Understanding Adolescents' Skill-Building in the After-School Context
Bibliographic Data
| ID | 2329161 |
|---|---|
| Authors | Femi Vance (University of California, Irvine, CA, USA, corresponding author) |
| Year | 2018 |
| Volume | 50 |
| Issue | 7 |
| Pages | 966-988 |
| Publication date | 2018-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Youth & Society (JOURNAL) |
| Journal identifiers | ISSN: 0044-118X • E-ISSN: 1552-8499 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0044118x16649620 |
| OpenAlex | W2399983940 |
| Language | EN |
| Citations received | 4 |
| References cited | 19 |
In after-school programs, skill-building is a holistic process by which adolescents-guided by adults-achieve mastery. Developmental theories such as Bronfenbrenner's bioecological model position youth as active learners; however, little is known about the specific actions youth use to enhance their learning during skill-building opportunities. Qualitative analysis of 49 semi-structured observations of enrichment activities at a high-quality after-school program showed that adolescents used four types of actions while completing a project: inquiry, contribution, self-regulation, and peer education. These behaviors indicated youths' level of cognitive engagement. Instructors' practices related to questioning, monitoring, group management, and sharing control demonstrate the range of instructional practices that can be used in response to teens' use of the four types of learning actions. This study presents a theoretical model of the skill-building process that illustrates how teens' behaviors interact with staff practices and the demands of project-based learning
Cognition · Context (archaeology) · Developmental psychology · Mathematics education · Pedagogy · Positive Youth Development · Process (computing) · Quality (philosophy) · Applied Psychology · Child Development and Digital Technology · Motivation and Self-Concept in Sports · Psychology · Youth Development and Social Support
Thought and language.
The Coding Manual for Qualitative Researchers
Developmental Assets and Asset-Building Community
Environments in developmental perspective
Writing Ethnographic Fieldnotes
Learning About the “Real World” in an Urban Arts Youth Program
Inside the Black Box
Dilemmas of Practice
A comparison of youth‐driven and adult‐driven youth programs
Adolescents' Accounts of Growth Experiences in Youth Activities
Engagement in after-school program activities
How youth get engaged
| Citations per year | 0.67 |
|---|---|
| Citation span | 2020 - 2023 (4) |
| Highly cited | No |