groups. Over the past two years, the program developed an appropriate
curriculum to help families learn specific strategies to assist their children with their
educational needs. Graduate students modeled literacy practices in both individualized and
small group instruction, supported through dyadic training with ongoing supervision from
two professors.
The P.S. 20 Afterschool Literacy program was one facet of this larger grant, aiming
to support the Port Richmond community and overall acquisition of literacy skills for
immigrant families. The documented version of the program took place from August 2014
to December 2014 on Monday afternoons from 4:20pm-6:00pm. The goals of this portion
of the program, as explained by associated professors, was to engage the students and
families in literacy development, to build a sense of cultural responsiveness among pre
service teachers, and to foster mutual respect.
As a major course component of the Wagner College Education Department, this
partnership grew over several versions and semesters, all with the goal to promote strong
literacy skills in Port Richmond families. Los Promotores was structured with adaptations
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Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
from each semester, as seen in the various syllabi. For context of this study, the Fall 2014
and Spring 2015
were most relevant, though previous years' would reflect
growth and changes made over time. Within each syllabi, specific goals were expressed to
dellne learning outcomes, goals for class sessions, and resources available for participants.
More specifically, there were three face-to-face sessions with pre-service educators before
participants worked with children and families. Within these sessions, pre-service
educators were involved in exploring the background of the program, infonnation about
collaboration with stakeholders, culturally responsive practices, and instructional
inionnation. The syllabi clearly stated that. "All materials used must
responsive," and
culturally
teacher candidates are required to work collaboratively and
colleagues, families, students, "omm
members,
professors. "
Some specific goals and assignments that required deep rellection and insight
included Leaming Centers Lesson Plans. These plans allowed for pre-service educators to
collaborate with colleagues for planning, implementing, and evaluating three leaming
centers focusing on literacy leaming in conjunction with varied disciplines. These lessons
were aimed to incorporate specific language related to the disciplines being addressed and
scaf[()lded based on students' abilities and challenges. Teacher candidates were expected
to "plan, implement, and evaluate the learning center in order to receive full credit for the
specific center" Another aspect of the
was observed during learning centers
was the inclusion of Collegial Coaching,
reflection in pre-observation
post
observation conferencing. Furthe11ll0re, the addition of ongoing "Supervisor Observation
and Conferencing" helped pre-service educators to collaborate with professors lor post
observation conferencing.
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55
Some of the most powerful reflections occurred in a shared online forum through
MoodIe. Using "Paired Reflective Practice" with Brookfield's lenses after each class
session, pre-service educators had the chance to reflect on both learning and teaching in
the classroom (Preskill & Brookfield, 2009). Through ongoing online MoodIe sessions
and additional email contact, pre-service educators were ahle to provide support and extend
participants' learning through assignments and activities. These sessions involved specific
input from professors, including supporting resources such as print, media, and comparable
lenscs of expericnces. Every session of the Los Promotores program was supported with
teacher candidates, children, families, coordinator, and associated professors present.
Furthem10re, there was availability of program and course professors for consultation and
assistance during office hours and by arrangement, as well as onsite support for associated
professors.
Each week, students were given guidelines and email instructions with academic
resources to develop culturally responsive lessons. Pre-service educators were sometimes
paired III groups,
the attendance of program participants varied so the groups constantly
adapted. Professors provided literature. articles, and research to model various instructional
approaches to IIIClUoe
these afierschoolliteracy lessons. One specific approach
these
lessons incorporated was graphic organizers to help students extract and manipulate
essential information Irom the text. Another frequent strategy was the use of a word wall
to provide vocabulary support in a collaborative setting. According to Gaskins (2005),
word walls scaffold to help students develop their sight word and word identification
knowledge. Professors also supported the use of total physical response and critical
thinking skills that engaged students to examine, think, contribute observations and ideas,
�Running head: QUALITY AFTERSCHOOL PARTNERSHlPS
56
listen, and build understanding together. More specifically, the total physical response
helped to bridge
language acquisition gap by engaging
body movements and
language. This strategy was used /()r warm-up activities that often included clapping, arm
movements, or stomping of feet to model differenl patterns. Together, these research-based
approaches supported learners and engaged families in culturally responsive lessons. At
the end of each weekly session, Wagner pre-service educators reflected using a j()ur-part
framework that provided their personal ret1ection, reflection on students, reflection on
fellow colleagues, and the rel1ection on relevant literature. This was posted in an online
forum for professors and classmates to read, respond to, and further reflect.
Overall.
program served nearly forty participants including many siblings
families. Pre-service educators worked with children as young as two and as old as 12
alongside parents, often times young mothers. From a family perspective, mothers seemed
thrilled that there was a sate and nurturing place for their filmily to learn about literacy
skills afterschool.
j(
also provided pre-service educators a valuable practicum to practice
literacy theories in an authentic setting with English language learners, All Wagner
students who paliicipatcd were enrolled in the graduate program tor various Wagner
College education majors including Teaching Literacy and Early Childhood (B-2) focuses.
Students were given an opportunity to provide support, Icarn
community, and cngage in valuable balanced literacy models.
Survey Analysis of Pre-Service Educator Participants, Tech Kids Unlimited
The j,]llowing sections will explore the results of the Qual tries survey taken by pre
service educators who participated in the Tech Kids Unlimited Program at Wagner Collcge.
These results are structured into five sections. Raw data for all of (he survey responses are
�57
Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
included in Appendix Q, Results helped inform the interview questions for program leaders
subsequent data,
are included in Chapter 5,
Preparation and Motivation for the Program
Participants in the Tech Kids program were a combination of undergraduate
students (45%), though substantial proportions also came from graduate programs in
literacy (27%). The remaining participants identified as graduate students pursuing
adolescent education (14%) and those pursuing a combination of graduate programs
including childhood education and adolesccnt education (14%). These classifications are
general
not
Education Department,
making this program an interesting pilot for general experiences
education students
might take advantage of, Participants for Tech Kids were recruited through personal
relationships. These relationships included those with classmates (27%) and education
professors (64%).
The participants' backgrounds with afterschool programs, special education, and
technology cducation varied. Regarding prior experiences witb populations of students or
with educational afterschool programs,
one participant expressed not
previous
experiences. Five different participants expressed experience in self-contained classrooms,
District 75 schools, and field bours at Hungerford, a school dedicated to serving students
with low-incidence disabilities. One participant student noted that a parent was "a physical
therapist specializing in pediatrics, so I have been familiar with the jargon and background
of ASD Irom listening to [discussions] my entire life. In terms of physical experience I
was limited to a few
of volunteer work" at the school where her parent worked,
Furthermore, two participants noted their experience
afterschool programs
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
58
students with developmental disabilities focused on a religious curriculum. Another
participant had more educational experience as a paraprofessional during the summer for
an education consortium, working with children with severe disabilities, both mentally and
physically. This experience also included working with non-verbal students.
Another student also had experience in informal environments, including
"experience with special needs students in an athletic setting. I taught swim lessons and
coached a special needs swim team. I have also tutored students with autism." Other out
of-school experiences described by two participants were working with Lifestyles, a local
organization that supports adults with intellectual disabilities. Another previous experience
that an undergraduate student shared was working with a 12 year old girl with autism at
her home on academic, daily living skills, and assessing the community.
Exactly opposite the pattern of experience with the student population, only one
student noted having had experience in "tech-related programs" as a counselor and teacher
using various computer programs.
Participants provided feedback regarding their direct preparation for the program
after they decided to be involved. Responses showed that most participants felt prepared
and confident working with their peers and towards the program goals. However, slightly
less than half of survey participants felt that they learned about the technology aspects of
the workshops through programmatic training. The following table depicts feedback from
the total number of pre-service educators that identified with the statements regarding
direct preparation.
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59
TABLE 1: PRE-SERVICE EDUCATORS PREPARATION FOR TKU
I had professional development opportunities to learn about the student
population and program goals
I collabor~ed with peers th~ I feft comfortable working alongside
I felt prepared with necessary program logistics, including the program
goals, expectations, and overall mission of the community-universi
partnership
I learned about the technology aspects of the workshops
Other:
o
5
10
Regarding motivation, the majority Ofpatiicipants (five) noted that their interest in
the special needs population was their biggest motivation for being involved with Tech
Kids Unlimited. An additional three participants recognized experience in an informal
educational environment as their highest motivator. Only one participant noted an interest
in technology for educational purposes as the biggest motivator. The following table shows
the varying rankings of survey participants.
TABLE 2: RANKING PRE-SERVICE EDUCATOR MOTIV ATIONS
Answer
*J as the lowest motiva/ol", 6b eing
the highest
rT lS
l
~rotal Responses
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Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
Real-Ii Ie application of classroom
theories
I
2
0
3
3
0
9
Professional experience/Resume
I
1
5
I
I
0
9
2
2
0
0
5
0
9
~~~~~~~~~~~~~
~
~
Earning desired compensation (paid
hourly ratc
!
!
Experience in informal educational
environment (afterschool program)
I
I
2
2
0
3
9
Interest in special needs population
2
2
0
0
0
5
9
Interest in technology for educational
purposes
Total
2
I
2
3
0
I
9
9
9
9
9
9
9
-
~~~~~~~~~
Outreach and Communication
Collaborating is a major aspect of community-university partnership modeJ, as seen
in the quality examples from the literature. The majority of survey experiences showed that
pre-service educators in the Tech Kids Unlimited Program felt they experienced effective
communication during outreach and preparation on several levels including those with
professors, community partners, peers, and program students and families. Table 3 shows
the average values of their survey feedback. The most effective collaboration, according
survey results, was
collaboration
the students and families was most elIective
(87.40%).
The least eftective collaboration, according to the average value of survey results,
was the collaboration with program leaders and community partners (77.30%). In further
feedback, one participant noted that, "the program ran smoothly, but I didn't feel that we
were included in the preparation process with the specific curriculum. I felt a little thrown
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
61
into the experience and I think we could have given beneficial feedback to the in structors
from Tech Kids. A lot of the wording of the instruction was unnecessarily confusing and
didn't always hold the attention of the students. More collaboration between the technology
expertise of the Tech Kids staff and the Wagner students could have helped. " Another
participant expressed that, "At tim es it felt like there was a distance between the TKU
teclmology teachers and the Wagner volunteers. In terms of peer collaboration, we did the
best we could, but for the most part we were working I: I with the students and did not
understand the technology fully."
Additionally, all other average values regarding collaboration with peers and
professors were above 80%. One participant even noted that, " It was great to work with
different students and families while still seeing repeat visitors during the workshops." The
following table depicts the perceived effectiveness of these collaborations from the view
of pre-service educators in the Tech Kids Unlimited Program.
TABLE
3: PERCEIVED EFFECTIVENESS OF COLLABORATIONS
100
CoUaborltiOn with
professors
Collaboration with
program
coordinators and
community panners
Collaboration with my Collaboration with
peers
students and families
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Logistics of the Program
Logistically, 40% of Wagner students had been involved
for two sessions, while 20% \\'Crc involved
three sessions.
participants were involved with Tech Kids Unlimited
Tcch Kids
remaining
or more sessions. When
asked to describe the goals and objectives ofTcch Kids Unlimited, participants were fairly
consistent in their feedback. Three participants were able to confidently state objectives or
goals. Participants in the Tech Kids program expressed relatively similar goals when asked
to describe the objectives of the workshops. Their descriptions were not dramatically
different (rom the vision that the community partners at Tech Kids Unlimited expressed in
later interviews. One participant noted that, "TKU works to teach students with ASD
technology skills while offering a safe environment where they can communicate and
foster social interactions with peers that have similar interests." Another participant stated,
"Tech Kids Unlimited strives to teach students who learn differently to engage in social
skills and exciting applications of technology in a supportive environment. The students
and tcachers worked together to engage in these technology skills and leave each workshop
some type
population
created project or model. It helped teachers learn more about the
reall y gave these students a chance to socialize and be part of something
they enjoy." Another respollse was, "The TKU program aimed to introduce
interactive programming and other technological opportunities
engaged
students to
minds
and built their skill set for the future. While the program was specilically meant to children
on the spectrum, we worked with students with all different challenges and it was beneficial
for everyone." Each survey participant expressed clear goals that directly related to
technology and social skills that matched the mission of Tech Kids Unlimited.
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Participants were also asked to consider a quote by Little, Wilmer, and Weiss
(2008) that stated while afierschool programs "have the potential to impact a range of
positive learning and development outcomes," some programs do not "maximize this
potentiaL" Participants were asked if this quote related to their experiences with the Tech
Kids Unlimited program and the idea of maximizing potential. Six of the survey
participants found this quote to be an accurate statement and further elaborated on the idea
of maximizing potential.
One participant stated that, "I think this quotation is accurate, because while the
program was engaging for the students it may not have been as effective as it could have
been. I only say this because the students seemed to be enjoying themselves, but often
times they were only sitting at a computer screen which is not the most engaging fonn of
activity," Another participant expressed that, "I agree with this quote as I do believe that
classroom instruction is iust the wann up and that the real learning happens by applying
base knowledge
outside world." Beyond
idea of expanding
socialization beyond the computer screen, some participants recognized the potential based
on resources and experience at the new program site.
Another participant explain that the program was sometimes too simple for more
advanced coders, She expressed that, '"I think that this program maximized the potential
for the resources that were provided, Each week the number ofpacticipants grew, and we
had a few students continue to come back. The students were genuinely interestcd in
coding and building games and talked about pursuing a future career in game building, My
only criticism is that some of the coding was too easy for certain students, so they spent a
good deal o('time complaining and asking to go on other sites like YouTube,"
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64
There was additional feedback from one participant who felt, "this program was a
pilot project and it
wa~
over a span of 4 different sessions. My experiences with this
program was very positive and it was a great learning experience for me. I was learning
more about technology that I never knew about. I worked with the population, but working
population and technology at first I was nervous to know how the program would
start. Alier doing the program I can say there is way to maximize potential
program.
The students that I worked with were extremely happy to be working with the technology.
I felt the environment was a positive learning experience for the staff and the students that
were involved in the program. Overall I think that this quote shows that it takes a while for
a program to come about to produce positive learning and development outcomes. A
program is a growing experience and I think that this program would be a great asset to
Wagner and can help many students in the future." This feedback related to the idea
maximizing potential and gaining momentum for future programs.
In looking forward, two participants expressed feedback
msplfe
adaptions of the Tech Kids Unlimited Programs. One participant stated that, "I would say
that this program is working toward having that positive impact. The idea behind it is
positive and while I think it was very successful, it was just a few sessions of the program
so the true impact could not be fully determined. I think that with some more development
that an expanded version of the program, which is in the works for the summer, would be
more bencfieial." Beyond repeated programming and continual impact, one participant
expressed the need for more diJ1crential for higher skill levels of "tech kids." This
participant noticed
"A few students moved past the goals of each session
minutes and were left to their own devices for the rest of the session,"
15
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Benefits and Strengths of the Program
The clear goals made for positive collaborations. When asked to describe one of
the best examples of how pre-service educators collaborated with professors, peers,
students, families, or the community during this program, the feedback varied. All survey
participants recognized that collaboration was key for effectiveness. Some feedback stated
that, "I f there is no communication among everyone, then there cannot be an effective
program. I collaborated with professors before the workshops. r collaborated with the TKU
team before and during the workshops.
r collaborated
my peers that I was working
with, so that the workshops can go smoothly for the students. I collaborated with parents
asking if their child liked the program and what can be some improvements."
Two participants also recognized how the professional development evening had a
major impact on their community-university partnership experience. The one participant
expressed, "I really enjoyed the professional development experience. It was clear how
dedicated Ithe director] is to her organization and I
it was a great opportunity for our
Education Department to be a part of This gave us a chance to collaborate
a new
population, practice classroom theories, and give back to our local community in Staten
Island. It's not often that we get something like this on campus that is so connected to our
coursework. I loved collaborating with the students and seeing how proud they were to
share their projects with friends and family after each session.
made this partnership
really valuable for everyone involved." Similarly, another survey participant explained
that, "Prior to the beginning of the program, there was a professional development where
the leader ofTKU came to our school and inftmncd us of the purpose of the program and
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Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
how the partnership would work. This gave liS a clear idea of what would be expected from
us and what the goal was."
Survey participants also shared various rewarding experiences that they had over
the course of the Tech Kids Unlimited Program. When asked to describe how this positive
impact was valuable to them, all participants expressed the connections to the students.
More specifically, one pre-service educator expressed that, "It was an honor and a privilege
to be able to make the connection I made
my studcnt. It was an incredible experience
that taught me so much about the Autistic population and also taught me so much about
myself and my abilities as a future educator:' Another participant shared that she was
impressed with the rewarding outcomes and, "getting a chance to see students who don't
necessarily succeed in the traditional classroom setting excelling and exceeding their own
expectations."
Several other pre-service educators expressed thel r personal experience with a
particular student they had worked
into the
"One of the students was very hesitant to come
at the beginning onhc workshops. He took a long time to warm UD to
staff,
and the idea of being separated from his parents made him very uncoml()rtable. He would
roam around, complain, and moan because he wanted to go home. By the last workshop,
he was walking in and doing work on his own with littlc (if any) fuss. He engaged in
conversations with the Wagner students, and successfully built his own game. Personally,
watching his comfort in the social situation and change was a huge positive experience to
have as a future educator." The second participant shared that, "My favorite experience
was seeing one
students respond so
to
counselors
projects. There was a
student with Do\\'ll's Syndrome and this workshop was a new experience for him. Whether
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it
WdS
67
using Photoshop techniques, playing Twister and or practicing soeialization games
that we learned in classes,
was a great experience. I
hc was an example of
students gained social connections, while still gaining valuable technology skills."
Othcr participants expressed their excitement about using new types of technology.
One survey partieipant shared that, "Working with students with special needs and learning
about programming was amazing to sec ... these students were capable working with
technology
creating things
they were proud of. I was glad I was given the
opportunity to work with TKU and learning about their program. Working with students
with special needs and watching them maneuver technology was most valuable and
rewarding to me." Parents seemed to respond well to the program also, and one of the
survey participants shared that, "Onc of the most rewarding experiences that I had during
program was hearing from the parents about their child's experiences. Yes, the kids
said they had fun but hearing that they could not slop taking about what they did when they
got home was really rewarding to hear. It showed me that we were making a memorable
experience for the students.
As the tollowing table indicates, pre-service educators identified several benefits
associated with their involvement in the Tech Kids Unlimited Program. When identified
by pre-service educators, they believed
working
stmlcnts with special needs
their families was the largest benefit (90.67% average) on a scale of zero to 100. The
smallest benefit recognized the collaboration with community partners al Tech Kids
Unlimited (65.38% average). Falling between these two percentages was the real life
application of theory (72.33% average), the successful experiencc in an informalleaming
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68
environment (79.44% average), and the great additional to their educational resume
(83.78%).
TABLE 4: BE NEFITS OF TKU PROGRAMS FOR PRE-SERVICE EDUCATORS
Real·life application of educational
Cortabontion with comrnunhy partners 1t
Tech kidt Unlimited
SlKcessfui experience in an informal
learning environment ~Ifler tchool
prognm.)
Gre:n addition to my educwonal resume
~!II!!II!!!!!!II!!II!!II!~!II!!II!!!!!~~:::JL_~
I
___,
12'
Challenges and the Future of the Program
When asked to reflect on th e challenging aspects of this program, most parti cipants
expressed the st m ggle to understand some of the technology. Four parti cipants expressed
their chall enges, with one sharing that, "I found that it was sometimes challenging to work
with the technology aspects of the workshop. I thought that our lead technology counselor
was reall y talented, but it came very naturall y to him. I think in the fut ure, it wou ld be
helpful to have a sheet of technology tips for counselors and ed ucators to refer to. This
could help us help the students complete their tasks without interrupting the technology
teacher repeatedl y." Another pre-service educator claimed, " I fo und it most challengi ng
not knowing what to be doing on the computers. I constantl y had to ask the TKU staff
exactly what to do. I wish I had prepared more on doing the programming before the
workshops, so that I could have easily helped the student." FUlthermore, a thi rd participant
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69
believed that she "wasn't completely competent in everything programming wise that we
were teaching the students. It was cool to learn alongside the students but when they had
questions, I wasn't able to help them right away. While this was challenging, it was also
good for them to see that everyone needs help sometimes and not to be afraid to ask."
Another reoccurring challenge in this program was keeping the students focused.
Three survey participants expressed this challenge and one noted that, "Keeping the
students on task was particularly difficult. They are all tech savvy, but were not necessarily
interested in the coding activities. They each had their own favorite site that they would
go consistently go to (You Tube, Sesame Street, Google Earth, etc.) and I did my best to
use those sites as a reward for completing their game. It was also occasionally difficult to
engage the students in social conversations. Some students did not want to talk at all, and
some students got frustrated if they had to wait their turn to speak." Another participant
expressed difficulty with, "encouraging students to stay focused during the preliminary
presentation. It didn't hold their attention." Additionally, one participant expressed
frustration about the struggle to provide separate instruction in reference to a non-verbal
student. She said that because her student, "was not on the part of the spectrum that the
program had desired I felt as though we were cast out to fend for ourselves alongside
instruction from the amazing professors and counselors. We managed but it was a bit
disheartening."
Despite these challenges, 78% of survey participants stated that they would be
interested in learning about more opportunities, while II % said that they would possibly
be involved if some small changes were made. The remaining II % stated that they are only
uninterested in future programs because they are graduating and moving out of the area.
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70
Survey Analysis of Pre-Service Educator Participants, Los Promotores
The following sections explore the results of the survey taken by pre-service
educators who participated in Los Promotores at P.S. 20 in Port Richmond during the Fall
2014 academic semester. The following participants represent a small portion of willing
pre-service educators over the course of one semester (Fall 2014) with Los Promotores.
Results are structured into five sections and helped frame the subsequent interview
questions for program leaders.
Preparation and Motivation to Program
Of the seven participants who completed the Los Promotores Pre-Service Educator
survey, 100% of the participants were involved in the graduate program. Of those seven
participants, there were students pursuing degrees in Teaching Literacy (57%), Childhood
Education 1-6 (14%), and Early Childhood B-2 (29%). Furthermore, 100% of survey
participant stated that their involvement in this program began out of a graduate class
requirement
Survey participants were requested to provide any relevant educational
backgrounds in atierschool or with populations of English language learners. In this
sample, three participants expressed some background with English language learner
populations through student teaching. Additionally, one participant expressed that they
were involved in the first ever Los Promotores Program several semesters ago. However,
the remaining three participants expressed no background with this population.
100% of survey participants believed that they collaborated with peers that they felt
comfortable working alongside. Only 14% of participants believed that they felt prepared
with the necessary program logistics including program goals, expectations, and overall
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Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
mission of the community-university partnership.
they had
professional development opportunities about the student population and program goals.
In reference to learning about the flipped model of instruction, only 29% of survey
participants felt comfortable using this model. Another participant added that, "There was
not a lot of preparation prior to the beginning of this program. The program goals were
explained but the preparation for how to reach these goals was lacking."
The following table describes the motivation for involvement in the Los Promotores
P.S. 20 Atterschool Literacy Program. Two participants expressed earning a desirable class
grade as the highest motivator, while two participants ranked experience in an informal
education envirorunent as their lowest motivator.
TABLE
5: MOTIVAHONAL RANKING
FOR INVOLVEMENT IN
Answer
I
Los PROMOTORES
2
3
4
5
Total Responses
*1 as the lowest motivator, 5 being
the highest
-----
Real-life application of classroom
theories
I
2
0
1
1
5
Professional experience/Resume
1
I
2
0
1
5
I
0
I
I
2
5
2
0
I
1
1
5
0
2
I
2
0
5
5
5
5
5
5
-
------
Earning desired class grade
(requirement for eoursework)
-------
Experience in infonnal educational
i environment (afierschoo\ program)
- - - - - - - - - - -
Interest in wurking with ELL and
Spanish speaking community
members (students, families, etc.)
-------
Total
L _______
_____
_______
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72
Outreach and Communication
Collaborating is a major aspect of the community-university partnership model, as
seen
111
the examples
pre-service educators
the literature. The majority of survey respondents showed
Los Promotores Program fclt
experienced ineffective
communication during outreach and preparation on several levels including those with
professors, community partners, peers, and program students and families. The table below
shows the average values of their survey feedback. The most effective collaboration,
according the survey results, was that collaboration with their peers (71.00%).
All Los Promotores survey participants explained some collaborative challenges
during the program. Using sliding scale labels trom 0-100 to best describe their experience,
the average response from graduate students i{)r collaboration with professors was the
lowest score (44.29%). The average collaboration with community partners was slightly
higher (45.83%), but the higher average scores I()r collaborative experiences related to
collaboration with peers (71.00%) and collaboration with students and families (66.0%).
The following table depicts how positively pre-service educators viewed the levels of
effectiveness in the partnership.
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TABLE
73
6: LEVELS OF EFFECTIVE COLLABORATION, Los PROMOTORES
10
~
60
c:J
40
CJ
D
20
0-'-----
Collaboration with
professors
Collaboration with Collaboration with my Collaboration with
program
peers
students and families
coordiniJtors and
community partners
These responses were further clarified by some survey participants. One participant
expressed, " I think it was helpful to work closely with a specific group of students and
parents throughout the time at P.S. 20. However, I think it would have been more helpful
to learn about the profile of the students or have access to their reading levels before starting
the program. This way, we could effectively group students to teachers that have strengths
in different age groups and subjects. I think the benefit of our collaboration in this program
is having educators from every possible program (literacy, early childhood, etc.) and
learning how to support the population best." Another patiicipant regarded the frustrations
of organization by stating, "Once arriving with plans I felt a lack of communication with
professors and partners which sometimes led to an issue communicating with the families."
This same participant noted that there were successful collaborations as she, "was able to
collaborate with peers during all assignments and together we would have a plan for our
students. "
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74
Another valuable piece of feedback described that although there was some
collaboration, "the concept behind it was strong but the actual implementation wasn't.
Groups were not able to get together to do work and one person always ended up doing
most of the work. Also the way the program is run, collaboration and working with group
did not always work out as students were absent and teachers were shuffled around. I felt
that while the teachers wanted us to do specific work with the students and parents it was
more to fit the needs of the attached class then actually help the student with a specific
need."
Logistics of the Program
Logistically, 71 % of participants had been involved with Los Promotores for two
semesters, while 14% were involved three semesters. The remaining 14% of participants
were involved with Los Promotores for one semester. When asked to describe the goals
and objectives of the Los Promotores Program, participants varied in their feedback. Three
participants were unable to confidently state objectives or goals as they were "not
reinforced and unclear." These participants stated similar sentiments that they were, "often
confused about the goals and objectives as they seemed to change frequently. My
understanding is that we were to create a line of communication between families, students,
and teachers in order to work on the common goal of improving literacy skills." Despite
this feedback, three other participants were able to state goals and objectives. One
participant noted that the goal was, "to support families and students at P.S. 20/Port
Richmond to learn valuable literacy skills and prepare for academic rigor before higher
grade levels," while another stated that, "program is intended to improve the literacy skills
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Running head: QUALITY AFlERSCHOOL PARTNERSHIPS
of students while collaborating with the parents on how to better support their children's
literacy development at home."
This feedback about unclear goals appeared to inform participants' responses to the
question relating to research by Little, Wilmer, and Weiss (2008) that described the
potential of community-university partnerships. The quote participants responded to stated
that while afterschool programs "have the potential to impact a range of positive learning
and development outcomcs," some programs "do not maximize this potential." Pre-service
educators were asked how this quote either related, or did not relate, to their experiences
the Los Promotores program and the idea of maximizing potential.
reinforced and agreed
by
quote was
survey respondents. One participant reflected
"I
think the quote is accurate in describing the PS 20 partnership. It was a positive experience
for the students, teachers, and moms in academic and social ways." Another positive
remark noted that, "I believe that this program offers an enriching experience to belp
develop their oral language abilities and facilitate engaging discussions to further their
academic growth"
However, some of the most constructive responses shared that the intention of Los
Promotores was promising, but the implementation was lacking. One participant stated
that, "I agree with the quote and I think the program is approaching potential but needs to
be more organized in the implementation. I think we did the best we could with the format,
1 think having sct objectives for each week planned bef{)rehand would help us clearly
plan. 1 also believe that picking our partners and groups
be
to maximize
potential and work around difllcult graduate schedules." Another linked piece of feedback
expressed that, "I think the idea of the program is great and it could be extremely beneficial
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76
as the students, parents, and Wagner students are eager to work together. I feel
lack
of organization cripples a lot of the beneJicial outcomes that could occur."
Another view about maximizing potential recognizes the unique opportunity of this
type of pat1nership. The participant expressed, "I WHOLEHEARTEDLY agree with this
quote. I believe that the basic setup for the Los Promotores has a lot of potential. but I feel
like the current program is not reaching its goals and is allowing tor a
of opportunities
to slip by. In order to maximize the potential, there needs to be so much more organization
exists. There is entirelv too much time wasted
people having no idea
they are supposed to be doing/nccd to be doing. There is also a real lack of consistency.
This program would work a million times better with two things: A) a clear
curriculum/j()cus on lesson planning and B) A consistency and commitment between
students and teachers so that the students can really progress and the teachers can mark this
progression."
Two more participants further stated feelings of potential and organizational /laws.
One expressed, "I agree. This program had great potential. The students in
community
could truly benefit from an after school literacy program. However, I felt it was extremely
unorganized to the point where very little or none of the objectives were met.'· Another
survey participant noted that, "the idea hehind this program is a good one but the
implementation is not. The assignments given were more to till class requirements and not
serve the specific needs for the children we are working with ... the program is simply
chaotic and unorganized.
cither need to give you the freedom to do
IS
necessary to help improve that child's literacy skills or making it completely structure with
detailed plans. The in-between that currently exists does not work." These views correlate
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that community-university partnerships need clear structure, vision,
77
implementation to
succeed.
Benefits and Strengths of the Program
When asked to describe one positive experience that they had during the program
relating to collaborations, participants had various feedback. Three participants stated
working closely with their peers to develop lessons was their best experience. They enjoyed
"the ability to collaborate with my peers on lesson plans. I really think this allowed for
things to go more smoothly. Additionally, the P.S. students were always willing to learn
and work with the teachers, so that was some nice collaboration." Two participants
expressed strong collaborations with the mothers. One experience described how, "each
week after the lesson was completed. we would provide
parents
translated notes
on things that they could do at home with their child in order to improve the
worked
on tol' tile day:' Another particip,mt noted the relationship with the mothers and stated that,
"I found that working closely with the moms was a valuable experience. I loved seeing our
group's mother participate and practice vocabulary practice alongside her children. It was
a great opportunity to see growth and passion as an educator."
All survey participants recognized a connection with their students as the most
reward experience during the Los Promotores experience. One participant stated, "I loved
learning that my student achieved two levels higher in his reading level during the course
of the program. It felt like our hard work was paying off as educators. It was also a chance
to lei the student see that their dedication to the program was for something great. Watching
his mom smile and grow together was
special." Another participant shared
perception and stated that, "the best experience was when one of my students told my peer
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78
and myse! fthat we were the best teachers and that she wanted to become a teacher and go
to college because she wanted to be just like us and make learning
rewarding moment for the both of us." Other
IOU"'.
responses included seeing the students
learning how to interact
grow ITom the various semesters
One participant added that,
It was such a
meaning/ul experiences
provided me with opportunities to implement
some of the things that I had learned during my career as a student in order to prepare me
for future employment as a teacher."
Another participant remarked that, "this was rewarding to me because I enjoyed
seeing how happy the students were when they succeed in anything from learning new
vocabulary to understanding a difficult sentence in a book. I'll take what I learned about
how to reach ELLs with me into my career as an educator. I plan to continue my education
for a certification in TESOL in the future." These benefits encompass a love of teaching
and a true dedication to the professional and personal experiences that can occur in informal
educational settings.
Challenges and the Future of the Program
Looking at the challenges of this program, almost all participants stated
communication and structure were the most frustrating. The levels of communication
varicd from communicating
participant stated that,
and,
professors to communicating
was very unclear
was expected
coordinators. One
me weck by week,"
of communication and organization was the most challenging." Another
participant added to the theme of communication, stating that at times, "I would think we
were doing one thing, as would my peers, and then the expectation would be very different.
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
Many would come prepared with certain activities and then
79
goal of
day
WVUIU
change without noticc."
Rcgarding the challenge ofstructure, one participant noted that, "It was chaotic and
unorganized and I felt that hindered the impact that could have come from this program."
The aspect of planning and not always having the space needed to implement a Jesson was
sometimes frustrating to the survey participants of Los Promotores. One participant
expressed that, "I wish we had more concrete and defined goals to meet for each session,
rather than the more general goals in literacy. Having too many students also made the
flipped model dinicult to meet every grade and specific need of students. With a short time
frame, it was important to work closely
a small group to be successful.
interest of involvement in future programs like Los Promotores
varied. J 4% of participants were interested in learning about more opportunities. 14% of
participants would consider being involved if some small changes were made, while 29%
would consider bcing involved if major changes were made. The largest statistic was 43%
of survey participants that had no interest in participating in future programs.
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80
Chapter V: Discussion
As a fonn of evaluation and discussion, this section will explore strengths, areas
improvement, and general recommendations tor both Los Promotores and Tech Kids
Unlimited. These insights build on the surveys of the 17 Wagner College pre-service
educators from the two community-university partnership programs that are part of this
study, creating an analytic synthesis of survey responses and three interviews with
associated program leaders from Los Promotores and Tech Kids Unlimited. These
individuals will be rcf'erred to as LP (Los Promotores) Leader A. LP Leader B, TKU (Tech
Kids Unlimited) Leader A, and TKU Leader B. The Los Promotores leaders were
interviewed together, while the Tech Kids Unlimited leaders were interviewed
individually. Each section will also incorporate literature to further highlight strengths,
areas of improvement, and further implications for both Los Promotores and Tech Kids
Unlimited.
Context of Both Programs
It is important to recognize
contexts of each program before discussing major
strengths and areas ofimprovement. The goal ofthis study was not to compare and contrast
these partnerships, but rather to engage readers in each program's complexities for further
growth. In Tech Kids Unlimited, pre-service educators arc a combination of vol unteers and
paid counselors, supporting a program that is aimed to be a fun, educational weekend
experience. Children arc brought in with parents for these sessions and they are intended
to be singular workshops, although many students participated in multiple Sunday
workshops.
perspective of pre-service educators, there is the expectation of paid
work that could influence various perceptions and motivations. These counselors involved
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81
in TKU are actively engaged in a program of their choosing, while also earning experience
andlor payment during in a defined, singular frame of work.
Within Los Promotores, however, there is a further complexity to the partnership.
Wagner College is linked to P.S. 20 and all that this entails. These tactors include student
exhaustion
the afterschool setting, less control over logistics due to publie school
protocol, and families
arc actively involved in the program. Additionally, the outlook
from pre-service educators may vary, as there is the worry of earning class grades and
weekly expectations of lesson planning, student illncss, and ongoing stressors of extended
partnerships. FurthemlOrc, it is exceedingly difficult to fully prepare for the vast ages,
reading levels, and needs of students involved in a program of this seale for only one
session per week. Although the educators, families, and associated program leaders are
passionate, the relationship is complex since specific pre-service educator and student
pairings are limited over the course of one semester.
Strengths of Both Programs
In looking into the various experiences from pre-service educators in both Los
Promotores and Tech Kids Unlimited, it appears that pre-service educators enjoyed some
similar themes of the community-university partnership programs. Most enjoyed exposure
to new educational groups, working with their peers, and interacting c10scly with children
and families of specific popUlations. Additionally, pre-service educators may have had
various motivations for participating, including earning a desired course grade or gaining
valuable educational experience, but a constant theme was a sense of passion fi)r supporting
students and families to reach their program goals in an authentic setting, Each Wagner
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82
College partnership had moments of genuine success, especially relating to the aspects of
a dedicated and engaged staff.
Strengths of Tech Kids Unlimited Partnership
As explained in the literature review, young programs must examine start-up
concerns like implementation and staff training, while more stable programs can assess
effects of their services (HFRP, 2008). In the case of Tech Kids Unlimited, this was a
unique partnership because the two partner groups had different experiences and strengths.
This was a new program in terms of Wagner College, based on the new site, new
counselors, and Education Department-focused version of a partnership. However, Tech
Kids Unlimited was more familiar with their program expectations from past partnerships
with local universities like Pace and New York University Polytechnic School of
Engineering. With these prior experiences, various strengths could be applauded from the
partnership.
Although this partnership was not a brand new program, it was unique and
successful in several ways. This was the first time that Tech Kids Unlimited offered a
program on Staten Island. Additionally, this partnership was the first one that focused
solely on an education department for counselors and connections. Interestingly enough,
this strength could also be viewed as an area for improvement based on the pre-service
educator feedback, which will be explored later in this discussion. The benefits of involving
pre-service educators, trom the view of Tech Kids Unlimited program leaders, was
outstanding. TKU Leader A even expressed that, "Working with education students in and
of itself was a new experience for the group. We had amazing women who got the program
very quickly and learned how to address the goals immediately. It was a thrill to see and
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83
they seemed natural in the program. Having a set of experienced educators that attached to
the program was a real joy and thaI's why the program ran so well at Wagner." This positive
feedback helped the Tech Kids Unlimited leaders recognize that importance of blending
counselors of different backgrounds to strengthen the group experience. Tech Kids
Unlimited includes counselors, social workers, and technology teachers,
A was truly impressed with the level of passion
TKU Leader
patience exhibited by the Wagner pre-
service educators.
Another strength of
partnership was the consideration of stakeholders and the
planning process. Wagner and Tech Kids Unlimited modeled Harvard Family Research
Project's findings in that they considered their stakeholders when planning evaluations and
program goals. As explained in this research, leaders must convene all out-or-school time
stakeholders for the program to clarify goals together, as this helps all stakeholders,
including staff, specify program content and intentions (2008). TKU Leader B strongly
believed that, "I think we had very clear organization. We worked so well and knew our
roles. I also think that utilizing the pre-service educators was awesome because our partners
had never done that before. It was great for all involved, a different level of staffing and
people that really understand learning objectives. Pre-service educators are always looking
for practice and this program really involved the community standpoint on Staten Island. I
hope to grow it in the next chapter."
Clarifying goals was something that Tech Kids Unlimited and Wagner Collcge
Depat1ment of Education did from the first conversation. TKU Leader B even noted that,
"By using goal setting, our program leaders were able to identify key elements of this
technology-based program and show the relationship between the partners for its intended
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84
results, Having students really understand what they are working towards sets direction,
goal, and tone. It's not just about doing hours; you arc helping them reaeh objectives and
learning
helping students achieve their goals." He went on to state
premise of getting a grant, philosophically, is about collaboration. Wagner and TKU
realized
it needed to be a strong communication with expectations, goals, and planning
to get 'there.' It is such an essential part. and I would not want it any other way, but it needs
to feel right. And we found it. We knew our shared goals for the project and because we
were clear on future goals and objectives. I think that knowing the vision and having a clear
direction made the challenges more doable. Additionally, pre-service educators and kids
benefited from the experience. We were dedicated to the collaborative roles and we bought
in which made it easier and more valuable for all stakeholders involved,'> Furthermore, this
program used many principles of good community-university partnerships, including
"partners having agreed upon mission, values, goals and measurable outcomes for the
partnership," while also ensuring that the partnership balanced, "power among partners and
enabling resources among partners to be shared" (CCPH, 2014, p. 9). The partners at
Wagner College and Tech Kids
lnlim,tpil
established clear goals and organizational
features to ensure a smooth pilot partnership,
strength of focusing on interest-driven programs helped this program engage
with students who learn differently. As explained in the NCTE Definition of 21st Century
Literacies, the growth of literacy skills needed in society is constantly evolving since,
"literacy has always been a collection of cultural and communicative practices shared
among members of particular groups, .. society and technology change, so does literacy"
(NCTE, 2014, p. 2). In this technological era, literacy's definition continues to grow to
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encompass more types of literacy beyond the classic notion of reading and writing, and
Teeh Kids Unlimited recognizes this movement.
specifIc program has had success in
part because oftheirrelevant curriculum and incorporation ofcomputer-programming, web
design, and gaming skills.
inclusion of students and the incorporation of rclevant and
engaging activities helped
partnership thrive.
Strengths of Los Promotores
Los Promotores continues to impact a community orIeamers in Staten Island's Port
Richmond neighborhood and provide authentic opportunities fi:)r growth of pre-service
educators. According to Novak, Murray, Scheuermann, and Curran (2009), there are
certain essential characteristics present in authentic service learning experiences for
university students partncring with schools and community-based organizations. In the
case of Los Promotores and the afterschoolliteracy program at P.S. 20, the characteristics
of a reciprocal relationship in which a specific community-based need was met, as well as
the integration of academic content within the service learning experience (Novak et aI,
2009). In addition, there was ongoing reflection connecting the content and the experience
to personal growth (Novak et aI, 2009). Each of these aspects positively impacted pre
service educators. This program gave a truly authentic experience that could not be
replicated in traditional classroom instruction.
Another strength of this program was the connections made with families. LP
Leader A and B shared that, 'The entire program is just a beautiful collaboration. These
parents arc really making strides at home that help their kids' literacy. I think that these
reading level improvements arc just a small part of a larger intercultural development."
continued to expand on
connections
stated
"We are
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86
building on the strategies they are already using to encourage additional growth and
everyone involved something valuable to share. There are clear academic goals and growth
oflhe students, but what is amazing is how we learn and connect with one another's cultural
background, values, and traditions." These connections and relationships formed over
variolls semesters remained one of the most consistent responses in the pre-service
educator feedback.
LP Leader A and B also shared that, "We provided relevant assignments for
students but really hoped the collaborations with their peers and respective families would
be the most valuable." This was fully suppotted by pre-service educator feedback, as most
participants expressed their collaborations with families and peers a<; the most positive and
beneficial. This program also highlighted one of the principles of good community
university partnerships by valuing "the relationship between partners being characterized
by mutual trust, respect, genuineness and commitment" (CCPH, 2014). LP Leaders A and
B expressed that, "Seeing the mutual respect and relationships
have been built in our
Wagner education department and this community is astounding and truly touching."
Moments like this were powerful and the program encouraged constant reflection from
families, students, professionals, and pre-service educators, helping help the program to
achieve growth.
Ongoing reflection was a major strength of Los Promotores that impacted group
experiences. Through connecting the content and the experience to personal growth,
Wagner pre-service educators, families, and professors engaged in ongoing development
(Novak et ai, 2009). LP Leader A and B recognized that, "There were a variety of
opportunities to reflect. We are now in the fourth version of this program with a new set of
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87
graduate education students each time; the program implementation and objectives have
blossomed." These leaders also expressed their excitement about the reflections that pre
service educators shared in their online journals, where they responded and professionally
critiqued one another in their lessons. LP Leader A and B stated that, "Using the reflective
online posts from our graduate students each week, we were able to see their reactions and
experiences over time. As each semcster had some new and some familiar graduate
students, we were careful to adapt the program and prov ide support when needed. The pre,
during, and post conversations were the most valuable moments of reflection because we
were with families, students, and using the resources available to the best of our ability."
This type of deep reflection also occurred with the lead professors, as they were, "active
observers and participants, supporting our pre-service educators as we surveyed each
group. It became evident that our graduate students were prepared and comfortable making
minute adaptations, which is fhe sign of a confident and caring educator. We also
provided relevant assignments for students but really hoped fhe collaborations with
peers
respective families would be the most valuable. As professionals. we grew
every aspect ofthe partnership."
Some powerful observations and rellections occurred in fhcse written passages,
the associated professors often noticed how the role of families was discussed in the
retlections. LP Leaders A and B believed that, "The role of parent involvement and
meaningful intercultural connections became new objectives. and there is a sense of
comfort in the families led to greater acquisition of literacy skills. Children and mothers
arc now morc likely to speak openly with their associated pre-service educator, especially
if they fclt a sense of respect, care, and appreciation of one another."
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program also highlighted several principles of good community-university
partnerships. One of the principlcs
good community campus that this program truly
valucd was, "the relationship between partners being characterized by mutual
respect,
genuineness and commitment," in addition to, "thc partnership building upon identified
strengths and assets, but also addressing arcas that need improvement" (CCPH. 20]4, p.
3). This program encouraged constant reflection irom families, students, professionals, and
pre-service educators, which will certainly help the program continue to achieve continued
growth.
Areas of Improvement for Both Programs
There are several areas of improvement based on the challenges that arosc in the
two programs. Regarding Los Promotores, pre-service educators were often frustrated hy
organization and a need for more guidance with weekly objectives. [n reference to Tech
Kids Unlimited, pre-service educators did not feel fully prepared to use more advanced
aspects of technology with the program participants. These broad areas of improvement
could largely be attributed to the nature of community-university partnerships and the idea
of "trial and error" that often occurs in new partnerships, but it is important to recognize
repeated challenging feedback for future improvements.
successful partnerships, there should be dedicated, passionate, and engaged staff.
This is one of the biggest factors for quality programs and a way for
stakeholders to
benefit. National literature recognizes this need for community-university partnerships,
and many programs have approached this through specialized and relevant professional
developmcnt. In referencc to Los Promotores and Tech Kids Unlimited, one of the most
effective ways to improve these programs would be to improve specific professional
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89
development. Each program's pre-service educators expressed certain areas they felt
unprepared approaching, including aspects of technology support for Tech Kids Unlimited
and truly understanding the daily
o~jectives
and tasks for Los Promotores. Ongoing,
relevant, professional development and ongoing support of the program logistics could
improve these programs based on the feedback of pre-service educators that were involved.
Furthermore, clear goals and attainable objectives could be improved for each
program, specifically regarding the role of pre-service educators. These are developing
programs, so the structure is often growing alongside these objectives. Still, each program
should always promote target outcomes with clearly organized and engaging activities.
This cannot be stressed enough in afterschool settings, as the timeframe is especially
limited. For Los Promotores and Tech Kids Unlimited, a shared vision, clear goals, and
daily objectives for the programs are essential, as is a valued, prepared, and organized staff.
Each program could have more defined expectations for participants and it is evident that
shared values from all stakeholders can make all the difference. Wagner College and the
target communities have the potential to make a difference through these valuable
partnerships, especially with consideration to supporting families and using examples from
successful programs nationwide.
Areas of Improvement for Tech Kids Unlimited Partnership
The Wagner College pre-service educators that expressed challenges were most
critical of their lack of preparation with specific technology used in the workshops. This
was not especially surprising after interviewing TKU Leader A. When discussing her
experiences with finding counselors in these programs, she traditionally partnered with
technology-centered schools such as NYU Poly and Pace. In these versions of the Tech
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Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
Kids Unlimited partnership, she works with undergraduate and graduates from various
departments
are technology-based. TKU Leader A describes these traditional
interests
counselors as, "hybrid kids, often graduate students with
computers, game design, and digital marketing." She also expressed that they have
practical technology skills and when working with them, the tocus is "training the
educational pieces as we learned together." Additionally, she noted that, "Sometimes, our
training involves educational aspects of translating goals and objectives to the group and
kids. For other groups, it's teaching about the nature of ASD and what the Iitemture says
works for informal education.
to take on anyone
has a desire,
we have
to continue valuing the professional development of these individuals, teach the tmining.
and support the vocabulary growth of new tenns for our studcnts." TKU Leader A was
strongly invested in ongoing training and professional development of counselors and
staft~
but at Wagner College the focus of this professional development could be improved for
future programs.
Notably,
Wagner College partnership with Teeh Kids Unlimited was the tlrst
partnership that was training and working almost exclusively
an education
department. TKO Leader A explained that, "It was a really amazing experience, despite
the technology proliciency. That piece always helps, but with the education students, there
is a new sensc of proficiency and it runs so efficiently. They bring another set of skills that
counselors were not previously bringing our program."
With that in mind, it scemed that the professional development process was not
adapted enough for the Wagncr popUlation of counselors. Unlike the professional
developments and training that Tcch Kids Unlimited has at other university partner sites,
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
91
most of the pre-service educators arc minimally trained or exposed to cutting edge
technology and computer software. In future collaborations, it would be beneficial to train
the Wagner pre-service educators more deeply
the technological aspects than in the
educational and programming pieces, as most felt comfortable working in an infonnal
educational setting.
Areas of Improvement for Los Promotores
Some improvements that pre-service educators involved in the Los Promotores P .S.
20 afterschool partnership ",;th Wagner College included the desire for more organization
and clear objectives. Participants felt strongly about the need
the program in the Port
Richmond community, but many recognized the stress and lack of planning that often
occurred. Pre-service educators noted that there was not enough time during each session
to achieve their desired objectives, and while the potential was there, the need is not quite
being met with the cuncnt model.
LP Leader A and B shared valuable feedback regarding maximizing potentiaL They
shared that, "I think every semester we arc reaching new goals and making stronger
connections. We are now in the fourth version of this program and the role of parent
involvement has grown and meaningful intercultural connections are incredible. We
promote these positive learning outcomes, but it is a sense of shared understanding and
compassion with our students and families that are maximizing the potential. It's the work
with the returning families, the connections we are making to these communities, and the
many ways that they teach us every day that arc helping us reach our potentiaL There's
always room for growth, but we couldn't be happier with the bonds that everyone is
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fonning at P.S. 20." This sentiment reflects with many responses regarding the gained
relationships, but also reinforces the fact that is it an ever-changing program.
As the previous quote explains, each semester the objectives and goals are evolving
subtle
with Los Promotores. However, pre-service educators are not always aware of
changes and are struggling to adapt lessons or approach the class with a clear sense of
structure. These aspects of planning are hindering the experiences of pre-service educators
and leaving them feeling trustrated and often discouraged in their preparations.
In future programs, there could be value to sharing and creating a vision, mission,
and goal together on the first meeting. Having written, weekly objectives and a shared
calendar of weekly goals could also positively enhance
experience for stakeholders.
There must be ongoing adaptations and quick thinking in the education field,
a level of
compromise could be met in regards to planning alongside prc-serviec educators.
General Recommendations, Implications, and Future Research
The purpose ofthis exploratory study was to closely document, examine, and assess
two aflcrschool programs utilizing the community-university partnership model. The
specific aims of
study were to provide documentation and close analysis to improve
these current programs and shed light to the potential impact of the community-university
model for quality afterschool programming at small, urban universities. The researcher
recognizes that in closely documenting two afterschool programs (Tech Kids Unlimited
and Los Promotores P.S. 20 Literacy Program), some features may lack full detail based
on the length and experiences of various pre-service educators.
There were some implications and limitations of this study. By nature, a small
exploratory
of two aflerschool programs cannot draw conclusions
can be
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93
generalized to broader populations. Additionally, the survey analysis for each program only
accounted for about 50 percent of the potential Wagner College pre-service educators
involved in each program, so it was not a full depiction of program feedback. Still, this
study allowed the researched to consider national literature and assess these programs
based on larger scale models. These two different afterschool programs also ranged in size,
scope, and demographics, as did programs within the national literature. Still, it is clear
that program leads appreciated the evaluation and documentation process in order to
continue program growth. Some additional limitations occurred in part due to the levels of
the three-part mixed methods approach; the study included participant observer
frameworks, two pre-service education surveys, and close interviews from associated
professors and program leaders in these community-university partnerships. These were
ambitious goals and were layered in different program contexts. An alternative or
supplemental approach might have been to identify a closer examination of one subject
group for closer focus. The researcher also reflected that the pre-service educator survey
could have included a pre and post survey to assess baseline knowledge rather than just
reflective growth and feedback.
Valuable research and feedback from pre-service educators and program leaders is
paramount to having quality programs. As explored in earlier sections of this study, The
Harvard Family Research Project (2008) identified these three critical factors as access to
and sustained participation in program, quality programming and staffing, and strong
partnerships. As referenced in both the interview protocol and surveys, "Afterschool
programs can promote positive learning and developmental outcomes, but some programs
are not maximizing their potential." Programs must make an effort to tailor their goals, "to
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94
their interests, needs, and schedules, as well as from those providing exposure to new ideas,
challenges, and people." Throughout this study, the researcher found aspects of Tech Kids
Unlimited and Los Promotores that tailored their goals to interests while providing
exposure to sometimes challenging situations.
Some general recommendations can be made about community-university
partnerships, as found in the literature and discovery of this study. Communication is the
basis of any strong partnership. Providing concrete instructions, setting structured blocks
of time to reflect, and sharing a common mission each are evidence-based practices for
improvement. Additionally, partnerships of this kind must promote growth through "sub"
goals to support smaller objectives within often "big-picture" missions. This shared sense
of goals can strengthen that essential trust that is necessary for successful partnerships.
There are several general recommendations about Los Promotores that are
suggested for future improvement. One specific example is that pre-service educators could
learn more about the profile of the students or have access to their reading levels before
starting the program. This way, the program leads could effectively group students to pre
service educators that have strengths in different age groups and subjects since the program
includes pre-service educators from every possible program (literacy, early childhood,
childhood/special education, etc.). This could truly impact the expertise of different pre
service educators and help the groups learn how to support the population best.
Regarding Tech Kids Unlimited, there are also general recommendations suggested
for future improvement. Pre-service educators expressed their wish to have a technology
focused seminar before the start of the program to prepare their skills in order to best
support students. One simple way to reinforce this improvement would be to provide a one
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
95
page list of technology tips for the counselors to access when working with students. This
could mitigate confusion and help to alleviate stress when they are approached with
technology questions. Another possible solution, though more focused towards the
university, is to include more technology-based professional development on campus for
interested undergraduate and graduate students.
In future research, studies could use experiences of families, students, and parents
involved in afterschool programs. It would be interesting to see the impact and feedback
while still considering critical factors for successful outcomes. Additionally, it would be
interesting to revisit programs that are reoccurring in the Wagner Education Department or
to see the growth of Los Promotores and Tech Kids Unlimited in further programming.
The community-university partnership model is one that can be effective and successful if
implemented carefully. However, challenges may arise and, as poignantly described by
TKU Leader 8, "You have to be okay with failure and you need to learn that it happens ..
. we need to have all experiences. That's what these community-university partnerships
offer, these excited students taking on beautiful unexpected moments." This study helped
the researcher gain a wealth of knowledge regarding afterschool programming,
community-university partnerships, and the importance of preparation for quality
implementation in any successful program, while also appreciating the dedication of
educators and community partners that make this a valuable and worthwhile endeavor.
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Appendices
Appendix A: Informed Consent Email for Pre-Service Educators
Good Afternoon,
I hope this email finds you well and that you are having a great week. As part of
my master's degree requirements at Wagner College, I am conducting research to learn
how community-university partnerships can be a strengthened for quality afterschool
programmmg. I! you are willing, I hope you will consider participating in this research
project. This email will provide you with information that will help you decide whether or
not you wish to participate.
In this study, I will be using an "action research" model, where participants are co
learners
me around the question at hand. During the course of this project, it is
assumed that you have participated in either the P.S. 20 Afterschool Literacy Program or
Tech Kids Unlimited Workshop. If you were to participate in this research study, you
would be asked to complete a
ef online program survey. This survey
take
10
minutes and consists of various multiple choice, ranking, slider scale, and open ended
reflections. In clicking the link below to this survey, you consent to participating in the
research, though you may stop participation at any point.
In addition to the survey, you will have the chance to attend an informal
professional dialogue to discuss results from the surveys and future goals li)r these
programs. This reflective conversation is not expected if you participate in the survey, but
I hope you will consider anending to discuss your views with fellow pre-service educators
and also have a chance win a Barnes and Noble or Dunkin Donuts gift card. My goal is to
create a conversation about afterschool programming and how our experiences as pre
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105
service educators can be learned from and help improve future cormnunity-university
efforts in educational programming.
This project does not carry any fbrcseeable risks beyond those associated with
everyday liIe in our profession. If for any reason you felt uncomfortable, you could leavc
this study at any time with no penalty. All data collected will remain confidential and will
not be associated
your name. It you leave the project alier having provided data,
your data will be destroyed immediately on your request to exit participation. When this
study is complete, you will be provided with the results of the study if you request them,
and you will be free to ask any questions.
If you have any further questions concerning this study please feel free to contact
me through phone or email: Tatum Colitz at tatum.colitz@wagner.edu (610-301-3918) or
Karen DeMoss at Karen.demoss@wagner.edu(718-420-4070). Thank you for considering
being part of my study.
Sincerely,
Tatum Colitz, Investigator
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Appendix B: Informed Consent for Associated Program Leaders
Good Afternoon,
T hope this email finds you well and you are having a great week. As part of my
master's degree requirements at Wagner College, I am conducting research to learn how
community-university partnerships can be strengthened to improve the quality of
aiterschool programming. If you are willing, I hope you will consider participating in this
research project. This document will provide you with infonnation that will help you
decide whether or not you wish to participate.
In this study, 1
be using an "action research" model, where patticipants are eo
learners with me around questions of improving after school programming quality in
community-university partnerships. During the course of this project, I will bc surveying
Wagner College undergraduate
graduate students that have participated in either the
P.S. 20 Afterschool Literacy Program or Tech Kids Unlimited Workshop. These
participants are the co-learners with me on the project.
If you were to participate, you would be asked to complete an in-person, phone, or
vidco-conferenced interview. This interview will take about 15 minutes to complete and
consists of open-ended reflections to learn more about your experiences in the program
that will hopefully help guide improvements and strengthen the goals in
future. The
other participants would have access to unidentifiable, aggregated perceptions from
program leaders like you to help infonn their understandings ofprogram goals and possible
improvement areas.
This project does not carry any foreseeable risks outside normal, everyday work
risks related to comfort with discussing things. If for any reason you felt uncomfortable,
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J07
you could leave this study at any time with no penalty. When this study is complete, you
will be provided with the results of the study if you request them, and you will be free to
ask any questions.
you have any further questions concerning this study please feel free to contact
me through phone or email:
Colitz attatum.colitz@wagner.edu (6
Karen DeMoss at Karen.demoss@wagner.edu
-3918) or
8-420-4(70). Thank you for considering
to be a part of my study related to research for a master's thesis in Education at Wagner
College. I truly appreciate it!
Sincerely,
Tatum Colitz, Investigator
Additional Data Follow-Up
Good Afternoon,
revlewmg my (mal thesis revisions, I was hoping to follow up regarding confidentiality
with my data results. From the interview that we conducted several weeks
regarding
community-university partnerships, I have been actively editing my study. However, I
wanted to check to see your willingness to allow full publication of your interview data in
the appendices. While your name is not listed within the study for confidentiality reasons,
the appendices could include details and full disclosure of our in Ibrmal conversation based
on my notes.
Please let me know your willingness to consent as soon as possible. If you would like to
see a copy of your interview data in order to make an informed decision, I would be happy
to send you a copy! Thank you again and have a wonderful day!
Sincerely,
Tatum
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Appendix C: Interview Questions for Associated Program Leaders
I.
How did you learn about
opportunity and
become involved with
this program?
2.
Before this project, did you have any other experiences with afterschool
education models, community-university partnerships, or this population?
3.
What arc some of the most successful ways that you have found to prepare
pre-service educators to work
students from diverse and spccial nceds backgrounds?
4.
Were there any aspects of this program that made collaboration difficult?
5.
In your opinion, what aspects of the program were most successful whcn
implemented?
6.
What oppOliunities did you have to reflect on your practice as the program
progressed?
7.
What role did collaboration play in the planning and delivery of
program? How would you describe the success or collaboration with professionals,
coordinators, pre-service educators, and program participants?
8.
What are your thoughts about having more community-university
partnerships, whethcr at Wagner College or more gcncrally across the country?
program?
9.
What was the most memorable expcriencc for
10.
Little, Wilmer, and Weiss (2008) wrote that while afterschool programs
"have the potential to impact a range of positive learning and development outcomes,"
some programs "do not maximize this potential." How does/doesn't this quote relate to
your experiences with this program and the idea of maximizing potential?
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Appendix D: Tech Kids Unlimited Program Survey
QI.I How would you describe your current academic standing at Wagner College? Please
check all that apply
o
Undergraduate Student (if so, please identify current major or
majors and year
in the space below) _ _ _ _ _ _ _ __
o
Graduate Student, MS
o
Graduate Student, MS Ed in Teaching Literacy
o
Graduate Student, MS Ed in Childhood 1-6/Special Ed
o
Graduate Student, MS Ed
in Early Childhood ISpecial Ed
Adolescent/Special Ed( (if so, please identify
concentration the space below) _ _ _ _ _ _ _ __
o
Graduate Student, MS Ed in Educational Leadership
QI.2 Which answer best describes how you learned about the Tech Kids Unlimited
Workshop at Wagner College?
o
This program was part of a class requirement
o
I was invited by an education professor
o
I heard about this program through classmate
o
I was recommended to participate from the program coordinator.
o
Other:
Q1.3 Did you have any prior experiences involving this population of students or with
educational afterschool programs? Please list and describe any experiences that may be
applicable.
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110
Q 1.4 In what ways were you directly prepared through programmatic efforts once you
knew you would participate in it?
[J
I had professional development opportunities to learn about the student population
and program goals
[J I
collaborated
[J I
peers
prepared
comfortable working alongside
necessary program logistics. including the program goals.
expectations, and overall mission of the community-university partnership
[J
I learned about the technology aspects of the workshops
[J
Other: _ _ _ _ _ _ _ __
Ql.5 Please rank which aspects of the Tech Kids Unlimited Workshops most motivated
you in your participation.
*Please usc 1 as the lowest motivator, 6 being the highest.
___ Real-life application of classroom theories
___ Professional experience/Resume
___ Earning desired compensation (paid hourly rate)
Experience in informal educational environment (afterschool literacy
program)
_______ Interest in speeial needs popUlation
____ Interest in technology for educational purposes
Q2.1 How effectively did you feel you collaborated with the
program. Please use
sliding scale labels from
groups ounng
to best describe your experience.
___ Collaboration with professors
___ Collaboration with program coordinators and community partners
�III
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~~_
Collaboration
~~_Collaboration
my peers
with students and families
Q2.2 Are there any aspects of the previously listed collaborations that you would like to
clarify?
Q2.3 How would you describe the ways the program pIarming logistics (time, location,
objectives fbr the session) were communicated to you? Please use the sliding scale labels
from 0-100 to best describe your experience.
1 received helpful cmail communication
___ I engaged in reflective conversations following each session
___ I had the chance to have one-on-one support from professors, program
coordinators, and/or peers.
Q3.1 How would you describe the goals and objectives of the Tech Kids Unlimited
program?
Q3.2 About how much time did you spend preparing for each session of this program?
Average time spent
preparing for one
workshop
o
o
o
o
o
o
o
----"--- -_.
Q3.3 How many sessions have you been involved with Tech Kids Unlimited? (Please
include any prolessional development sessions as well as actual workshops)
o
o
I session
2 sessions
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o
3 sessions
o
o
112
4 or more sessions
Other: _ _ _ _ _ _ __
Q3.4 Litlle, Wilmer, and Weiss (2008) wrote that while afterschool programs "have the
potential to impact a range of positive learning and development outcomes," some
programs do not maximize this potential." How does this quote relate to your experiences
with this program and the idea of maximizing potential?
Q4.l Collaboration is essential
effective community-university partnerships. Can you
describe one of the best examples of how you collaborated with professors, peers,
students, families, or the community during this program?
Q4.2 How would you rank the benetits of this program? *Please use the sliding scale labels
from 0-100 to best describe your experience.
_ _ _ Real-life application of educational theory
_ _ _ Working with students with special needs and their families
Collaboration with community partners at Tech Kids
Successful experience in an informal learning environment (afterschool
programs)
_ _ _ Great addition to my educational resume
Q4.3 What was one ofthe most rewarding experiences you had during this program? Please
describe
positive aspect ofthe program vias valuable to you.
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Q5.1 What aspects of til is program did you find most challenging? Please be as specific as
possible.
Q5.2 Would you havc any interest being involved with this program in the future?
o
Yes, I am interested in learning more
o
Possibly, I would eonsider being involved if some small changes were made.
o
Maybe, but I would like to sec some major changes before 1 would participate.
o
No, I would not be interested in participating in the future.
o
Other: _ _ _ _ _ ~~~~~~~~~~~~~_
opportunities.
Q5.3 As a source or feedback and professional development to assist my thesis research,
would you consider attending a brief and informal forum (with coffee, tea, and desserts) to
voice your experiences with fellow Wagner pre-service educators involved in communityuniversity partnership programs?
attendees will be provided with a ehance for a nnn!.>;n
Donuts or Barnes and Noble gift card.
o
Yes, I would like to learn more about logistics of this brief event and the chance to
win a gift-card.
o
No, 1 would not like to paliicipate in this brief even!.
o
Other: _ _ ~
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114
Appendix E: Los Promotores AfterschooJ Program Feedback Survey
Ql.1 How would you describe your current academic standing at Wagner College? Please
check all that apply
1, Undergraduate Student (if so, please identify current major or dual majors and year
space below) _ _ _ _ _~
2. Graduate Student, MS Ed in Early Childhood ISpecial Ed
3. Graduate Student, MS Ed in Teaching Literacy
4. Graduate Student, MS Ed in Childhood 1-6/Special Ed
5. Graduate Student, MS Ed in Adolescent/Special Ed( (if so, please identify
concentration the space below) _ _ _ _ _ _ _ __
6. Graduate Student, MS Ed in Educational Leadership
QI ,2 Which answer best describes how you learned about the P ,So 20 Afterschool Literacy
program (Los Promotores)?
1. This program was part of a class requirement
2, I was invited by an education professor
3. I heard about this program through classmate
4. I was recommended to participate
the program coordinator.
5. Other: _ _ _ _ _ _ __
Q1.3 Did you have any prior experiences involving this population of students or with
educational afterschool programs? Please list and describe any experiences that may be
applicable.
Ql.4 In what ways were you directly prepared through programmatic efforts once you
knew you would participate
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115
o I had professional development opportunities to learn about the student population and
program goils
o I collaborated with peers that I felt comfortable working alongside during class
assignments
o I fel! prepared with necessary program logistics, including the program goals,
expectations, and overall mission of the community-university partnership
o I learned about the flipped model of instruction and felt comfortable using this model
o
Other: _ _~. _ _ _ _ __
QJ.5 Please rank you motivation for the involvement with the Los Promotores P.S. 20
Afterschool Literacy Program *Please use J as the lowest motivator, 5 being the highest.
_____~ Real-life application of classroom theories
_ _~ Professional experience/Resume
___ Earning a desirable class grade (requirement for eoursework)
Experience in informal educational environment (afterschool literacy
program)
Interest in working with ELL and Spanish speaking community members
(students, families, etc.)
Q2.3 How effectively did you feel you collaborated with the following groups during this
program. Please use the sliding scale labels from 0-100 to best describe your experience.
_____ Collaboration with professors
___ Collaboration with program coordinators and community partners
___ Collaboration with my peers
Collaboration with students and families
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Q2.4 Are there any aspects of
previously listed collaborations
116
you would like to
clarify?
Q20 How would you describe the ways the program planning logistics (time, location,
ohjectives for the session) were communicated to you? Please usc the sliding scale lahels
from 0-100 to hest descrihe your experience.
___ r received helpful email communication
___ I engaged in reflective conversations following each session
___ J had the chance to have one-on-one support Jrom professors, program
coordinators. and/or peers.
Q2.1 How would you descrihe the goals and
o~iectives
of this program?
Q3.2 About how much time did you spend preparing for each session of this program?
Average time spent
preparing for one
session at P.S. 20
Q3.3 How many semesters have you been involved in this program?
involved with this semester, you may count
o
I semester
o
2 semesters
o
3 semesters
o
4 or more semesters
o
Other: - - - - - - -
as "] semester)
1\
are currently
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117
Q3.1 Little, Wilmer, and Weiss (2008) wrote that while afierschool programs "have the
potential to impact a range of positive learning and development outcomes," some
programs do not maximize this potential." How does this quote relate to your experiences
this program and the idea of maximizing potential?
Q2.2 Collahoration is essential for effective community-university partnerships. Can you
describe one of the best examples of how you collaborated with professors, peers,
students, families, or the community during this program?
Q4.1 How would you rank the benefits ofthis program? *Please usc the sliding scale labels
from 0-100 to best describe your experience.
_~~~~~~~
~ __
Real-life application of educational theory
Working with low income, ELL students and families
___ Collaboration with community partners at Port Richmond
___ Successful experience in an informal learning environment (afterschool
programs)
___ Greal addition to my educational resume
Q4.2 What was one ofthe most rewarding experiences you had during this program? Please
describe how
positive aspect ofthe program was valuable to you.
Q5.1 What aspects of this program did you find most challenging? Please be as specific as
possible.
Q5.2 Would you have any interest being involved with this program in the future?
o
Yes, I am interested in leaming more about opportunities.
o Possibly, I would consider being involved if some small changes were made.
o Maybe, but I would like to see some major changes before I would participate.
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11 &
o No, I would not be interested in participating in the future.
o Other: _ _ _ _ _ _ _ _ _,
Q5.3 As a source or feedback and professional development to assist my thesis research,
would you consider attcnding a brief and informal forum (with coffee, tea, and desserts) to
voice your experiences with fellow Wagner pre-service educators involved in community
university partnership programs? All attendees will be provided with a chance for a Dunkin
Donuts or Barnes and Noble gift card.
o Yes, I would like to learn more about logistics of this brief event and the chance
to win a gift-card.
o No. I would not Iikc to participate in this brief event.
o Other:
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I 19
Appendix F: Interview Data for Associated Program Leaders
Tech Kids Unlimited
A. Tech Kids Unlimited Pro gam Leader A, Phone Interview, April 13,2015
1. How did you first become involved with the Wagner version of this program?
"Basically I was began my community involvement from my experiences with a
son that has ASD. I technically created TKU in 2009, then in 2014 received non-for profit
status. I was making rounds in digital media grants and learned about Leah Gilliam and I
reached out to Brooklyn office to hear about the partnerships that the HIVE NYC Learning
Network had to off We talked and I wanted to hear if I was eligible for grants and the
chance to continue these projects for children who learn differently. I learned then that you
could apply for grants at HIVE with larger, "lead" organizations and that's where I found
out about Wagner College.
I had had experience with New York Hall of Science through consultant work
regarding ASD. With the six degrees of separation, an educator that works closely with
Wagner at NYSCI (Anthony Negron) connected us to Wagner College. During our initial
phone call, it was clear we had similar goals and motivations for learners. Our proposal
happened overnight and it was a fast process, but it was a clear no brainer. This gave the
ASD community another chance for programs and gave TKU the perfect opportunity for
borough expansion (having already organized technology workshops in Manhattan,
Brooklyn, and Queens). The best place to partner, in my opinion, is with these universities."
2. Before this project, how would you describe your other partnerships with colleges?
How was it different working with the Education department and education students
specifically?
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"Tech Kids Unlimited developed organically in 2009. I had programs at the ICC
Manhattan media lab followed by Paee as T pursued my education technology degree. At
this time, I applied for internal grant through Jonathan Hill and earned an internal grant
with Verizon with a faculty member. This gave me a taste of the university partnership
model and it worked even better at Pace. This partnership helped tremendously, using
students as counselors that are already are trdined in so many aspects of technology. It was
a better experience. JCC was practical, I was using my daughter and her friends in NYC
for conununity service as our counselors. This was social activity for them, and free
volunteers for our program. The program participants were mueh younger and counselors
were also young. But wow, has it developed! At universities we have specialized computer
science majors, like those I often hire at Pace with the technology lab and program. Two
years ago, in 2013 at NYU Poly, my educational consultant work led to new exciting
partnerships. My director was opening a new space and wanted a program in this
technology based ability lab. The K-12 STEM program opportunity helped TKU partner
with NYU Poly in Brooklyn, working with undergraduate and graduates in their various
departments. These were hybrid kids, often graduate students with multiple interests within
computers, and marketing, social media, ",-jth any previous undergraduate majors. This
program infused practical technology skills and we really
started working
those
students closely, training the educational pieces as we learned together.
More specifically, Wagner was first time with just education students. It was a
really amazing experience, despite the technology proficiency. That piece always helps,
but with the education students, there is a new sense ofproficiency and it runs so ellieiently.
bring another set of
that counselors were not previousl y bringing our program.
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'n1is opened my eyes to ncw structural aspects of staffing; there needs to be a mix of
students, We necd to have technology specialist, education students, speech therapy,
educational therapy, computer science majors! This even mix of departments, and other
departments at these schools wanting to be involved, is so exciting. The program improves
as we begin pushing out to
counselors with skill sets from a variety of disciplines,
Looking back from 2009 to 2015, it has been an incredibly wonderful trajectory, having
started with my daughters and her high school friends to now having specialized graduate
students. "
3, What are some of the most successful ways that you have found to prepare pre-service
educators to work with students from diverse and special needs backgrounds?
"It always goes back to training counselors. Having teachers in STEM is vital and
we need train more teachers in STEM who can also teach special needs, This is a totally
different way, but finding great teachers is like finding a needle in a haystack. Finding
counselors from this program is easier because there is almost a science of what your
specialty is (computer science/engineering/education). It is hard to train counselors that do
not have a passion for the popUlation or a rcal love of interacting
children and
supporting their goals. We also know there needs to be respect for the population.
Ultimately, the trial and error of counselors that works well
population and want to
be there makes the difference."
Our bi-yearly training is paid, with all counselors and pre,service educators to have
quality training. The goal to is to train all students and we only allow 30 people into each
training program. In the afterschool and informal education world, our counselors are
constantly evolving and having programs at different sites changes the types of training
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that are needed. Still, we all can learn from one another and from different sets oflearners.
I also believe that communication effectiveness and technology teacher training are
essential. I make sure our lead counselors are training in the lesson plans that work well in
this workshop and that the objectivcs are clear. Sometimes, our training involves
educational aspects of translating goals and objectives to the group and kids. For other
groups, it's teaching about the nature of ASD and what the literature says works for
informal education. I'm willing to take on anyone that has a desire, but we have to continue
valuing the proiessional development of these individuals, teach the training, and support
the vocabulary growth of new terms for our students.
4. Were there any aspects
program that made collaboration ditlicult?
"'Like in any first time with a new partnership, there is a lot of unknown. Whether
that is with the new students, location, or organization goals, it is a learning experience.
The hardest aspect of this program was the quick turnaround from a grant standpoint and
only having certain resources available at the new Wagner site. We were spoiled
10
some
of the technology-centered universities and the space was brand new here, so it was just a
lot of learning. Not a bad thing, but always something to consider in a new partnership."
5. In your opinion, what aspects of the program were most successful when implemented?
"This was our time working with education students, both graduate and
undergraduate. I think that the Wagner version ofTKU had a strong bond with the students.
Working with education students in and of itself was a new experience for the group. We
had amazing women who got the program very quickly and learned how to address the
goals immediately. It was a thrill to see and they seemed natural in the program. Having a
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Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
set of experienced educators that attached to the program was a real joy and that's why the
program ran so we II."
6. What opportunities did you have to relleet on your practice as the program progressed'?
"As in any grant-based partnership, we are expeeted to evaluate and assess every
level of the program. This makes for constant rellection, whether in informal phone
conversations or written reports to funders. It's something I have grown accustomed to
over the years and having that analytical eye is huge."
7. What role
collaboration play in the planning and delivery of this program? How
would you describe the success of collaboration with professionals, coordinators, pre
service educators, and program participants?
"David Gordon was a great partner and our Wagner program coordinator Tatum
partnership was a seamless
were always willing to work hard and make it work.
transition and we were able and willing to
ways that worked. Their previous
relationships with the schools that made it so easy to market
helped us become familiar
with the community on Staten Island. These department connections, with schools like
Hungerf()rd, made the marketing work so well, even the fact that there was a place for each
kid. Seeing how our unexpected non-verbal student connected with an education student
was amazing. She essentially created a program on
spot for Michael. Amazing work.
Above and beyond connections. Education students are able to see the need, create it, and
love every second of doing it. This mini pilot would not have happened without education
pre-service teachers, and that was the great part
the program at Wagner. It was a
great example of a new experience from educators and a collaborative dream team."
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124
8. What are your thoughts about having more community-university partnerships,
whether at Wagner College or more generally across the country?
"It's the best way to learn and grow in these type ofpartnerships. In my experience,
there are these stellar students that bite off anything placed in front of them. The
community-university partnership, I love it. It combines the interests of world educators,
community, connects minds and shared interests of every stakeholder. Seeing what
happens at university, with the most innovative learning and minds, incredible hardware,
tpf'hn,,,,jo{nr
needs, these are aspects
are not always available to communities and
nonprofits that want to make these connections. This is significant part of my program
modeL I prefer colleges more than anywhere because the community served in a way that
people are learning, assessing, and caring.
Communities gain the programs and access to great educational opportunities,
while colleges like Wagncr make an impact and learning about people behind the figures
in the surrounding community. This type of partnership model also helps non-for profits to
grow,
and experiment. It is pardmount. Beyond donated space and
space that supports lcarning and colleges provide that in spades. It is not
it is just a
a quality
professional experience for counselors, but for universities like Wagner, NYU, and Pace
that embrace, support, and connect to thc community."
9. What was the most memorable expericnce for you in this program?
"This entire experience was really memorable since Wagner was first time having
exclusively education students as our counselors. It was a really amazing experience since
they bring another set of skills
counselors were not previously bringing our program.
I was also was thrilled at the response from parents and
reactions I was hearing from
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Running head: QUALITY AFTFRSCHOOL PARTNERSlIIPS
the reflective moments. I had parents asking me when TKU would be back on Staten Island
and how their children could sign up lor more programs when the grant project had
completed.
moments rcmind us
we are doing something
and supporting
the community in a respectful, caring way."
10. Little, Wimer, and Weiss (2008) wrote that while afterschool progranls "have the
potential to impact a range of positive learning and development outcomes," some
programs "do not maximize this potential." How does/doesn't this quote relate to your
expeflences
this program and the idea of maximizing potential?
think it is a great point about any type of partnership or informal educational
program because there is a constant need to evolve and meet new goals, especially since
so many programs are based out of grant-Iunding. AI'terschool and
out-ot~school
activities
give chi Idrcn a chance to pursue their affinities and find what makes them the best version
themsel ves. I
the TKU program really focuses on interest-driven learning and
finding a way to maximize the potential of these super talented children. The technology
and career goals of the program are what drives the learning outcomes and developmental
pieces."
I J. What are your goals for your program?
"My ultimate goal is 10 change the paradigm of employment for kids who learn
difTerently. Kids of all backgrounds have a hard time finding employment. But for students
that are in school until 21 ,parents of students with special needs ask, "then what?" If 117
of your life is controlled, how can we ensure that the rest of that life is meaningful and
wonderful? We want these kids to contribute to society. Whether that is volunteering, part
time jobs, having a chance to be productive and happy members ofsociety. The technology
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126
aspect gets kids excited, but in the long run, TKU gets them the skills to be literale in tech
skills, life skills, and get them jobs. My next dream is to make a "work boot camp" in the
summer. With would help them meet a real client and help design company websites. This
is for real clients, with our kids looking at website and change it through wire frames, so
on. Having a chance to map it out is a real resume experience. This is a first step for down
the line intcmships at video software companies or gaming networks that these kids often
admire. In a perfect world, everyone has a chance for employment, but it'sjust not the case.
Clearly our kids have unique characteristics and need more focus to leam. While this
program began out of fear that my son would not have this meaningful life experience, I
am reminded every day that there is hope and prot,'Tams like TKU have a chance to change
the stigma."
B. Tech Kids Unlimited Program Leader B, Phone Interview, April 10th, 2015
1. How did you learn about this opportunity and first become involved with this program?
"My involvement with Beth and Tech Kids Unlimited happened very quickly
through our connection HIVE, which is a great connective learning nctwork in New York
City
iliai!",)
based learning and non-profits. Essentially, Beth contacted us and thcy wcre
looking to partner on a grant-based HIVE project. As a new Hive membcr
reach out to a lead organization and Wagner seemed like a great fit from
wanted to
cnds. They
wanted to partner and it sounded good so we set up initial meetings that really made us
click. We had similar goals and visions for the community on Staten Island, so it was a no
brainer. My involvement with our undergraduate and graduatc education studcnts also
hclped us COllncct to new counselors for the program."
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2. Before this project, did you have any other experiences with atlerschool education
models, community-university partnerships, or this population?
"'Yes, most of my experiences in education have been through partnerships. I've
been involved in projects at New York Hall of Science (NYSCJ)
Wagner, and with
various non-profits at Wagner. This population of special needs is a newer experience,
specifically with ASD. My background is rcally with chronic medical conditions so
working so closely with ASD and technology was a new experience. I've also worked in
partnerships with adults with intellectual disabilities like at Lifestyles, but I was very open
to a new type of practice."
3. What arc some of the most suecessful ways
you have found to prepare pre-service
educators to work with students from diverse and special needs backgrounds?
"I have found
the most efiective way is getting students in there with real
experiences. By having pre-service educators observing, then participating, and then reaIly
doing the work, there is a sense of trust and creativity. This helps them to get a sense of the
population and working in program. In this type of workshop, the space and opportunity to
actually work with the popUlation is key. There should always be a real, practical, tangible
piece that is very hands on and focused towards a clear goal. Grant-based projects should
have students participating but there is a need to have a learning objective clarity. This also
provides pre-service teachers
learning objectives. Having students really understand
what they are working towards sets direction, goal, and tone. It' s not just about doing hours,
you arc helping them reach objectives and learning about helping students achieve their
goals."
4. Were there any aspects of this program that made collaboration difficult?
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RW1Iling head: QUALITY AFTERSCHOOL PARTNERSHIPS
"Any time that you involve different types of people, interpersonal collaborations
and specific goals and agendas need to be considered. Sometimes, stakeholders have their
own goals for their professional growth and communication sometimes needs to be worked
on. Partners must be conscious of goals and continue to make sure everyone is focused on
the same direction. Conl1ieting goals is the biggest issue that can occur in these types of
partnerships. Another diflicult aspect was that our project was funded through another
non-profit, so the level of reporting hom a specilic timeline was a very new experience.
Due to the tight time line, we needed to adjust to the quick turnaround of HIVE
expectations,
grant timeline really pushed us to create the program quickly and rushed
us to carry out grant before the next round of grants, We were IUshing to get all four
sessions in, as expected by the funder, but it would have been nice to have spaced out our
grant and ran two sessions ofTKU in the spring.
need f()r quick feedback to HlVE and
New York Community Trust (funder) was a stressful but necessary aspect of the grant
garne."
5. In your opinion, what aspects of the program were most successful when implemented?
"The strengths of the lead members made it work and I
we had very clear
organization. We worked so well and knew our roles. I also think that utilizing the pre
service educators was awesome because our partners had never done that before. It was
great for all involved, a dillerent level ofstaffing and people that really understand learning
objectives. Pre-service educators arc always looking for practice and this program had the
community standpoint on Staten Island. I hope to grow it in the next chapter:'
6. What opportunities
you have to reflect on your practice as the program progressed?
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129
"In some ways, we had a forced opportunity due to participant that wasn't
necessarily appropriate for population. This student arrived on the first day of the workshop
and made us change advertisement and assess our outreach. It really forced us to re
calibrate and think on our feet quickly. Our immediate reflections made us challenge
ourselves and really create a new program need and provided clarity for the original project.
In those first 15 minutes on the first day of the program, we were reflecting deeply.
Additionally, after the end of each session we thought through success and challenges of
the day with the counselors and program leaders. This was huge to learn about their
experiences and helped us as we put in the next size of the grant. With the grant-writing
process, we were able to refl ect on what we did and assess the future. We had both forced
and natural reflection, through the expectations of detailed grant reports and close
conversations with our program participants."
7. What role did collaboration play in the planning and delivery of this program? How
would you describe the success of collaboration with professionals, coordinators, pre
service educators, and program participants?
"The whole premise of getting a grant, philosophically, is about collaboration.
Wagner and TKU realized that it needed to be a strong communication with expectations,
goals, and planning to get 'there.' It is such an essential part, and I would not want it any
other way but it needs to feel right. And we found it. We knew our shared goals for the
project and because we were clear on future goals and objectives. I think that knowing the
vision and having a clear direction made the challenges more doable. Additionally, pre
service educators and kids benefited from the experience. We were dedicated to the
collaborative roles and we bought in which made it easier and more valuable for all
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130
stakeholders involved. This worked well because Beth is clear in her role as a parent with
a child that has ASD needs. She is very straight-I()r\vard and we bought into shared goals;
neither of the pamJers are in it selfishly but for the kids first and other stakeholders second.
That's part of what people responded to so positively and it's always about improving kid's
experience. "
8. What are your thoughts about having more community-university partnerships,
whether at Wagner College or more generally across the country?
"Non-profits are going to survive through this and giving the best of both worlds.
Education and informal education is the way of the future and how people learn. You take
the best of the skill sets of each organization and work towards a common goal that
everyone wants to serve. This is the type of work I've done for eight years and I know this
model just as this idea was coming into forefront. This is how everyone moves forward
and its part of our world. Colleges can bring such a value of the research component and
chance to study this type oflearning and understand what is really effective."
9. What was the most memorable experience for you in this program?
"Having a kid who was non-verbal show up every single session and just smile ear
to ear. It was not the goal of the program but it worked. Just a beautiful tailure, but it was
so different than our expectations and we had to deal with it so quickly. We were
thoughtful, did right by the kid who was not the best lit, we wanted him to have a good
experience and the others that were more the ideal situation. It was exciting to see the one
on-onc collaboration and we took what could have been a deal breaker turn into a caring,
education student doing the right thing, It was so memorable and speaks to
fact that
doing this type of work and a risk gives a chance for failure, but we need to be willing to
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Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
take a risk. My philosophy really played out and it was a great experience. You have to be
okay with failure but you need to learn
it happens,
need to have
expenences.
'Ibat's what these community-university partnerships offer, these excited students taking
on beautltul unexpected moments."
10. Little, Wilmer, and Weiss (2008) wrote that while afterschool programs "have the
potential to impact a range of positive learning and development outcomes," some
programs "do not maximize this potential." How does/doesn'tthis quote relate to your
experiences with this program and the idea of maximizing potential?
"It's pretty accurate in my experience I think that our work with TKU really is about
maximizing potential of students and having a program that does justthal. We bope to give
students access to technology and to support the ASD community . Youth don't always
have access to these expensive computers and programming aspects but they have an
affinity. Getting it into their hands can spark interest and career skills down the road. Out
of school programs are always about maximizing potential of students, and
in-particular is about gaining
we arc and
to
a happy independent
we want go and where we want to head."
It matches so well to
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Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
Appendix G: Interview Data for Survey Analysis
Tech Kids Unlimited Pre-Service Educator Survey Results
1. How would you describe your current academic standing at Wagner College?
Please check all that apply
4
5
6
7
8
Undergraduate Student
(if so, please identify current
major or dual majors and year in
the space below)
Graduate Student, MS Ed •
in Teaching Literacy
Graduate Student, MS Ed •
in Childhood 1-6/Special Ed
Graduate Student, MS Ed
in Early Childhood /SpeciaI Ed
Graduate Student, MS Ed
in Adolescent/Special Ed (if so,
please identify concentration the
space below)
Graduate Student, MS Ed
in Educational Leadership
5
3
18%
o
English
0%
2
Childhood Education & Psychology
Elementary Education! Special
Education! Psychology
Elementary/Special Education and
Psychology
Childhood education and Spanish
Freshmen
18%
o
I
27%
2
I
45%
0%
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Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
2. Which answer hest describes how you learned ahoutthe Tech Kids Unlimited
al
2
3
4
This program was
part of a class
requirement
I was invited by
an education professor
I heard about this
program through
classmate
I was
recommended to
participate from the
program coordinator.
_ _ _5
__
Other:
Total
o
0%
7
64%
3
27%
I
o
0%
I
I
9%
II
100%
3. Did you have any prior experiences involving this population ofstudents or wilh
educational ajierschool programs? Please list and describe any experiences that may be
applicable.
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
134
Text Response
No experience with aftcrschool programs, but experience in self-contained classrooms in
District 75 schools.
Prior to working with TKU I had observed and also helped out in classes at the Hungerford
school on Staten Island.
I had a good amount of knowledge about this population before coming to TKU. My mom is
a physical therapist specializing in pediatrics, so I have been familiar with the jargon and hackground
ASD from listening to her my entire life. In terms of physical experience I was limited to a few
hOllrs of volunteer work at Children At Play (the school my mother works
I had experience with special needs students in an athletic setting. I taught swim lessons and
coached a Special Needs swim team. I also have had experience with the Hungerford School and
various field hours with special needs students. Additionally, I have tutored students with autism.
Yes.l worked with Lifestyles with the disabled during my freshman learning community. As
well) work for A Very Special Place with a 12 year old girl with autism at her home on academic,
daily living skills, and assessing the community. During my ohservation hours I have also worked
with students with disabilities.
I have not.
I have worked in other tech related programs prior to this one. I have taught in some and was
a counselor in others. My prior experience with Student on the Spectrum include my interaction with
friends who have children on the spectrum and some interaction in practicum experiences
I worked with disabled students in high schnol, but never specifically with Tech Kids
Unlimited
I've been working with students with developmental disabilities for about 6 years. I have
experience working at an afterschonl program, religious education program, and respite work.
I am a para during the summer for an education consortium. I have worked with children with
severe disabilities both mentally and physically. I have also worked with non-verbal students.
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4. In what ways were you directly prepared through programmatic efforts once
would participate in it
I had professional developmenl
opportunities to learn about the student
population and program goals
I collaborated with peers that I felt
comfortable working alongside
I felt prepared with necessary
program logistics, including the program
goals, expectations, and overall mission of
the community-university partnership
I learned about the technology
aspects ofthe workshops
6
55%
73%
8
5
45%
o
Other:
73%
0%
5. Please rank which aspects of/he Tech Kids Unlimited Workshops l110st
motivated you il1 your participation *Pfease use 1 as the lowest motivator, 6 being the
Real-life
application
of
2
0
3
0
9
0
3
9
classroom theories
Profession
al
5
experience/Resume
Earning
desired
compensation (paid
0
5
0
9
2
0
3
9
0
0
0
5
9
2
2
0
2
2
3
0
9
9
9
hourly rate)
Experienc
e In
informal
educational
environment
(afterschool literacy
program)
Interest In
special
needs
population
Interest
technology
educational
2
2
In
for
2
purposes
Total
9
9
9
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136
Min Value
5
Max Value
Mean
Variance
3.
56
Total
Responses
.25
I.
.12
51
9
9
6
3.44
3.89
3.36
1.88
2.
5
3.53
3
.00
28
Standard
Deviation
5
1.83
9
9
(,
4.
00
5.
75
2.
40
9
6
3.11
2.61
1.62
9
6. How effectively did you feel you collaborated with the/()llowing groups during
this program? Please use the sliding scale labels .from O-JOO to best describe your
experience.
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Running head: QUALITY AFTERSCHOOL PARTNERSIIIPS
1
Collaboration with
professors
70.00
100.00
88.00
J0.19
IO
2
Collaboration with
program
coordinators and
community
partners
40.00
99.00
77.30
15.54
10
3
Collaboration with
my peers
60.00
99.00
81.60
13.37
10
4
Collaboration with
students and
fanlilies
80.00
98.00
87.40
5.99
10
7. Are there any aspects o/the previously listed collaborations that you would
like to clarifY?
Text Response
The program nm smoothly, but I didn't feel that we were included in the preparation
process. I felt a little thrown into the experience and I think we could have given beneficial
feedback to the instructors from Tech Kids. A lot of the wording of the instruction was
unnecessarily confusing and didn't hold the attention of the students. More collaboration
between the Tech Kids stall' and the Wagner students could have helped.
No thank you
The TKU staff were not as flexible and open as they initially seemed.
At times it felt like there was a distance between the TKU technology teachers and
Wagner voluntecrs. [n terms of peer collaboration, we did the best we could, but (()r the
most patt we were working I: I with the students.
It was great to work with dillerent students and families while
visitors during the workshops.
seeing repeat
I enjoyed the collaboration with all aspects that arc listed above.
No
The program coordinator and program leader was very active in preparing us to work
in the program. There was great comnnmication with the professor in change as well as with
students that we were working with. We worked one on one or in small groups with students
so there was not mllch interaction between me and my peers as far as collaboration goes but
when we did interaction was effective and helped work toward the program goa\.
�w
00
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139
8. How would you describe the ways the program planning logistics (time.
location, objectives/or the session) were communicated to you? Please use the sliding
scale labelsfrom O-JOO to best describe your experience.
(O'=far too little, 50~about right, JOO==.far too often)
.' ,
Min
Max
Average Standard
#
Responses
A ns"el
\' a Iue V' a Iue V aIue
0' ,
eVlatlon
I received
4
helpful email
6.00
0.00
8.50
communication
I engaged in
reflective
4
conversations
0.00
4.00
8.40
following each session
I had the
chance to have one-on
one support from
4
5,90
professors, program
0.00
0.00
coordinators, and/or
peers,
9, How would you describe the goals and objectives ofthe
program?
6.62
10
11,89
10
11.02
10
Tech Kids Unlimited
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
140
Text Response
I thought it was to teach them skills that could be used in the computer programming
workforce, but it came off as more as guided free time on the computer.
To provide HIGH FUNCTIONING Autistic children with technological tools to help
them find employment later in life.
TKU works to teach students with ASD technology skills while offering a safe
environment where they can communicate and foster social interactions with peers that have
similar interests.
Tech Kids Unlimited strives to teach students who learn differently to engage in
social skills and exciting applications of technology in a supportive environment. The
students and teachers worked together to engage in these technology skills and leave each
workshop with some type of created project or model. It helped teachers learn more about
the population but really gave these students a chance to socialize and be part of something
they enjoy.
The goals and objectives ofTKU was to have students with disabilities working with
technology. Having students working with the programming and collaborating with the TKU
team and the Wagner college students. There was a heavy focus with working with students
that were higher functioning. It is a technology and educational based program. Kids are in
love with technology this program allows them to use what they love in an educational way.
One objective was allow the students to create what they wanted with the help of the TKU
team.
Very clear and effective
The TKU program aimed to introduce the students to interactive programming and
other technological opportunities that engaged their minds and built their skill set for the
future. While the program was specifically meant to children on the spectrum we worked
with students with all different challenges and it was beneficial for everyone.
To help children with disabilities become engaged through working with technology
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141
10. About how much time did you .Ipend preparingJor each session oJthis
Average
time spent
preparIng
for one
4
2
2
2
2
1
1
10
workshop
11.
Unlimited?
workshops)
How many sessions have you been involved with Tech Khl.l
(Please include any projessional development sessions as well as actual
session
2 sessions
4
40%
3 sessions
2
20%
4 or more
sessions
3
30%
1
10%
10
100%
Other:
Total
•
12. Little, Wilmer, (lnd Weiss (2008) wrote that while ajierschool programs "have
the potential to impact a range (!f positive learning and development au/comes, " some
programs do not maximize this potential. " How does this quote relate to your experiences
with this program and the idea ofmaximizing potential?
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
142
moved past the goals of each session within 15 minutes and wcre left
to their own devices for the rest of the session. Planned scaffolding for students who need the
extra support and extra activities for students who finish early will help maximize the potential
of this program.
I agree with this quote as I do believe that classroom instruction is just the warm up
and that the rcal learning happens by applying that base knowledge after hours and in the
outside world.
I think that this program maximized the potential for the resources that were provided.
Each week the number ofpmiicipants grew, and we had a few students continue to come back.
The students were genuinely interested in coding and building games and talked about perusing
a future career in game building. My only criticism is that some of the coding was too easy
for certain students, so they spent a good deal of time complaining and asking to go on other
sites like Y outube.
I think this program did a great job of maximizing potential, based on the first time
experience at Wagner. I think the professors, program coordinators, and TKU staff were really
engaging and dedicated to the program. It was clear that they were passionate about the
workshop and mission of the program. They created a positive environment for students,
families, and all people involved. I al so cnjoyed that students left every workshop with a
completed project. It was amazing to see how well the students responded to the activities.
I feel this program was a pilot project and it was over a span of 4 different sessions.
My experiences with this program was very posi tive and it was a great learning experience for
me. I was learning more about technology that I never knew about. I worked with the
population, but working with this popUlation and technology at first I was nervous to know
how the program would start. After doing the program I can say there is way to maximize
potential of the program. The students that I worked with were extremely happy to be working
with the technology. I felt the envirorunent was a positive learning experience for the staff and
the students that were invol ved in the program. Overall I think that this quote shows that it
takes a while for a program to come about to produce positive leaming and development
outcomes. A program is a growing experience and I think that this program would be a great
asset to Wagner and can help many students in the future.
I would say that thi s program is working toward having that positive impact. The idea
behind it is positive and while I think it was very successful, it was just a few sessions of the
program so the true impact could not be fully determined. I think that with some more
development that an expanded version of the program , which is in the works for the sunmler,
would be more beneficial.
I think this quotation is accurate, because while the program was engaging for the
students it may not have been as effective as it could have been. I only say this because the
students seemed to be enjoying themselves, but often times they were only sitting at a computer
screen which is not the most engaging form of activity.
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
143
13. Collaboration is essentialfor e.Uective community-university partnerships. Can
you describe one of the best examples ql how you collaborated with professors, peers,
students, families, or the community during this program?
Text Response
didn't occur in my personal experience, but it could in the (titure: collaboration
between Wagner student volunteers and TKU stan'when planning sessions/presentations.
The student I personally worked with, Michael, brought me to collaborate with peers.
professors, and his parents to ensure he was benefitting from our program.
After one of the TKU sessions we debriefed and talked about what worked best in
preparing us for the workshops. I commented on a poem that one of the TKU workers read,
saying that it helped me put the students and their families in perspective. Having the initial
meeting with the TKU teachers was really beneficial before starting the workshops. We
collaborated from the very beginning and things went smoothly throughout the duration of
the program.
I really enjoyed Ihe professional development experience. It was clear how dedicated
Beth is to her organization and I think it was a great opportunity tor our Education Department
to be a part of. This gave us a chance to collaborate wilh a new population, practice classroom
theories, and give back to our local community in Staten Island. It's not often that we get
something like this on campus that is so connected to our eoursework. I loved collaborating
with the students and seeing how proud they were to share their projects with friends and
family after each session. That made this partnership really valuable for everyone involved.
Collaboration is key. Ifthere is no communication among everyone, then there cannot
be an effective program. I collaboratcd with professors before the workshops. I collaborated
with the TKU team before and during the workshops. I collaborated with my peers that I was
working with, so that the workshops can go smoothly for the students. I collaborated with
parents asking if their child liked the program and what can be some improvements.
Prior to the beginning of the program, there was a professional develop where the
leader of TKU came to our school and informed us of the purpose of the program and how
the partnership would work. This gave us a clear idea of what would be expected from us and
what the goal was.
I collaborated with a peer in working with a nonverbal student.
14. How would you rank the benefits ofthis program? *Please use the sliding scale
labels .from 0-100 to best describe your experience.
�144
Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
.
Answcr
l'v1 in
Value
l'vl
ax
V I
a LIe
Average
....
Value
Standard
. .
DeVIatIOn
Rcspons
cs
Real-life
18
39
100
72
J application of
9
.00
.55
educational
.00
.33
theory
Working
with students
15
90
50
100
9
: with special
.00
.00
.67
.83
needs and their
families
CoHabor
ation with
65
20
47
99.
8
: community
00
.87
.00
.38
partners at Tech
Kids Unlimited
Successf
ul experience in
an infonnal
18
49
100
79
9
, learning
.08
.00
.00
.44
environment
(afterschool
programs)
Great
14
50
98.
83
, addition to my
9
00
.78
.37
- educational
.00
resume
15. What was one ofthe most rewarding experiences you had during this
program? Please describe how this positive aspect ofthe program was valuable to you.
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
145
a chance to see students who don't necessarily succeed
classroom setting excelling and exceeding their own expectations.
It was all honor and a privilege to be able to make the connection I made with Michael.
It was an incredible expericnce that taught me so much about the Autistic population and also
taught me so much about myself and my abilities as a future educator.
One of the students was very hesitant to come into the lab at the beginning of the
workshops. He took a long time to warm up to the staff, and the idea of being separated from
his parents made him very uncomfortable. He would roam around, complain, and moan because
he wanted to go home. By the last workshop, he was walking in and doing work on his own
with little (if any) fuss. He engaged in conversations with the Wagner students, and successfully
built his own game. Personally, watching his comfOit in the social situation and change was a
huge positive experience to have as a future educator.
My favorite experience was seeing one of the students, Tommy, respond so well to the
counselors and projects. Tommy was a student with Down's Syndrome and this workshop was
a new experience for him. Whether it was using Photoshop techniques, playing Twister and or
practicing socialization games that we learned in classes, this was a great experience. I think
Tommy was an example of how students gained social connections, while still gaining valuable
technology skills.
Working with students with special needs and learning about programming. It was
amazing to see that these students were capable working with technology and creating things
that they were proud of. I was glad I was given the opportunity to work with TKU and learning
about their program. Working with students with special needs and watching them maneuver
technology was most valuable and rewarding to me.
One of the most rewarding experiences that I had during this program was hearing from
the parents about their child's experiences. Yes the kids said they had fun but hearing that they
could not stop taking about what they did when they got home was really rewarding to hear. It
showed me that we were making a memorable experience for the students.
One of the most rewarding experiences I had during the sholt time I spent with the
program was working with a nonverbal student. We worked with him on getting to use his
cornnlUnication device by asking him questions alone in a room. Then we got him up on campus
and tried to get him to communicate with others, which he was hesitant with at first. However,
after a few attempts he statted to use his speech device more with strangers, and that was
rewarding to watch.
16. What aspects ofthis program did you find mosl challenging? Please be as
specific as possible.
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
146
Text Response
Encouraging students to stay focused during the preliminary presentation. It didn't
hold their attention.
Because Michael was not on the part of the spectrum that the program had desired I
felt as though we were cast out to fend for ourselves alongside instruction from the amazing
Professor Gordon. We managed but it was a bit disheartening.
Keeping the students on task was particularly difficult. They are all tech savvy, but
were not necessarily interested in the coding activities. They each had their own favorite site
that they would go consistently go to (YouTube, Sesame Street, Google Earth, etc.) and I did
my best to use those sites as a reward for completing their game. It was also occasionally
difficult to engage the students in social conversations. Some students did not want to talk at
all, and some students got frustrated if they had to wait their turn to speak.
I found that it was sometimes challenging to work with the technology aspects of
workshop. I thought that our lead technology counselor was really talented, but it came very
naturally to him. I think in the future, it would be helpful to have a sheet of technology tips
for counselors and educators to refer to. This could help us help the students complete their
tasks without interrupting the technology teacher repeatedly.
I found it most challenging not knowing what to be doing on the computers. I
constantly had to ask the TKU stafr exactly what to do. I wish J was prepared more on doing
the programming before the workshops, so that I could have easily helped the studcnt.
The most challenging aspect of the program was that J wasn't completely competent
in everything programming ",;se that we were teaching the students. It was cool to
alongside the students but when they had questions, I wasn't able to help them right away.
While this was challenging, it was also good them to see that everyone needs help sometimes
and not to be afraid to ask.
The most challenging part of the program was sometimes not knowing how to work
the computer programs myself.
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
2
,
~
4
5
Yes, I am interested in
learning more about
opportunities.
Possibly, I would
consider being involved if
some small changes were
made.
Maybe, but I would like
to see some major changes
before I would participate.
No, I would not be
interested in participating in the
future.
Other:
Total
No because I'm graduating.
147
7
11%
0%
0
I
J
0
I
78%
0%
1
11%
9
100%
�148
Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
Los Promotores Pre-Service Educator Survey Results
I. How would you describe your curren! academic standing a! Wagner College?
Please check all !hal
Undergraduate Student (if
so, please identify current major or
dual majors and year in the space
below)
0
0%
4
Graduate Student, MS Ed in
Teaching Literacy
4
57%
5
Graduate Student, MS Ed in •
Childhood 1-6/Special Ed
6
Graduate Student, MS Ed in _
Early Childhood /Special Ed
2
29%
7
Graduate Student, MS Ed in
Adolcscent/Spccial Ed( (if so,
please identify concentration the
space below)
0
0%
0
0%
Graduate Student, MS Ed in
8 Educational Leadership
14%
�149
Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
2. Which answer besl describes how you learned aboullhe
Thi s
program was
part of a class
requirement
I was
invi ted by an
2
education
professor
I heard
about this
program
3
through
classmate
1 was
recommended
to palticipate
4
from the
program
coordinator.
S
p.s. 20 Afterschool
7
100%
0
0%
0
0%
0
0%
Other:
0
0%
Total
7
100%
�Rwming head: QUALITY AFTER SCHOOL PARTNERSHIPS
150
3. Did you have any prior experiences involving this population ofstudents or with
educational aflerschool programs? Please list and describe any experiences that may be
applicable.
Text Responsl'
Student Teaching
I worked in academic tutoring settings with youth in ELA support. I also worked
in a ELL classroom during my student tcaching experience in Rosebank at P,S, 13.
Yes, I worked with the first group of P,S, 20 families when this program first
started.
None
I havc had experience working with ELL learners during my practicum
experIences,
I worked with an after school group in Richmond, VA consisting of the struggling
readers of a diverse population. I'vc never worked with another group from Port Richmond.
No
�lSI
RUlming head: QUALITY AFTERSCHOOL PARTNERSHlPS
4. In 1-"hal ways were you direclly prepared Ihrough programmalic efjorls once
wO/lld l}orlicil}afe in if?
I had professional
development opportunities
to learn about the student •
population and program
goals
2
3
4
5
I co llaborated with
peers that I felt
comfortable working
alongside during class
assignments
I felt prepared with
necessary program
logistics, including the
program goals,
expectations, and overall
mission of the community
university p~rtnership
I learned about the
flipped model of
instruction and felt
comfortable using this
model
Ot her:
14%
7
•
14%
2
•
100%
29%
14%
There was no a lot ofprcp prior to the beginning of this program. The program
goals were explained but the prep for how to reach these goals was lacking. 4
�I
Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
5. Please rank you motivation for the involvement with the Los Promotores P.s.
20 Afterschool Literacy Program.
*Please lise 1 as the lowest motivator, 5 being the highest.
Real-life
application of
classroom theories
5
2
0
1
1
I
2
0
1
5
1
1
2
5
2
Professional
experience/Resume
3
Earning a desirable
class grade
(requirement for
coursework)
1
0
4
Experience in
informal
educational
environment
(aflerschool
literacy program)
2
0
5
Interest in working
with ELL and
Spanish speaking
community
members (students,
families, etc.)
0
2
5
5
5
2
--- -
Total
5
0
5
5
5
�153
Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
2
Min Value
Max Value
5
5
5
5
4
Mean
2.80
2.80
3.60
2.80
3.00
Variance
2.70
2.20
2.80
3.20
1.00
1.64
1.48
1.67
1.79
1.00
5
5
5
5
Standard
Deviation
Total
Responses
5
6. How effectively did you/eel you collaborated with the jiJl/owing groups during
this program? Please use the sliding scale labels/rom 0- J00 to best describe your
experience.
,
#
.,.,
Ans\I\cr
Collaboration with
professors
Collaboration with
program
coordinators and
community
partners
Collaboration with
my peers
Collaboration with
students and
families
.,
Max
A wrage
VaIue
[cVlattOn
)..
9.00
72.00
44.29
26.71
7
5.00
77.00
45.83
28.94
6
55.00
91.00
71.00
11.92
7
0.00
96.00
66.00
30.96
7
Mill Value
Va1uc
Standard
,.
. •.
Responses
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
154
7. Are there any aspects (~rthe previously listed collaborations that you would
like to clarifY?
Text Response
I think it was helpful to work closely with a specific group of students and parents
throughout the time at P.S. 20. However, I think it would have been more helpful to learn
about the profile of the students or have access to their reading levels before starting the
program. This way, we could effectively group students to teachers that have strengths in
different age groups and subjects. I think the benefit of our collaboration in this program is
having educators from evcry possible program (literacy, early childhood, etc.) and learning
how to support the population best.
I felt I was able to collaborate with peers during all assignments and together we would
have a plan for our students. Once arriving with plans I fell a lack of communication with
professors and paltners which sometimes lead to an issue communicating with the families.
There was some collaboration and while the concept behind it was good the actual
implementation wasn't. Groups were not able to get together to do work and one person
always ended up doing most of the work. Also the way the program is run, collaboration and
working with group did not always work out as students were absent and teachers were
shuffled around. I felt that while the teachers wanted us to do specific work with the students
and parents it was more to lit the needs of the attached class then actually help the student
with a specific need.
I felt the professors did not successfully collaborate with the Wagner students. I felt I
was not as useful to the students and/or moms as I could have been.
8. How would you describe the ways the program planning logistics (time.
location, objectives for the session) were communicated to you? Please use the sliding
scale labels from 0-100 to best describe your e.xperiellce. (O=filr too little, 50=aboul
right, JOO~far too often)
�155
Running head: QUALITY AFTERSCHOOL PARINERSHIPS
#
2
3
Answer
I received
helpful email
communication
I engaged in
reflective
conversations
following each
seSSJon
I had the
chance to have
one-on-one
support from
proJessors,
program
coordinators,
and/or peers.
A vcrage
'
Value
Standard
..
Devwtlon
Rcspon ses
71.00
31.14
27.01
7
9.00
72.00
35.00
25.77
7
5.00
50.00
31.57
19.38
7
Min
Value
Max
Value
1.00
:
r
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
156
9. How would you describe the goals and objectives ofthis program?
Text Response
Promoting literacy skills to enhance their oral language development
To support families and students at P.S. 201P0rt Richmond to learn valuable litemcy
skills and prepare for academic rigor before higher grade levels
I was often confused about the goals and objectives as they seemed to change
frequently. My understanding is that we were to create a line of communication between
fami! ies, students, and teachers in order to work on the common goal of improving literacy
skills.
I am mostly uncertain of the goals of this program but I would say it was to help the
individual students advance in their literacy skills while also helping their second language
mom's prcpare to help their children at home with their school work.
This program is intended to improve the literacy skills of students while collaborating
with the parents on how to better support their children's literacy development at home.
Unclear and not reinforced
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
157
10. About how much lime did you spend preparing/or each session o/this
Average
time spe llt
preparing for
o
0
2
o
o
4
7
one session
at P.S. 20
11. How many semesters have you been involved in this program? ({{you are
"flr"""//" invoh'ed with this semester. vou mal' countthat as "1" <pmR"/"")
1 semester
I
14%
2
2 semes ters
5
71%
3
3 semesters
I
14%
4
4 or more
semesters
o
0%
Other:
o
0%
Total
7
100%
5
�Running head: QUALITY AFTERSCHOOL PARTNERSIIlPS
158
12. Little. Wilmer. and Weiss (2008) wrote thai while afterschool programs "have
the potential to impact a range ojpositive learning and development outcomes, " some
programs do not maximize this potential. " How does this quote relate to your
experiences with this program and the idea ojmaximizing potential?
Text Response
I believe that this program otTers an enriching experience to help develop their oral
language abilities and facilitate engaging discussions to further their academic growth.
I think the program is approaching potcntial but needs to be more organized in the
implementation. I think we did the hest we could with the format, but I think having sct
objectives for each week planned beforchand would help us clearly plan. I also believe that
picking our partnCfs and groups could he helpful to maximize potential and work around
difficult graduate schedules.
I think the idea of the program is great and it could be extremely beneticial as the
students, parcnts, and Wagner students are eager to work together. I feel that the lack of
organization cripples a lot of the beneficial outcomes that could occur.
I WHOLEHEARTEDLY agree with this quote. I believe that the basic setup (If the
Los Promotores has a lot of potential, but I feel like the current program is not reaching its
goals and allowing for a lot of oppOltunities to slip by. In order to maximize the potential,
there needs to he so much more organization then is existing. There is entirely too much time
wasted with people having no idea what they are supposed to be doing/need to be doing.
There is also a real lack of consistency. This program would work a million times better with
two things: A clear curriculum/focus on lesson planning and 8) A consistcncy and
commitment between students and teachers so that the students can really progress and the
teachers can mark this progression.
Yea like stated heli.)re the idea behind this program is a good one but the
implementation is not. The assignments given were more to fill class requirements and not
serve the specific needs for the children we are working with. Also they was the program is
run is chaotic and unorganized. They either need to give you the freedom to do what you feel
is necessary to help improve that child's literacy skills or making it completely structure
detailed plans. The in-between that currently exists does not work.
I agree. This program had great potential. The students in this community could
benefit ti"Om an after school literacy program. However, I felt it was extremely unorganized
to the point where very little or none of the objectives were met.
I think the quote is accurate in describing the PS 20 partnership. It was a positive
experience It)r the students, teachers, and moms in academic and social ways.
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
159
A. Benefits and Strengths of the Program
13. Collaboralion is essential for effective community-university partnerships.
Can you describe one ofthe best examples ofhow you collaborated with
professors, peers, students. families. or the community during this program?
Text Response
Learning Centers and class discussions.
I found that working closcIy with thc moms was a valuable experience. I loved seeing
our group's mother pa11icipate and practice vocabulary practice alongside her children. It was
a great opportunity to see growth and passion as an educator.
My best collaborative experiences was with my peers when we developed our lessons
to meet the needs and interests oj" our students. We both loved seeing how excited and how
much our students were able to learn from the experience.
One thing that I was allowed to do this semester that greatly improved from last
semester is the ability to collaborate with my peers on lesson plans. I really think this allowed
f()r things to go more smoothly. Additionally, the students were always willing to Icarn and
work with the teachers, so that was some nice collaboration.
Each week after the lesson was completed, we would provide the parents with
translated notes on things that they could do at home with their child in order to improve the
skill worked on for the day.
I worked well with my two partners to create effective lessons for our days at PS 20.
I never truly feIt a strong connection with the moms and I had very little collaboration with
the professors.
I worked WIth my peers.
comfortable environment.
students,
moms, and the professors each week
In
a
�]60
Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
14. How w(Juldyou rank the benefits ofthis program? *Please use the sliding
scale labels from 0-100 to best describe your exnerience
Real-life
application of
educational theory
5.00
72.00
37.86
21.29
7
2
Working
with low income,
ELL students and
families
14.00
95.00
55.43
27.20
7
3
Collaboration
with community
partners at Port
Richmond
9.00
89.00
36.86
28.50
7
4
Successful
ex peri ence in an
inforrnallearning
environment
(alterschool
programs)
5.00
87.00
35.00
29.01
7
5
Great
addition to my
educational resume
1.00
94.00
50.57
35.91
7
�Running head: QUALITY AFTERSCIIOOL PARTNERSHIPS
161
15. What was one ofthe most rewarding experiences you had during this
program? Please describe how this positive aspect ofthe program was valuable 10 you,
Text Response
Engaging with the students
over the course of three semesters.
families; Observing their growth as students
I loved learning that my student achieved two levels higher in his reading level during
the course or the program, It felt like our hard work was paying off as educators. It was also
a chance to let the student see that their dedication to the program was for something great.
Watching his mom smile and grow together was really special.
The best experience was when one of my student told my peer and myself that we
were the best teachers and that she wanted to become a teacher and go to college because
she wanted to be just like us and make learning fun, It was such a rewarding moment tor the
both of us.
The most rewarding experience is the bonds I was able to make with the students.
This program was valuable in that it gave me some more meaningful experience with
ELL learners, It provided me with opportunities to implement some of the things that J had
learned during my career as a student in order to prepare me 11Jr future employment as a
teacher.
I really enjoyed working with the students as individual learners. They want the best
I(Jr themselves and work hard to achieve it.
was rewarding to me because I enjoy seeing how happy the students are when
they succeed in anything from learning new vocabulary to understanding a difficult sentence
a book. I'll take what I learned about how to reach ELLs v.ith me into my career as an
educator. I plan to continue my education lor a certification in TESOL in the future.
�Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
162
J6. What aspects of this program did you find most challenging? Please be as
specific as possible.
Text Response
Time management.
The aspect ofplanning and not always having the space needed to implement a lesson
was sometimes frustrating. I wish we had more concrete and dctincd goals to meet ttlr each
session, rather than the more general goals in literacy. Having too many students also madc
the flipped model difficult to meet every grade and specific need of students. With a short
time frame, it was important to work closely with a small group to be successful.
Communication. Many times I would think we were doing one thing as would my
peers and then the expectation would be very different. Many would come preparcd with
certain activities and then the goal of the day would change.
The Jack of communication and organization was the most challenging.
watching such an opportunity be wasted.
And
The most challenging aspect was how it was structured. It was chaotic and
unorganized and I felt that hindered the impact that could have come from this program.
II was very unclear what was expected from me week by week.
I found communicating with the moms to be the most challenging
�163
Running head: QUALITY AFTERSCHOOL PARTNERSHIPS
-
Yes, I am
interested in
learning more
about
opportunities.
Possibly, I
would consider
being involved if
2
some small
changes were
made.
Maybe,
but I would like
3 to see some major changes before I
would participate.
No, I
would not be
4 interested in
participating in
the future.
5
14%
14%
2
29%
3
43%
Other:
0
0%
Total
7
100%
�Wagner College
Graduate Thesis Copyt1ght Release Fonn
Docllment Identification
Student Name: Tat!1lll.rolitz _____.
Thesis Title:
The Value_9f Community-UlliversjtyP!lrlner~hiJlS for Quality Afterschgol
Programming
Department:
;t;:Q~l~fition
_ ___
..
_
____.. _________ .._
_____________ .._________ _
Author Agl'cClllent
I hereby grant to the Board of Tmstees ofWngner College and its agents the non-exclusive license to
cop)" publicly display, arch"·e, lend, and make accessible, my thesis in whole or In part in all fomlS of
mcdia, now or llcrcaficr know1\.
1 tlnderstand that Wagner College will make my work available to nIl patrons of its libra!)·, including
interlibrary sharing.
I agree to the unrestricted display of the billliogrnphic illfonnation and the abstract of tile above title.
I retain all other O\\11crship rights to the copyright of the work.
SigllCd_'j~q~( a:Wt9
Dale
8/ S lIS
�
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Wagner College Electronic Thesis Collection
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Full text access to Wagner College theses in PDF format.
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Title
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The value of community-university partnerships for quality afterschool programming
Description
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MS Ed: Teaching Literacy
Abstract
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This exploratory study closely documents and examines two afterschool programs (Tech Kids Unlimited and Los Promotores P.S. 20 Literacy Program) that were developed using a community-university partnership model with the Wagner College Education Department during the 2014-2015 academic year. Using a framework that closely documents, analyzes, and assesses program quality, this study explores how partnerships can help meet the growing demand for high-quality afterschool programs and highlights the need for addressing and supporting at-risk groups, specifically in urban areas. Using a three-part mixed methods approach, the study included participant observer fieldwork, two pre-service educator surveys, and interviews from associated professors and program leaders in these community-university partnerships. Seventeen Wagner College pre-service educators were surveyed after working in one or both educational partnerships to explore how they were prepared and to learn more about their experiences programs, Findings highlight the need college students to perceive they are participating in a organized structure in order to effectively plan and support these afterschool. Furthermore, findings suggest that when college students have relevant professional development activities, previous background with the population, and opportunities for reflection, they have a more positive sense of the impact the community-university model. Program improvements are discussed to promote positive adaptations for college students in future partnership programs. This study found that qualitative research can potentially improve current programs and shed light to the potential impact of the community-university model for quality afterschool programming at small, urban universities.
Creator
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Colitz, Tatum
Date Accepted
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2015
Contributor
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DeMoss, Karen
Frumkin, Rhoda
Gordon, David
Rights
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U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
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Wagner College Electronic Thesis Collection
Format
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application/pdf
Extent
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162 pages
Language
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eng
Type
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Text
Identifier
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Ed_2015_Colitz_Value