Impact of Experience Corps® Participation on Children's Academic Achievement and School Behavior.
Impact of Experience Corps® Participation on Children's Academic Achievement and School Behavior.
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Experience Corps® 参与对儿童学业成绩和学校行为的影响。
DOI：
10.1007/s11121-018-0972-8
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Tanner,Elizabeth
中科院分区：
文献类型：
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作者：
Rebok,GeorgeW;Parisi,JeanineM;Barron,JeremyS;Carlson,MichelleC;Diibor,Ike;Frick,KevinD;Fried,LindaP;Gruenewald,TaraL;Huang,Jin;McGill,Sylvia;Ramsey,ChristineM;Romani,WilliamA;Seeman,TeresaE;Tan,Erwin;Tanner,Elizabeth
本文报道了体验团®（EC）巴尔的摩计划的影响，这是一个代际的，以学校为基础的计划，旨在提高学业成绩，减少破坏性的学校行为，在城市，小学学生在幼儿园到三年级（K-3）。60岁及以上的成年志愿者团队被安排在公立学校，每周服务15小时或更长时间，发挥有意义的重要作用，以改善儿童的教育成果和志愿者的健康和福祉。研究结果表明，没有显着的影响，EC程序的标准化阅读或数学成绩测试成绩的儿童在1 - 3年级暴露于该计划。K-1年级的学生在EC学校校长办公室转介相比，K-1年级的学生在匹配的对照学校在他们的第二年在EC程序;二年级的学生在EC学校有更少的停学和开除比二年级的非EC学校在他们的第一年在EC程序。一般来说，男孩和女孩似乎受益于EC计划在学校的行为。结果表明，老年人志愿者参与计划可以适度有效地改善资源不足的城市学校小学生课堂行为的选择性方面，但在学业成绩方面没有显着改善。需要做更多的工作，以确定个人和学校一级的因素，可能有助于解释这些结果。
This article reports on the impact of the Experience Corps® (EC) Baltimore program, an intergenerational, school-based program aimed at improving academic achievement and reducing disruptive school behavior in urban, elementary school students in Kindergarten through third grade (K-3). Teams of adult volunteers aged 60 and older were placed in public schools, serving 15 h or more per week, to perform meaningful and important roles to improve the educational outcomes of children and the health and well-being of volunteers. Findings indicate no significant impact of the EC program on standardized reading or mathematical achievement test scores among children in grades 1–3 exposed to the program. K-1st grade students in EC schools had fewer principal office referrals compared to K-1st grade students in matched control schools during their second year in the EC program; second graders in EC schools had fewer suspensions and expulsions than second graders in non-EC schools during their first year in the EC program. In general, both boys and girls appeared to benefit from the EC program in school behavior. The results suggest that a volunteer engagement program for older adults can be modestly effective for improving selective aspects of classroom behavior among elementary school students in under-resourced, urban schools, but there were no significant improvements in academic achievement. More work is needed to identify individual- and school-level factors that may help account for these results.