Boravak- da ili ne?

[a zakaj]

Naknadno se sjetih:
4. Učenici koji idu u boravak u prosjeku su slabiji đaci od onih koji ne idu.

Jel to temeljeno na nekom istraživanju ili PI puta palac metoda?

Ako je statističko istraživanje zanima me da li su u obzir uzete sposobnosti djeteta, obrazovanje roditelja i ostali ulazni parametri za sve ispitanike?

evo par studija.

1. Posner, Jill K., and Deborah Lowe Vandell. "Low-Income Children's After-School Care: Are There Beneficial Effects of After-School Programs?." Child Development 65, no. 2 (1994): 440.

4 types of after-school care (formal after-school programs, mother care, informal adult supervision, and self-care) were examined for 216 low-income children (M age = 9.1 years). After-school care was associated with maternal education, race, and family income but not with child gender, family marital status", neighborhood safety, or parenting style. When maternal education, race, and family income were controlled, attending a formal after-school program was associated with better academic achievement and social adjustment in comparison to other types of after-school care. Children's activities and experiences also varied in different after-school settings. Children in formal programs spent more time in academic activities and enrichment lessons and less time
watching TV and playing outside unsupervised than other children. They also spent more time doing activities with peers and adults and less time with siblings than did other children. The time that children spent in these activities was correlated with their academic and conduct grades, peer relations, and emotional adjustment.

2. Cosden, Merith, et al. "The Effects of Homework Programs and After-School Activities on School Success." Theory Into Practice 43, no. 3 (2004): 220.

Although after-school homework programs appear to benefit children who are at risk for school failure, there are several other factors that need to be considered in evaluating their impact. As noted, children spend their time after school in many different ways and with a significant range in supervision. While after-school homework programs provide structure and supervision, as well as academic assistance, there are other types of extracurricular activities that may benefit children and that may be unavailable if they attend homework programs.

Studies have shown that involvement in extracurricular activities is associated with school engagement and achievement (Cooper, Valentine, Nye, & Lindsey, 1999; Gerber, 1996; Jordan, 2000; Mahoney & Cairns, 1997). These studies typically assess involvement in non-academic activities, most of which occur after school hours. Rather than divert students from meeting their academic goals, studies find that students engaged in extracurricular activities--including sports, service clubs, and art activities--are less likely to drop out (Mahoney & Cairns, 1997) and more likely to have higher academic achievement (Gerber, 1996). Of particular importance, students at risk for school failure appear to benefit even more from participation in extracurricular activities than do children who are normal achievers. Most researchers believe that involvement in extracurricular activities has an indirect impact on achievement by increasing connectedness to the school and by helping to build student strengths, thereby increasing self-esteem and positive social networks. Mahoney and Cairns (1997) note that while remedial academic programs "focus on the deficits of students," involvement in high interest, non-academic activities "provides a gateway into conventional social networks... through the maintenance and enhancement of positive characteristics of the individual that strengthen the student-school connection" (p. 248). One caveat is that school-based activities tend to be more associated with school connectedness than are community-based activities or employment. Further, there is a curvilinear relationship between extracurricular activities, such that levels of outside activity can be too high to allow students to also focus on their schoolwork.

These findings suggest that extracurricular activities can benefit student achievement, although this is not a black and white issue. For example, while "no play" rules that prohibit students with low GPAs from participating in extracurricular activities may provide a needed incentive to some students, in other instances this rule may increase the student's risk for school failure. Educators need to be concerned that after-school homework programs do not replace other non-academic extracurricular activities because these activities may also promote student resilience. Activities should enhance student engagement to the school while allowing time for homework to occur.

After-school homework programs can provide students with structure, supervision, academic assistance, and the opportunity to learn study skills. At their best, participation in after-school homework programs can help students maintain their academic standing, feel more bonded to their school, reduce family stress, and develop attitudes and skills that would facilitate their success in school after the program is over. However, after-school homework programs can also interfere with other, nonacademic activities that promote student bonding to the school and the community and run the risk of reducing parental involvement in the schooling process. Finally, as is always the case, the help provided by these programs will be limited by the quality of the homework students receive, as well as the integration of these programs with the regular teachers.

As Gatto (2001) wrote in his book on teaching in America, "schooling is not education" (p. 49). After-school homework programs can provide students with the support they need to do well in school, but they should do so in ways that do not detract from the students' opportunities to become involved in family and community activities.