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

Kathryn Hynes (Human Development and Family Studies, Pennsylvania State University, US)
Emilie Smith (Center for Family Research in Diverse Contexts, Pennsylvania State University, US)
Daniel Perkins (Family and Youth Resiliency and Policy, Pennsylvania State University, US)

Journal of Children's Services

ISSN: 1746-6660

Article publication date: 20 November 2009

121

Abstract

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

Keywords

Citation

Hynes, K., Smith, E. and Perkins, D. (2009), "Piloting a classroom‐based intervention in after‐school programmes: a case study in science migration", Journal of Children's Services, Vol. 4 No. 3, pp. 4-20. https://doi.org/10.1108/17466660200900014

Publisher

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Emerald Group Publishing Limited

Copyright © 2009, Emerald Group Publishing Limited

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