Analysis Of Ost Program Components ( Activities And Goals )

1119 Words May 19th, 2016 5 Pages
This research was guided by three questions that pertained to practitioner reports of OST program components (activities and goals), rationales for the components, and use of research as a rationale. Findings related to each question are discussed and then implications for closing the science-to-practice gap are considered.
First, all 21 practitioners identified goals and activities for their programs. Common goals included providing a safe environment and developing academic and social-emotional skills. These goals are in line with features of youth programs that can promote positive youth development (Eccles & Gootman, 2002). However, these were program level goals. Some work has shown practitioners do not have specific goals for their interactions with youth (Zeldin & Camino, 1999) and further study would be required to see how effectively program goals are translated to practice. Achieving program goals is likely to depend on having explicit and intentional links with activities demonstrated to achieve such goals (Durlak, Weissberg, & Molly, 2010). In terms of activities, homework, games, arts and crafts, and academic pursuits were most common. The scientific link between goals and activities was not always a clear. For example, homework time was the most common activity and it is often presumed to support academic success, but this is not supported by empirical research (Cooper, Civey Robison, & Patall, 2006).
Second, practitioners provided a range of rationales to…
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